Sostare nell’ambiguità: il contributo della vignetta fenomenologica nei processi trasformativi di Educazione alla Cittadinanza Globale (ECG) in contesti non formali
DOI:
https://doi.org/10.60923/issn.1825-8670/24116Parole chiave:
Phenomenological Vignette, Global Citizenship Education, Transformative Education, Responsivity, Non-formal ContextsAbstract
Questo articolo propone una riflessione metodologica sull’uso della vignetta fenomenologica per analizzare esperienze ambigue e dilemmatiche in contesti non formali. A partire da un corpus di dieci vignette, l’analisi si concentra sulla postura dei soggetti nei confronti dell’ambiguità dell’alterità e sull’emergere di processi trasformativi di apprendimento di Educazione alla Cittadinanza Globale (ECG) nel momento della risposta all’alterità. ECG è intesa come approccio trasformativo, critico ed esperienziale, finalizzato all’ampliamento della visione del mondo del soggetto attraverso l’estensione degli orizzonti culturali e personali, resa possibile da incontri significativi con il mondo e con l’alterità. Il contributo intende offrire spunti per lo sviluppo di strumenti qualitativi capaci di cogliere la complessità e la densità delle esperienze educative in contesti non formali, sottolineando l’importanza di un’attenzione fenomenologica al corporeo, alla percezione e alla dimensione estetica dell’esperienza.Riferimenti bibliografici
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Copyright (c) 2026 Cinzia Zadra, Stefania Moser
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