Learning as a relational dance

The Authors, by defining the school community as the elective learning context, highlight how much it is possible to achieve a real social integration of students by their role partners. The Authors suggest a reading of learning in a Bionian key, declined also according to the Meltzerian model, as growth and development, therefore as change of the person as a whole, and therefore in a radically different approach compared to notional learning. Considering also Loewald's contribution regarding the mind, Bion's contribution regarding the theory of thought and psychic suffering then re-elaborated by Meltzer and Meltzer's further contribution regarding emotional functions, the authors come to consider the learning process as emerging from the relationship. It is therefore through the relationships activated in the school context that learning and also social integration is possible if the teacher is able to lead the "relational dance" by adopting the professional reverîe.