Orientamento e vulnerabilità. Questioni aperte

Abstract

Abstract – The complexity of reality introduces several moments of disorientation into people's life trajectories. To make these experiences legitimate and formative – rather than disqualifying ones – pedagogy can play a significant role within the contemporary debate, supporting the need to distance from the neoliberal model, introducing a thought attentive to conditions of vulnerability and endorsing the value of experience and its sedimentation within personal and collective life stories, as well as local, territorial and global cultures. Orientation interventions aimed at adults – especially those deprived of freedom within penitentiary institutions – leave many crucial issues open. For instance, the contradictions posed by infantilizing rather than enabling actions in the prison context are evident, as are the limits underlying the crystallizing power of social stigma regarding the real possibility of projection towards different possible futures. Which role has pedagogical thought on orientation within areas of intervention characterized by high vulnerability?