Povertà educative delle famiglie contemporanee, bisogno di riconoscimento e generatività. Considerazioni di pedagogia fondamentale

Abstract

Nowadays, in public debate and scientific reflection, the idea of educational poverty is increasingly developed. In particular, contemporary pedagogical reflection accounts for educational poverties, not in singular but, rather, in the plural. For some time, even the condition of family poverty has been analyzed only from a singular perspective, i.e. in economic terms. Conversely, the paper intends to begin to focus on the educational poverties of families understood above all as relational incompetencies as well as the inability to be truly generative and above all to respond to the need for recognition, affective and ethical, of the childhood. In this way, the paper offers some reflections that, in the fundamental pedagogics frame, intersect pedagogy of the family and childhood, in the awareness that there will be no authentic care of childhood without adequate educational accompaniment of parents and adult educators.