I bambini e il senso dell'abitare. Prospettive di ricerca pedagogica

[Autom. eng. transl.] Stopping in the generative tension between theory and praxis, the book intends to propose a reflection on the meaning of living, moving between a theoretical-hermeneutic level and a more heuristic one. If, from the most speculative point of view, the reflection on the meaning of living in childhood intends to combine with the recognition of the child as a person characterized by a peculiar realization tendency and by specific potentialities in his approach to the world, on the research level the question to which we want to deal with the one related to the paradigms and devices that can be put in place to capture the needs of meaning and the needs of children connected with the experience of living, enhancing their uniqueness. We are therefore faced with a double appeal, which must be welcomed both in pedagogical reflection and in educational research and in didactic planning: on the one hand, space requires to be discovered as a lived space, a place of meanings and a context of relationships; on the other hand, even childhood cannot be merely designated by adult representations, but reveals its own hermeneutics of the world and a narrative capacity that does not escape the complexity of reality. In this context, the proposal to investigate the sense of living in childhood would like to focus attention on the relationship between children and living spaces, not only to reveal the existential and pedagogical scope of the theme but above all to promote a discourse on most grateful for its value and its potential.