Orientare e orientarsi: quale orientamento nelle “Linee guida”?

Abstract

Abstract – The latest guidelines for orientation highlight some elements that appear contradictory when read in light of the most recent theoretical reflections on orientation. In particular, the reference to the "recognition of talents, aptitudes, inclinations, and merit" deserves further exploration, as it seems to evoke the idea of orientation as a matching process between personal traits and suitable paths. This contribution, drawing from the results of some research conducted in secondary schools and universities, presents a critical reading of the indications contained in the guidelines: from the role of the tutor and career guidance teacher, their profile, and possible training paths, to the possible interpretations of the "certification of competences as a tool for orientation" to facilitate transitions from one track to another, to the construction of orientation modules and their integration into school curricula, the role of the orientation council, the student’s curriculum, and the importance attributed to the e-portfolio.