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La riflessione epistemica della ricerca fenomenologica nella pratica dell’insegnare

Author(s): Caterina Merola

Journal: Topologik : Rivista Internazionale di Scienze Filosofiche, Pedagogiche e Sociali
ISSN 2036-5683

Issue: 13;
Start page: 152;
Date: 2013;
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Keywords: Teachers’ s voices | representations | experience | beliefs | hermeneutic interpretation

In recent years, attention to the Italian school focused on diffuse difficult situations, the inappropriate behavior of the students, the educational emergency and crisis in the wider social context. Teachers directly involved in educational practice, are little listened to, I thought you should hear their voices to bring their perspective on the difficulties at school. Through the path of empirical research, I sought to explore the experience, the meanings that are to describe more precisely the discomfort and seen as the causes identified by teachers, are to affect the representations, beliefs, the way they say intervene in the school. Since tackling the problem in order to find effective solutions, requires a comparison with the construction ofmeaning that those involved in the process uncomfortable object of the research was the world of meanings of teachers. The elements of a system of beliefs are different because they are not consensual conceptual elaborations on the theme that is explored. What interested me, according to the approach not only descriptive, but also hermeneutic interpretation, was to understand the meaning that teachers provided their experience, because the meaning is structured through words, then language, that is, the way in which respondents became aware of their experience, has become the object of study preferred.
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