{"id":2887,"date":"2025-10-21T22:15:55","date_gmt":"2025-10-21T20:15:55","guid":{"rendered":"https:\/\/www.quadernidipedagogia.it\/?p=2887"},"modified":"2025-11-17T11:32:08","modified_gmt":"2025-11-17T10:32:08","slug":"call-for-papers-numero-2-2025","status":"publish","type":"post","link":"https:\/\/www.quadernidipedagogia.it\/en\/call-for-papers-numero-2-2025\/","title":{"rendered":"Call for papers numero 2\/2025"},"content":{"rendered":"

Call for papers 2025. Chi l\u2019ha detto che non si pu\u00f2? Educatori e pedagogisti nei servizi socio-sanitari e della salute<\/h1>\n\n\n\n

Call for Papers del Numero Monografico 2025 della Rivista Quaderni di pedagogia e pratiche educative dal titolo \u201cChi l\u2019ha detto che non si pu\u00f2? Educatori e pedagogisti nei servizi socio-sanitari e della salute\u201d.<\/p>\n\n\n\n

The presence of socio-pedagogical professional educators and pedagogists is an important issue, involving many tens of thousands of professionals working in public services and in private services under agreement. Over time, the social and socio-healthcare services system has come to be structured around two professions that share the designation of \u201cprofessional educator.\u201d<\/p>\n\n\n\n

The issue of the \u201cdual educator\u201d is a well-known problem, with roots going back several decades. The profession of professional educator entered the university system in 1991 through the track of \u201cextra-school professional educator\u201d within the (four-year) degree in Education Sciences. In 1998, however, following previous decades of experimentation in the healthcare field, the healthcare profession of \u201cprofessional educator\u201d was introduced. From that moment, for a long time, graduates in Education Sciences found themselves to be the profession that was always \u201cmissing something.\u201d At first, what was \u201cmissing\u201d was a professional definition comparable to that provided by the Bindi Decree of 1998; then, once this definition was obtained through Law 205\/2017 and supplemented by Law 145\/2018, what was missing was a professional order, once the register of professional educators was established under the authority of the Order of Medical Radiology Technicians and Healthcare Professions.<\/p>\n\n\n\n

With the entry into force of the law establishing the professional order of pedagogical and educational professions, the framework has become clearer: two professions \u2014 that of the socio-pedagogical professional educator and that of the socio-healthcare professional educator; two degree programs (L19 on the one hand, SNT\/2 on the other); two professional orders. <\/p>\n\n\n\n

The \u201casymmetric\u201d dual educator, as defined in the legislation prior to Law 55\/2024, has been transformed into a \u201csymmetric\u201d dual educator: two professions with different characteristics, which also operate within the same healthcare services, but with distinct focuses and specific features.<\/p>\n\n\n\n

The new phase requires further reflection and analysis on the specific contribution of education within the wide range of activities implemented by the healthcare system, and on the differences between a rehabilitative approach and an educational approach.<\/p>\n\n\n\n

Il numero 2\/2025 della rivista Quaderni di pedagogia e pratiche educative sar\u00e0 un numero monografico intento ad esplorare questi confini. Educatori professionali socio-pedagogici, pedagogisti, studenti, ricercatori e docenti sono invitati a presentare contributi redatti secondo le norme previste dalla Rivista.<\/p>\n\n\n\n

The journal accepts the following contributions:<\/p>\n\n\n\n