A new model for community care: the role of the teacher and of the socio-pedagogical educator in networking

Abstract

Abstract – It seems extremely important today that educational social work should be recognised and valorised as an effectual element of possible rebirth and re-education, in a society that seems to have completely lost the coordinates for human living. The goal underlying the logic of educational aid is therefore to support the process of shaping the growth and progress of the student-person through a phenomenological-constructivist perspective aimed at defining a generative welfare such as can also overcome the current crisis of communication and link the different systems with which the person relates, which change the person in question, and which are themselves changed by that same person. Schools likewise must be aware of the importance of operating in the sphere of education and training through a social-relational network approach, and of the need for the educational community to be built up responsible, and an authentic life plan developed for every individual. Accordingly, it seems that education and training plans can no longer be thought of simply as the delivery of single services by individual experts, but rather, as the activation of relational pathways allowing mutual interaction and shared problem-solving. Given this scenario, the intention is, in particular, to examine the contribution of the socio-pedagogical educator and its fundamental role in activating “networked care”, across a “broader” school education, looking also at possibilities for dialogue with regard to how such a networked relational approach might be developed in international education and school settings.