Professioni educative emergenti. Per una pedagogia dell’emergence

The word “emergency” has constantly accompanied the reflections, not only pedagogical, of recent years (pandemic, economic, educational emergencies, etc.) in the dimension of a sudden and unforeseen critical state that requires immediate responses, but there is another connotation of the phenomenon, which the English language refers to as "emergence" and describes the ability to bring to the surface.
The contribution aims at enhancing a Pedagogy of Emergence, as a reflection on the ability of educators and trainers to be reflective professionals, able to read the solicitations of the context and to propose intentional activations of change. Research is thus posited as a pedagogical attitude and approach, which should recursively and reciprocally nourish professional training and its theories.