Abitare la relazione di cura. Lo sguardo fenomenologico come postura epistemica nella formazione in ambito sanitario

In contemporary healthcare contexts, education is often shaped by a clinical-objectifying approach that reduces care to technical and procedural competence, obscuring its relational and existential dimensions. This contribution proposes a pedagogical reinterpretation of healthcare education from a phenomenological-hermeneutic perspective, conceiving care as lived experience and as an epistemic posture rooted in the lifeworld. Starting from a university educational experience previously explored through empirical analysis, the paper offers a theoretical re-reading of educational devices such as testimony, epochè and reflective writing as practices capable of generating situated knowledge. The experience highlights a shift from an objectifying representation of illness to an ontological understanding of care as Sorge, understood as relational responsibility toward the vulnerability of the other. From this perspective, education emerges as an epistemic condition of care.