La povertà educativa oggi: verso una nuova definizione socio-pedagogica

Abstract

Educational poverty, as a limitation of learning and
understanding of living together and leading an autonomous and active
life, is a complex and multidimensional phenomenon. Socio-economic and
political conditions form the backdrop for psycho-pedagogical and relational
directions, often giving rise to recursive and highly predictive connections.
Socio-pedagogical reflection identifies new frames for reading and
interpreting childhood, and new policies capable of restoring opportunities
for growth, empowerment and engagement to the community.