Temptations and attempts in the daily work of teachers: reflections beyond the pedagogy of presence
https://doi.org/10.4081/rp.2022.594
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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.
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