La memoria familiare come dispositivo pedagogico educativo

[Autom. eng. transl.] The object of the article is the family memory, which stands out in the hermeneutic plot of pedagogical reflection as a result not of juxtaposition of individual memories nor of a linear succession of collective events to which the single subjects approach to draw directions. Beyond any fragmentary and summative assessment, the family memory shows to be a factor of high argumentative complexity, subjected to permanent co-construction by the various interacting members located in specific experiential contexts. It does not exist as a homogeneous whole: it is the completely new result of individual memories that interact with each other. It is important to note that the priority commitment inherent to spouses is precisely that of mediating the memories of their individuality in dialogue. From what has been asserted it can be deduced that the family memory is built continuously and is co-constructed by the individual memories interacting with each other. The surveys carried out show that family memory is in itself transformative and generative.