Littérature scientifique sur le sujet « Pedagogia della cura »
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Articles de revues sur le sujet "Pedagogia della cura"
Sidoli, Rita. « La trama dei valori condivisi e la pedagogia della responsabilitŕ ». CHILD DEVELOPMENT & ; DISABILITIES - SAGGI, no 2 (janvier 2011) : 31–42. http://dx.doi.org/10.3280/cdd2010-002002.
Texte intégralLenzi, Leonardo. « Emozioni intelligenti, intelligenza emozionata : strategie per coltivare se stessi ». CHILD DEVELOPMENT & ; DISABILITIES - SAGGI, no 2 (janvier 2011) : 77–85. http://dx.doi.org/10.3280/cdd2010-002005.
Texte intégralPacciolla, Aureliano. « EMPATHY IN TODAYS CLINICAL PSYCHOLOGY AND IN EDITH STEIN ». Studia Philosophica et Theologica 18, no 2 (7 décembre 2019) : 138–60. http://dx.doi.org/10.35312/spet.v18i2.29.
Texte intégralTeresa Giovanazzi. « For a culture of sustainability. Pedagogical reflection, educational professionalism 0-6 ». Form@re - Open Journal per la formazione in rete 21, no 2 (31 juillet 2021) : 160–68. http://dx.doi.org/10.36253/form-11330.
Texte intégralLo Piccolo, Alessandra. « Pedagogia e cura delle fragilità : suggestioni educative e proposte didattiche per la prevenzione dei comportamenti aggressivi ». EDUCATION SCIENCES AND SOCIETY, no 1 (juin 2020) : 531–51. http://dx.doi.org/10.3280/ess1-2020oa9495.
Texte intégralEscolano Benito, Agustín. « Dalla parte delle maestre. La stagione pedagogica di virginia predieri (1931-2009), por Mirella D´Ascenzo & ; Gabriele Ventura (a cura di), Lecce : Pensa Multimedia Editore, 2016, 246 páginas. ISBN : 978-88-6760-407-4 ». Historia y Memoria de la Educación, no 6 (3 avril 2017) : 561. http://dx.doi.org/10.5944/hme.6.2017.18751.
Texte intégralCostabile, Giancarlo. « ALIA. The Gentile's concept of Machiavelli. Returning to the origins of the educational community in interiore homine ». EDUCATION SCIENCES AND SOCIETY, no 2 (janvier 2018). http://dx.doi.org/10.3280/ess2-2017oa5618.
Texte intégralDi Rienzo, Paolo, Aline Sommerhalder, Massimo Margottini et Concetta La Rocca. « Apprendimento permanente, saperi e competenze strategiche : approcci concettuali nel contesto di collaborazione scientifica tra Brasile e Italia (Lifelong learning, knowledge and Strategic Competence : conceptual approaches in the context of scientific collaboration between Brazil and Italy) ». Revista Eletrônica de Educação 12, no 3 (7 octobre 2019). http://dx.doi.org/10.14244/198271993584.
Texte intégralCembrani, Fabio. « Il “Giano bifronte” della responsabilità ». Medicina e Morale 61, no 3 (30 juin 2012). http://dx.doi.org/10.4081/mem.2012.134.
Texte intégralThèses sur le sujet "Pedagogia della cura"
Gaddoni, Silvia <1986>. « Quando la danza è la cura. Significati, linguaggi e percorsi della Danzaterapia ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2018. http://hdl.handle.net/10579/12930.
Texte intégralD'ORIA, MARIKA. « L’uso di metafore linguistiche nella Medicina Generale. Aspetti educativi per la formazione dei professionisti della cura ». Doctoral thesis, Università degli Studi di Milano-Bicocca, 2018. http://hdl.handle.net/10281/199145.
Texte intégralRationale. The metaphor is defined as «an expression which describes a person or an object, by referring to something that is supposed to have similar characteristics» (Cambridge Academic Content Dictionary, s.v. “Metaphor,” 2017). Since the 90s, metaphors were studied in General Practice (GP), as strategies that impact on the quality of healthcare (Mabeck & Olesen, 1997). In Palliative and Primary Care, metaphors are used to educate students and patients, and to ameliorate clinical and organizational issues (Rodriguez & Bélanger, 2014). Research explored more metaphors expressed by patients, than those of clinicians. There is no research on the reflection and meta-reflection of clinicians about their deliberate use of metaphors in clinical encounters. The state of the art provides a dualism on metaphors, as useful or dangerous tools. Methodology. The research question “what is the representation of metaphor provided by professionals who work in a GP group, on the use of metaphors?” arose from a gap in the literature. The Interpretative Phenomenological Analysis (IPA)(Smith et al., 2009) was selected as methodology, because it suggests a preliminary bibliographic search, differently from the pure phenomenological approach (Giorgi,1985). The design is qualitative, with an idiographic focus (Mantovani, 1998). The research aims to understand the representations of physicians, nurses, and administrative assistants in a GP group, which is a situation where it is possible to share contexts and therapeutic goals. Sample. We hypothesized that a group was more opened to talk about these issues than a context in which a physician works alone. We recruited a group of 15 participants (10 physicians, 3 administrative assistants, 2 nurses) (10 females, 5 males) with a purposeful sampling. Tools. We conducted 15 semistructured interviews on the use of metaphors by participants and patients, and on the use of metaphors in their professional education. After a month, we conducted 15 indepth interviews (Sità, 2012), to saturate data. Analysis. The IPA requires a careful read of the interviews, the selection and the organization of the contents into categories. A set of generalizations is created to saturate data, by respecting the differences among participants. A theoretical construct is formulated according to the literature. The results report follows the case study strategy (Mortari & Zannini, 2017). Results. The representation of metaphors changes, if these expressions are used by clinicians or by patients, in clinical and educative contexts, and differs for each participant. Strengths and limitations are provided on the clinical use of metaphors. Sometimes, metaphors are used unconsciously by participants, to express some concepts, to talk about patient education, the effects of clinical language, or their professional identity. Conclusion. The hypothesis on the sample is verified. To overcome the dualism in the literature, this study suggests that a metaphor is an epistemological, a relational, and an ontological phenomenon. Therefore, specific curricula could be designed to enhance awareness on this issue, to help students/professionals to reflect on metaphoric language as a communicative strategy in clinical encounters, that also impact on patient education.
