Ripensarsi nella relazione educativa oltre la pandemia: lo sguardo dei coordinatori

[Autom. eng. transl.] The pandemic and the containment strategies implemented worldwide, nationally and locally have had profound repercussions on everyone's life, upsetting everyday life. One of the first measures put in place was the suspension of didactic and educational activities with the gradual start of distance learning (DAD) in schools of all levels. The relevance and consequences of these measures have widely prompted debate both at the level of public opinion and within the international and national scientific community. The debate on the effects, methods and implications of the suspension of teaching activities in the presence which - for the upper secondary and, albeit partially, for the upper secondary school - still remains, has been and is particularly heated. Although the surveys show that, as was highly predictable, the most severe effects of the suspension of face-to-face teaching activities have fallen on the most fragile categories (in school language, students with special educational needs), attention to the educational dimension is often remained hidden under the one more directly connected with the didactic and sometimes technical implications. Although numerous contributions are starting to circulate that highlight the heavy effects of the lockdown on the younger sections of the population, these reflections move from a predominantly psychological matrix. Pedagogical contributions are less frequent and less systematized even if operators, users, families of educational services were immediately challenged by this change of scenario and consequently had to try to identify solutions and strategies to deal with it. It is reasonable to hypothesize that the transformations generated by the pandemic have impacted not only on the level of practices but also on the identity dimension of professionals and on their ways of thinking and thinking about themselves in the educational relationship. The briefly elaborated reflections start from the analysis of scientific literature and from the examination of real educational contexts. In particular, some projects to combat educational poverty are taken into consideration in which the research unit is responsible for the impact assessment. In the contribution, the invitation to question oneself about the responsibility of pedagogy in the transformations of social relations is accepted by trying to reason on the transformations and educational trajectories generated by the pandemic, focusing attention on issues that are currently less evident and less central in the debate.