Pour un projet pédagogique de soutien à la paternité. Handicap, inclusion et enfance

Roberta Caldin, Alessia Cinotti

Abstract


Pedagogy and psychoanalysis are mostly characterised by considerable mutual diffidence, forgetting the recognition of substantial affinities, including those of understanding and helping mankind. Psychoanalytic pedagogy – an expression coined by the Swiss protestant minister Oskar Pfister, in 1913 – represents a highly interesting, and in our opinion highly successful, attempt to reconcile psychoanalytic orientations and education, comparing these two disciplines on a level of mutual collaboration and cooperation – care and education, diagnosis and educational project, prevention (reparation) and educational care (caring for...) – rather than comparing it in a field of confrontation and division. It is starting from this conceptual framework of reference that we propose a reflection on the father figure dealing with a child with disabilities. This paper proposes a pedagogical project of preventive education, to support fatherhood, both within the family and Early Childhood Education and Care services.


Keywords


fatherhood; disability; inclusion; childhood; Early Childhood Education and Care services

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DOI: http://dx.doi.org/10.13128/RIEF-24483



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