Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Abstract
The Guidelines for Guidance (Ministerial Decree no. 328 of 22 December 2022) explicitly identify the “episodic nature” that has historically characterised guidance practices in schools. In response, they advance a proposal for the future of guidance within the school context, conceived as a structured and coordinated system of interventions (para. 1.4). However, this proposal - grounded in a re-elaboration of the notion of didattica orientativa as set out in Ministerial Directive no. 487 of 6 August 1997 - appears theoretically inconsistent and impracticable at both the procedural-didactic and institutional levels of schooling. This derives from an underlying ontological misconception: namely, the assumption that guidance constitutes a form of “knowledge”, and thus a disciplinary domain, rather than a form of “practice” - that is, a relative educational relationship to be enacted within every teacher - pupil interaction, and most especially within evaluative encounters. Such a relationship may be further understood in the light of neuroscientific perspectives, particularly those connected with the functioning of mirror neurons identified by Giacomo Rizzolatti, which illuminate the processes underpinning reflective empathy, educational care, and the imitation of behaviour.
