The educator and educational continuity in the zerosei integrated system in Italy. Virtues, skills and world context

Resumo

In Italy, Legislative Decree 65/2017 establishes the integrated system of education and instruction from birth to six years, effectively establishing the institutional conditions for the creation of an educational proposal that has pedagogical roots dating back to the debates on educational continuity which have crossed the Italian scientific landscape since the 1980s. This proposal from the legislator has opened the way to numerous debates regarding a series of rather complex issues concerning pedagogical, political, organizational and financial issues. In the analysis and problematization of these themes, the question of the definition of the professional figure who can/should operate, precisely, in a zero-six context seems to emerge as emblematic. This issue appears to be particularly thorny since at the moment in Italy we are in a transition phase which sees on the one hand the push towards a new integrated educational system for early childhood, on the other the persistence of old training and organizational structures which on the one hand they can be considered a limit to change, on the other hand they can prove to be a solid reference base from which to start to achieve change. In the definition of operational paths to promote the integrated zerosei system, and in the definition of the related professional figures, the theme of educational continuity appears to be central, which emerges both in relation to the internal dimension of the educational structures and in relation to the contiguity between these structures, the services, the family and the territory.