(dis)orientation in education: philosophy (un)compass for navigating uncertainty

marina santi; maria barreneche; daniel gaivota contage; stefano ubertini; barbara weber; eleonora zorzi

doi:10.12957/childphilo.2025.92339

Autores/as

marina santi Universita Degli Studi di Padova https://orcid.org/0000-0002-2658-3473
maria barreneche UNIPD https://orcid.org/0009-0000-3775-4891
daniel gaivota contage Universidade do Estado do Rio de Janeiro https://orcid.org/0000-0001-7900-1732
stefano ubertini University of Tuscia https://orcid.org/0000-0001-6845-8630
barbara weber university of british columbia https://orcid.org/0000-0002-2113-6797
eleonora zorzi Universita Degli Studi di Padova https://orcid.org/0000-0001-9337-9109

DOI:

https://doi.org/10.12957/childphilo.2025.92339

Palabras clave:

orientación educativa, (des)orientación filosófica, comunidad de investigación, incertidumbre

Resumen

En un panorama mundial en rápida evolución marcado por convulsiones políticas, económicas y sociales, el papel -y el significado- de la educación nunca ha sido más crítico. No se trata simplemente de impartir conocimientos o preparar a los estudiantes para carreras predefinidas, sino también de fomentar sus (c)apabilities para navegar por la incertidumbre, fomentar la autoexploración y la exploración de la otredad, y abrazar la investigación colectiva. Este documento conjunto surgió de una mesa redonda celebrada en la Conferencia Mundial de Filosofía 2025 sobre el tema de la orientación, cuestionando uno de los principales supuestos sobre el papel de la educación adoptados en los marcos y políticas occidentales de desarrollo humano. De hecho, a pesar de los muchos y dispares modelos pedagógicos disponibles, no se pone en duda la evidencia de que la educación tiene como misión y objetivo propios la orientación y guía de los jóvenes. Partiendo de este debate, el objetivo de este artículo es sintetizar ideas y sugerencias sobre el efecto transformador y el potencial de la investigación filosófica en la educación, incorporando contribuciones de diversas experiencias, perspectivas y aspiraciones para reimaginar el proceso de (des)orientación educativa dentro de un marco de futuros improvisados. Se destacan las implicaciones de estas perspectivas y propuestas alternativas en el rediseño del currículo y las actividades de orientación escolar, haciendo hincapié en la importancia de adoptar una nueva pedagogía de la incertidumbre.

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Biografía del autor/a

marina santi, Universita Degli Studi di Padova

PhD in Educational Sciences, is Full Professor in Didactics and Special Education at Department FISPPA- Philosophy, Sociology, Pedagogy and Applied Psychology at University of Padua, Italy. She is an expert on “Philosophy for Children”, inclusive education, critical/creative/caring thinking, well-being/becoming, improvisation in teaching and learning.

maria barreneche, UNIPD

PHD multicultural educator, researcher, and advocate specializing in educational orientation, youth well-being, and Philosophy for Children (P4C). She currently leads the Youth Mental Health & Wellbeing portfolio in the United Nations Youth Office.

daniel gaivota contage, Universidade do Estado do Rio de Janeiro

Holds a PhD in Philosophy of Education at Leuven University and actually works as a post-doctoral researcher at UERJ, Rio de Janeiro. His national and international research focuses on the relationships between philosophy, education, movement, and the pedagogy of invisibility.

stefano ubertini, University of Tuscia

Graduated in Mechanical Engineering, on which he earned his PhD, he works at the University of Tuscia, Italy, as Full Professor, developing expertise in various areas of industrial engineering. He is currently the Rector of the University of Tuscia and President of the CRUI Commission for University Orientation.

barbara weber, university of british columbia

Associate Professor and Chair of the Interdisciplinary Studies Graduate Program (ISGP) at the University of British Columbia, Canada. She has a background in philosophy, political theory, psychology, education and performance art. She engages with phenomenology and hermeneutics to rethink political, existential spaces.

eleonora zorzi, Universita Degli Studi di Padova

Tenure Track Researcher at University of Padua, Italy, Department FISPPA, Philosophy, Sociology, Pedagogy and Applied Psychology. She has a PhD in Pedagogical and Educational Sciences. Her research interests include didactic, improvisation, educational (backward) design, inclusion-accessibility, and teachers’ training as improvisers.

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(dis)orientation in education

philosophy (un)compass for navigating uncertainty

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DOI:

Palabras clave:

Resumen

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Biografía del autor/a

marina santi, Universita Degli Studi di Padova

maria barreneche, UNIPD

daniel gaivota contage, Universidade do Estado do Rio de Janeiro

stefano ubertini, University of Tuscia

barbara weber, university of british columbia

eleonora zorzi, Universita Degli Studi di Padova

Citas

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