Abitare pedagogicamente le parole. Una ricerca fenomenologica

Words reveal our relationship with existence, tell of drifts and strays or conversely of firm and conscious existential postures. Those engaged in educational and caring tasks should do so by paying attention first of all to the words with which the subject represents himself and his relationship with reality. And, nonetheless, he should pay attention to the words he uses, with which the relationship takes shape. But when does a word educate? In what does its educational essence consist? Phenomenologically oriented pedagogy constituted the hermeneutic horizon of reference for a research that investigated the use of the word in some educational contexts: children’s services and schools. The discussion with educators, pedagogists and teachers made it possible to grasp the essential structures of the educational word that can be shared intersubjectively, albeit in the variability of individual experiences. This resulted in the foundations of a critical theory as a reference for education.