Co-costruzione di modelli semiotici per la didattica dell’interpretazione Un intervento per la valorizzazione, lo scambio e il miglioramento delle competenze dei professionisti dell’educazione visiva

This article presents a Teacher Professional Development Research (TPDR – Ricerca-Formazione) project aimed at developing semiotic models for teaching interpretation in visual education. Overcoming the idea of tacit knowledge as inexpressible, the study explores how semiotic tools can make the expertise of educators visible and communicable. In this research, the semiologist acts as an intercessor, facilitating the co-construction of meaning and shaping the discursive dynamics of interpretation through generative and relational frameworks. The project promotes an interdisciplinary dialogue between semiotics and education, highlighting interpretation as a complex and situated practice, shaped by actantial interaction regimes and multimodal expressive practices. The case study, developed in collaboration with the Pinacoteca di Brera, a high school of human sciences in Milan and the University of Modena and Reggio Emilia, involved interdisciplinary groups of teachers and museum educators who co-designed and implemented interpretive practices in museum educational contexts.