https://doi.org/10.4081/rp.2022.594

Temptations and attempts in the daily work of teachers: reflections beyond the pedagogy of presence

Vol. 33 No. 1 (2022)
Submitted: September 16, 2021
Accepted: November 7, 2021
Published: April 28, 2022
I-Subject, Pedagogy of presence, development; training, metavision, school supervision, epistemology of complexity.
Abstract Views: 2890
PDF: 116
PDF (Italiano): 177
Publisher's note
All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.

Authors

Monica Negretti
monica@psicologianegretti.com
https://orcid.org/0000-0001-5478-7572
Psicologa dello sviluppo e dell’educazione - psicoanalista SipRe, Italy.
Daniela Negretti
https://orcid.org/0000-0002-8597-3121
Psicologa clinica - psicoanalista SipRe, Italy.
Myriam Mascetti
https://orcid.org/0000-0001-5283-8647
Insegnante e referente nella scuola dell'infanzia, Italy.

This paper aims to re-interpret Michele Minolli’s theory on the development of the I-subject within the school context. Taking a cue from the open letter of a teacher, written during the reopening of schools after the first long lockdown, the reflection enters the daily school life to try to describe an educational approach defined as ‘Pedagogy of Presence’. This aims to develop the I-Subject and focuses on the need to rethink the educational relationship between adult and child, a relationship in which even the adult is involved in a transformative process and is called to take responsibility for the quality of his/her Presence. The educational training path and ‘metavision’ proposed here becomes a place of maximum explication of the teacher’s work on himself/herself.

Dimensions

Altmetric

PlumX Metrics

Downloads

Download data is not yet available.

Citations

Crossref
Scopus
Google Scholar
Europe PMC
Bruner, J.S. (1996). I processi di conoscenza dei bambini e l’esperienza educativa di Reggio Emilia. Reggio Emilia, Comune di Reggio Emilia.
Cavallini, I., Filippini, T., Vecchi, V., Trancossi, L. (2011). Lo stupore del conoscere. Reggio Emilia: Reggio Children.
Dahlberg, G., Moss, P., Pence, A. (1999). Beyond Quality in Early Childhood Education and Care (Tr.it. Oltre la qualità nell’educazione e cura della prima infanzia). Reggio Emilia: Reggio Children, 2003.
Gardner, H. (1993). Il bambino come artista. Milano: Anabasi.
Maguire-Fong, M.J. (2015). Teaching and Learning with Infants and Toddlers. New York: Teachers College Press Columbia University.
Malaguzzi, L. (1996). I cento linguaggi dei bambini. Catalogo della mostra. Reggio Emilia: Reggio Children.
Edwards, C., Gandini, L., Forman, G. (1993). I cento linguaggi dei bambini. L’approccio di Reggio Emilia all’educazione dell’infanzia. Bergamo: Edizioni Junior.
Minolli, M. (2009). Psicoanalisi della Relazione. Milano: Franco Angeli.
Minolli, M. (2011). Tu sei me e io sono te. Ricerca Psicoanalitica, XXII(2), 9-26. DOI: https://doi.org/10.3280/RPR2011-002002
Minolli, M. (2015). Essere e divenire. La sofferenza dell’individualismo. Milano: FrancoAngeli.
Morin, E. (1999). Tr.it., La testa ben fatta. Riforma dell’insegnamento e riforma del pensiero (2000). Milano: Raffaello Cortina.
Negretti, M. (2014). Educare nella complessità. Ricerca Psicoanalitica, XXV(3), 109-126. DOI: https://doi.org/10.3280/RPR2014-003011
Rinaldi, C. (1999). I processi di conoscenza dei bambini tra soggettività e intersoggettività. Reggio Emilia: Comune di Reggio Emilia.
Rinaldi, C. (2002). Leggero è il racconto. In: Comune di Reggio Emilia, a cura di., Sipario. Anello delle trasformazioni. Reggio Emilia: Reggio Children.
Rinaldi, C. (2009). In dialogo con Reggio Emilia. Reggio Emilia: Reggio Children.
Scuole e Nidi d’Infanzia (2011). Lo stupore del conoscere: i cento linguaggi dei bambini. Reggio Emilia: Reggio Children.

How to Cite

Negretti, M., Negretti, D., & Mascetti, M. . (2022). Temptations and attempts in the daily work of teachers: reflections beyond the pedagogy of presence. Ricerca Psicoanalitica, 33(1). https://doi.org/10.4081/rp.2022.594
Copyright (c) 2022 the Author(s) Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

PAGEPress has chosen to apply the Creative Commons Attribution NonCommercial 4.0 International License (CC BY-NC 4.0) to all manuscripts to be published.