Journal title EDUCATION SCIENCES AND SOCIETY
Author/s Mariagrazia Verbicaro, Patrizia Oliva
Publishing Year 2026 Issue 2026/1
Language Italian Pages 13 P. 84-96 File size 0 KB
DOI 10.3280/ess1-2026oa22378
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This paper analyses a training laboratory conducted within the TFA Sostegno programme for lower secondary school, focused on the teaching of the anthropological area. Grounded in situated epistemology, the pathway engaged participants in the collaborative construction of low-cost teaching materials through a relay structure among small groups, operationally integrating three theoretical frameworks: intersectionality applied to teacher education, ethics of care as a relational pedagogical orientation, and the decolonization of disciplinary knowledge. Adopting a practitioner inquiry methodology, the paper documents three emergent transformative dynamics: initial resistance to the intersectional complexity of student profiles, systemic tensions arising during the collaborative design phase, and a shift from diagnostic to narrative registers in the professional language of prospective teachers. The findings suggest that training pathways designed with critical intentionality can activate processes of epistemic revision in the professional dispositions of prospective support teachers.
Keywords: support teacher education;intersectionality;ethics of care;epistemic decolonization;practitioner inquiry
Mariagrazia Verbicaro, Patrizia Oliva, Intersezionalità, etica della cura e decolonizzazione epistemica nella formazione degli insegnanti di sostegno. Un'analisi critica di un laboratorio di didattica dell'area antropologica nel TFA Sostegno in "EDUCATION SCIENCES AND SOCIETY" 1/2026, pp 84-96, DOI: 10.3280/ess1-2026oa22378