Crossing knowledge. Pedagogical interlocution and thedialogue on stories for the training of the subject

Abstract

The educational and caring contexts, overwhelmed by
the unexpected, have brought out experiences of disenchantment, deep
wounds, silences, highlighting the constraints and opportunities of a
health and educational crisis. Moving from Franco Blezza's contribution to the thematization of "pedagogical interlocution in the relationship between pedagogy and medicine", educational dialogue is here
problematized as a tool for crossing and building knowledge, outlining
a practice for creating relationships, new learning and for imagining dialogic scenarios capable of “Enchant” educational caring practices, inside and outside the classroom, in schools and higher education, generating new learning and resilient narratives.