Promuovendo consapevolezza etica: una teoria grounded sul curricolo di educazione etico-sociale alla scuola dell'infanzia

The book aims to convey the complexity of the process that led to the formulation of the homonymous grounded theory concerning the relationship between educational practices and ethics in early childhood education. Employing Constructivist Grounded Theory as its methodological framework—consistent with the researcher’s epistemological stance (social constructivism, complexity theories, and critical pedagogy)—the study focuses on the material and symbolic conditions underpinning the development of a Curriculum for ethical and social education in the preschool context. In particular, the research unfolded through the interrelation of multiple perspectives on the relationship between the educational dispositive and the critical-reflective posture that may – or may not – characterise it. Following an initial section dedicated to the researcher’s theoretical and practical positioning within an emancipatory and socially committed pedagogical horizon, the volume presents, on the one hand, the methodological framework and, on the other, the findings that emerged from the research process, namely the interpretative categories and the grounded theory. The text then examines several components of educational materiality: the relationship between individual and collective demands; the structuring of conditions for meaningful educational experiences; and the intentionality and awareness required of those with educational responsibilities in countering ethical illiteracy – addressed here with particular attention and an initial definition – aimed at fostering the development of Reflective Educating Communities.