University of Naples Federico II (ITALY)
About this paper:
Appears in: INTED2023 Proceedings
Publication year: 2023
Pages: 3504-3512
ISBN: 978-84-09-49026-4
ISSN: 2340-1079
doi: 10.21125/inted.2023.0951
Conference name: 17th International Technology, Education and Development Conference
Dates: 6-8 March, 2023
Location: Valencia, Spain
With a view to the promotion of methodologies based on experiential laboriality able to enhance students' informal and non-formal learning, methodologies that, especially in formal educational contexts, are still not very widespread, this paper proposes to describe an educational encounter structured along these lines with university students. The proposed experience, inspired by Massa's 'clinical materialism', aimed at a critical 'appropriation' and a 'clinical' knowledge approach to educational phenomenona. In particular, the above mentioned meeting, that is part of a five meetings workshop of three hours each, focused on the critical reflection of what Riccardo Massa defines as 'cognitive latency', which can be explained as the ‘implicit’ that each of us possesses regarding the way in which it is possible to organise knowledge, learning, education. Specifically, the students who attended the laboratory of Methodology of Clinical Pedagogical Intervention (Chair 2) conducted by Dr. Mariarosaria De Simone in the a.y. 2020/2021 and 2021/2022 within the Three-year Degree Course in Psychological Sciences and Techniques at the Federico II University of Naples were asked to choose a 'favourite film' through which they could reflect on the categorisations and representations of the educational sphere. The 100 participating male and female students were asked, as an integral part of the reflective workshop process, to fill in a metacognitive questionnaire with open questions. This questionnaire produced narrative material that was the object of a qualitative analysis structured in two phases, the first conducted according to the phenomenological method, with a panel of two independent judges who viewed and analysed all the material collected, and a second phase of processing the collected material involved an analysis of the textual content supported by the use of the T-Lab software.

From the critical analysis of the favourite films chosen by the students emerged not only a 'snapshot' of their educational 'imaginary' but also, and above all, a reflection on the importance of a training, for future professionals working in educational and care contexts, capable of promoting metacognitive and meta-emotional skills such as to guide, in daily work practice, a reflexive action rather than one guided by 'naive theories'.
Educational clinic, filmic narrative, educational implicit, critical thinking, meta-emotional skills.