The rationale of the research, aimed at knowledge production, cannot be compared to the rationale of education, aimed at competencies’ acquisition. Knowing in order to describe a situation or acquiring knowledge to make an action represent two objectives of study whose difference seemed for long time to be functional to mark, on one hand, the process of investigation, and on the other hand, the educational paths. Nevertheless, it’s necessary to wonder if this division can last with a perspective in which the research’s practices and the educational processes take advantage of the active participation of the actors. The focus on the change and the empowerment of the actors move the interest both of the educational practices and of the rationale of the investigation. The roles of the actors within the research’s processes become fl exible and the dialogue between the interlocutors opens up, while the research aims at making more and more adherent its practice to the specifi c and private situations, the education widens its range of action on the public life. In such direction it’s possible to bet that research sets itself as a tool of professionalization and that the educational practices can offer new investigation inputs.
|Titolo tradotto del contributo||[Autom. eng. transl.] Research and training: between semantic ambiguities and new forms of action|
|Titolo della pubblicazione ospite||Il futuro della ricerca pedagogica e la sua valutazione|
|Numero di pagine||9|
|Stato di pubblicazione||Pubblicato - 2012|