https://doi.org/10.4081/rp.2014.363
Educating in complexity: towards a pedagogy of presence
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Authors
The work with teachers in schools and the daily contact with children, strongly invites, today, to a deep reflection on the concept of "quality of educational interaction" and the idea of development and subject of which teachers, parents, administrators and psychologists are carriers. Crossing the paradigm of complexity and with the richness brought by infant research studies, the author tells of another possible path towards a pedagogy of Presence: the intention is to go beyond the creation of contexts aimed at the respect of the child and the search for good contents for the development of the right skills, to give space to an educational process characterized by "Presence to oneself". The author's point of view is that, through Presence, the co-constructive process of the educational relationship that places the child and the teacher within a becoming marked by creativity is made possible.
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