标题：L’ascolto clinico della biografia istituzionale di una comunità per minori Intercettare il campo istituzionale e valorizzare gli scarti delle pratiche educative
期刊名称：Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education
印刷版ISSN：1970-2221
出版年度：2012
卷号：7
期号：2
页码：147-158
DOI：10.6092/issn.1970-2221/3216
语种：Italian
出版社：Dipartimento di Scienze Dell’Educazione «Giovanni Maria Bertin» - Università di Bologna
摘要：The following report refers to my research experience and it's based on the analysis of a residential placement for minors. Providing an overview on a qualitative research that refers to models such as the pedagogic approach of the clinical formation, the systemic approach and the psychoanalytic interpretation of the institutional field, the report aims at focusing on the fertility of clinical listening as a mental ability of the researcher to take in, and reflect, everything that is unconscious and belongs to the hidden background of the institution (the original myths and primitive affects feeding the imaginary of the institution). This archaic memory that has not been aggregated in evolved mental functions yet, plays a role in shaping the educative events in their effective carrying out, beyond the rational intentions, whether personal/group or related to the institutional mission. In the second part I will bring up part of the institutional biography, just as it was told by the coordinator of the placement, and highlight a few "pedagogic" questions emerged that, since then, have been directing us in our study.
其他摘要：The following report refers to my research experience and it's based on the analysis of a residential placement for minors. Providing an overview on a qualitative research that refers to models such as the pedagogic approach of the clinical formation, the systemic approach and the psychoanalytic interpretation of the institutional field, the report aims at focusing on the fertility of clinical listening as a mental ability of the researcher to take in, and reflect, everything that is unconscious and belongs to the hidden background of the institution (the original myths and primitive affects feeding the imaginary of the institution). This archaic memory that has not been aggregated in evolved mental functions yet, plays a role in shaping the educative events in their effective carrying out, beyond the rational intentions, whether personal/group or related to the institutional mission. In the second part I will bring up part of the institutional biography, just as it was told by the coordinator of the placement, and highlight a few "pedagogic" questions emerged that, since then, have been directing us in our study.
