For a communities pedagogical education of secondary school teachers. Towards paths of school family co-responsibility

In modern’s techno-liquid society there is a thinning of community ties and an increasing drive towards self-sufficiency. This condition exacerbates the insecurity and precariousness of the human condition, which manifests itself in both individual and social dimensions. This fragility can also be traced at school, a complex physical, relational and symbolic context which today, more than in the past, is experiencing widespread educational suffering. The latter affects not only teachers, with a gradual loss of personal motivation and professional vocation, with repercussions on the teaching-learning process and important implications for individual and collective well-being, but also families and the entire community. However, it is precisely in conditions of vulnerability and fragility that new opportunities for education can be found. This paper will focus on communities pedagogical training for secondary school teachers as a possible methodological direction for education aimed at restoring and/or establishing authentic community ties and promoting social change. In particular, the paper will focus on pedagogically grounded training pathways that enhance teachers’ emotional-relational competencies and sense of community at school in order to support teachers in their professional practice, to build virtuous educational alliances, and to promote school-family co-responsibility pathways. In a school in crisis, the question of pedagogical training of adult educators needs a communities perspective. The basic assumption is that there can be no “I” without a “We”, and that community is a fundamental part of the human and social structure.