Visentin, Simone. « La presa in carico del bambino pluridisabile e della sua famiglia. Il ruolo dei servizi e delle risorse informali nell'esperienza di cura ». Doctoral thesis, Università degli studi di Padova, 2009. http://hdl.handle.net/11577/3426136.
Texte intégralSi tratta di una ricerca riguardante la presa in carico dei bambini pluridisabili. Si è assunto un approccio qualitativo, e si sono intervistate 30 famiglie rispetto alle loro esperienze di presa in carico, cercando di evidenziare il ruolo dei servizi e del supporto sociale informale.
HOLZKNECHT, ORNELLA. « Dalla scrittura autobiografica alla scrittura di introspezione : la prospettiva clinica della scrittura di se' nei linguaggi della cura ». Doctoral thesis, Università degli Studi di Milano-Bicocca, 2011. http://hdl.handle.net/10281/30153.
Texte intégralTREVISANELLO, FEDERICA. « Una seconda "chance" in età adulta. Prospettive formative ed esistenziali tra lifelong learning e cura di sé ». Doctoral thesis, Università degli Studi di Milano-Bicocca, 2010. http://hdl.handle.net/10281/14339.
Texte intégralYuan, Qin <1985>. « La cura delle bambine e dei bambini nella scuola dell'infanzia : buone pratiche in Cina e in Italia ». Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2016. http://amsdottorato.unibo.it/7660/1/yuan_qin_tesi.pdf.
Texte intégralObjective: The mail objective of the research is to identify: a. The educational model; b. The informal educational pattern; c. The best practice in some preschools of China and Italy. The research of this project has something with my personal experiences. The Chinese government pays more attention to the child care and more preschools choose the Montessori educational model from others. The negligence of training of teacher created many problems during the importation of the education model, coming from another country. Method: In the part of empirical research, I used different tools for doing observation. In the three preschools of Shanghai, it is applied that named descriptive, that is, collecting the data with the paper and pen (Anna Bondioli); while in the preschool of Bologna and Reggio Emilia, it used the PraDISI (Rossaella D’Ugo, Ira Vannini), an instrument for observation and valuation of the quality of the teaching practice. The third tool which is applied just in one of the three preschools of Shanghai is the video-cued multivocal ethnography, elaborated by the group of researchers of Joseph Tobin. Result: After the analysis of data, it noted that the educational model in of preschool of Shanghai emphasized the collective value, while in Italy it focus more on the individual realization. So it is interesting that the one model can be integrated with another.
Yuan, Qin <1985>. « La cura delle bambine e dei bambini nella scuola dell'infanzia : buone pratiche in Cina e in Italia ». Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2016. http://amsdottorato.unibo.it/7660/.
Texte intégralObjective: The mail objective of the research is to identify: a. The educational model; b. The informal educational pattern; c. The best practice in some preschools of China and Italy. The research of this project has something with my personal experiences. The Chinese government pays more attention to the child care and more preschools choose the Montessori educational model from others. The negligence of training of teacher created many problems during the importation of the education model, coming from another country. Method: In the part of empirical research, I used different tools for doing observation. In the three preschools of Shanghai, it is applied that named descriptive, that is, collecting the data with the paper and pen (Anna Bondioli); while in the preschool of Bologna and Reggio Emilia, it used the PraDISI (Rossaella D’Ugo, Ira Vannini), an instrument for observation and valuation of the quality of the teaching practice. The third tool which is applied just in one of the three preschools of Shanghai is the video-cued multivocal ethnography, elaborated by the group of researchers of Joseph Tobin. Result: After the analysis of data, it noted that the educational model in of preschool of Shanghai emphasized the collective value, while in Italy it focus more on the individual realization. So it is interesting that the one model can be integrated with another.
Farahi, Farnaz. « PEDAGOGIA CLINICA E CLINICA DELLA FORMAZIONE MODELLI TEORICI, PRINCIPI METODOLOGICI E PROFESSIONI EDUCATIVE A CONFRONTO ». Doctoral thesis, 2021. http://hdl.handle.net/2158/1256014.
Texte intégralMARCANTONINI, LUISA. « Il viaggio narrato : tra esperienza e cura di sé nella terza età ». Doctoral thesis, 2007. http://hdl.handle.net/2158/662979.
Texte intégralLivres sur le sujet "Pedagogia della cura"
Ermeneutica e pedagogia della persona : Dal dialogo alla cura. Roma : Aracne, 2005.
Trouver le texte intégralGarrino, Lorenza, dir. Strumenti per una medicina del nostro tempo. Florence : Firenze University Press, 2015. http://dx.doi.org/10.36253/978-88-6655-837-8.
Texte intégralOrtiz, Gabriela Alexandra Quevedo, et María Carolina Suárez Holcovec. Educare all'inclusione : L'educazione inclusiva dalla pedagogia della cura per risignificare la convivenza scolastica. Edizioni Sapienza, 2021.
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