Archives

• Numero 2 del 2025 - Chi l'ha detto che non si può? Educatori professionali socio-pedagogici e pedagogisti nei servizi socio-sanitari e della salute

  Vol. 1 No. 02 (2025)

  The monographic issue of the journal focuses on the presence and role of socio-pedagogical professional educators and pedagogists within social-health and healthcare services.
  The editorial highlights the need to value concrete experience as a source of pedagogical and professional knowledge.
  The journal presents itself as a space for dialogue and exchange among professionals working in diverse educational and care contexts.
  The contributions explore the importance of the educational relationship in processes of health, well-being, and inclusion.
  Field experiences are presented, including community mental health interventions and educational practices in local services.
  Some articles offer a critical pedagogical reinterpretation of complex issues such as hyperactivity and attention disorders.
  Innovative methodologies applied in socio-health contexts are also examined, including drama therapy, narrative medicine, and neuro-pedagogical approaches.
  Significant attention is given to the legal recognition and professional role of educators within public healthcare systems.
  The contributions emphasize multidisciplinary teamwork and the integration between educational and healthcare domains.
  Overall, the issue promotes a vision of pedagogy as a fundamental resource for service quality and for developing person-centered care pathways.

• Issue 01/2025. Pedagogy as Science and Experience

  Vol. 1 No. 01 (2025)

  Issue 01/2025 of Quaderni di pedagogia e pratiche educative focuses on pedagogy as both a scientific discipline and a field of lived experience, offering a reflection that connects theory with educational practice. The volume opens with editorials addressing current issues, including recent changes to Law 55/2024 and their implications for the educational profession. Particular attention is given to Neuro-pedagogy, presented as an interdisciplinary approach that integrates biological, social, and educational dimensions. The scientific contributions explore key themes such as listening, educational relationships, and the rejection of reductive labeling in understanding individuals. The issue also includes field research, such as studies on the Sinti community in Trieste, highlighting dynamics of inclusion, marginalization, and resilience. Innovative pedagogical approaches are discussed, including playful learning as a tool for inclusion. Attention is also devoted to the training of educators and pedagogists within the evolving professional and regulatory context. Overall, the issue presents pedagogy as a dynamic discipline capable of responding to contemporary educational and social challenges.