Abstract
In the scenario of the frequent catastrophes occurring in the Italian territory, the figure of the pedagogist allows to address systematically the needs of the individuals, communities and educational institutions involved. Without stopping at only one aspect of the care idea, pedagogy can play a central role in combining, within the context of educational emergencies, the psychological, social, and community dimensions that are usually kept separate within specific fields of intervention. The article, also through evidences collected among the operators, aims to propose a theoretical perspective and a model for intervention useful to frame the most general aspects of pedagogical work in emergencies.
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