The present research is part of the varied landscape of studies and researches related to the personal and professional maturation process and inclusive education. The contribute illustrates a research path which involved 182 university students, from october to december 2014. The project concerned the design, construction and testing of a series of activities through which teachers were able to help pupils develop the ability to design and chose their future career, moving from the disciplines contents and thanks to the Canadian methodology of Activation du Développement Vocationnel et Personnel (Pelletier, Boujold & Noiseux, 1974), validated in Sicily (Cappuccio, 2003, 2009, 2012, 2015), which recognizes teachers as strategic brokers of school inclusion processes.

Il contributo presenta il percorso di ricerca che ha coinvolto 182 studenti universitari, 254 alunni e 20 docenti della scuola secondaria di primo grado nei mesi di ottobre-dicembre 2014; l’intervento ha previsto la progettazione, costruzione e sperimentazione di una serie di attività attraverso le quali gli insegnanti hanno potuto sviluppare la capacità di progettazione e di scelta del proprio futuro professionale negli alunni, partendo dai contenuti delle discipline e utilizzando la metodologia canadese dell’Activation du Développement Vocationnel et Personnel, creata da Pelletier, Boujold & Noiseux alla fine degli anni 70’ del secolo scorso, che riconosce gli insegnanti quali mediatori strategici dei processi di inclusione scolastica e sociale.

Cappuccio, G. (2015). L’Activation du Développement Vocationnel et Personnel per un’educazione inclusiva. In M. Tomarchio, A. Ulivieri (a cura di), Pedagogia militante. Diritti, culture, territori (pp. 1020-1024). Pisa : ETS Edizioni.

L’Activation du Développement Vocationnel et Personnel per un’educazione inclusiva

CAPPUCCIO, Giuseppa
2015-01-01

Abstract

The present research is part of the varied landscape of studies and researches related to the personal and professional maturation process and inclusive education. The contribute illustrates a research path which involved 182 university students, from october to december 2014. The project concerned the design, construction and testing of a series of activities through which teachers were able to help pupils develop the ability to design and chose their future career, moving from the disciplines contents and thanks to the Canadian methodology of Activation du Développement Vocationnel et Personnel (Pelletier, Boujold & Noiseux, 1974), validated in Sicily (Cappuccio, 2003, 2009, 2012, 2015), which recognizes teachers as strategic brokers of school inclusion processes.
2015
Cappuccio, G. (2015). L’Activation du Développement Vocationnel et Personnel per un’educazione inclusiva. In M. Tomarchio, A. Ulivieri (a cura di), Pedagogia militante. Diritti, culture, territori (pp. 1020-1024). Pisa : ETS Edizioni.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10447/169044
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