La trama enattiva della relazione educativa: formatività e genitorialità

The work is a qualitative-empirical research for a conceptual analysis of a general kind, with the aim to reassign to the educative relationship - especially the parenting one - the ability to raise to its original enactive function (Varela, Thompson, Rosch, 1992) of formative processes for the externalization of the Self (Margiotta, 2011a). The main explanatory concepts on matter of interest have been recalled and it has been emphasize the question about the educational relationship as engine of educational processes underlying paths of growth and maturation of the person. The reflexivity has been identified as the main device capable of producing enaction. In parallel, on the basis of the most significant results of theoretical analysis, has been tested a training program in support to parenting in the European ALICE Project, which included the adoption of a reflective approach based on the use of creative and informal languages. The general goal of this experimentation has been the one to stimulate in young parents a reflective practice in a intergenerational view, through the critic exploration of their experiences and their life moments as son and as parents, by contributing to the explicitation – and sometimes also to the transformation – of their knowledge in order to help them to recognize, reinforce and enhance the parenting resources already present in them and to develop new educational strategies in the relationship with children. The results were quite encouraging respect to the perception of change for some indicators related to the role and parental function and for some personal implications. The results of the experimentation lead us to think that typologies of support to the parenting based on a approach both reflexive and creative could contribute to make the parents conscious of the “enactive weft” of their relational capabilities and to reinforce their role as educators.