Paradigmi a confronto per la promozione della cura educativa in senso comunitario

The elaboration of the paradigm of “educational care” by recent pedagogical reflection has opened the possibility of a transition from a positivist conception of health to a phenomenologicalinterpretive one (Bertolini, Musaio). Yet the import of this paradigm extends well beyond the settings and services of a sanitary character, investing above all the communitarian dimension of health, that is, triggering an integral re-reading of health as a shared and relational process that involves the spaces of coexistence (Nancy), the practices of urban use and the arts of shared doing (De Certeau), continuously regenerated and re-signified through the transmissive and transformative movement of knowledge (Ricoeur). The paper intends to propose, first, a comparison between paradigms, and then to bring to light the perspectives that the paradigm of educational care may inaugurate in terms of social pedagogy, processes of capacitation and communitarian regeneration (Nussbaum), and of the formation of professionals and civic actors participating in such processes.