The thesis aims to demonstrate the deeply innovative ratio in respect to tradition, the modern apprenticeship starting from Legislative Decree no. 276 of 10 September 2003, the Biagi Law: its characteristic of being a training contract work, contributes to identifying new models of development, and in a certain sense, "forcing" companies, training agencies and social partners to agree on joint actions, creating training sectors and virtuously weaving the moment of practical realization with the theoretical-reflexive moment. Speaking of apprenticeship, therefore, means activating also work and training. The work is analyzed from the point of view of the philosophy of work and it not only tries to clarify the ontological level and anthropological response to a need, but how it can be expressed in work practices and in its being a cultural element of inescapability, and therefore, a multiplier of skills. Training is the training that takes place for the job, through a process of progressive acquisition of skills and therefore ability to autonomous choices and actions, but also training that takes place on and through work, which in itself has its educational foundation. The equal dignity of training courses, therefore, sees the overcoming of a dualistic logic according to which one first studies and then works or, worse, those who study still do not work and those who work do not study any more. The centrality of apprenticeship is already in the title of the thesis. The aim is to have the reader immediately grasp the point of view that guides the entire development of the research, by placing apprenticeship as a model of educational reconstruction of knowing and doing. The analysis of some good practices of apprenticeship already realized, together with a hypothesis of a master in apprenticeship in higher education, to be implemented in Calabria, conclude the research.
Apprendere dall'apprendistato. L'apprendistato come ponte tra formazione e lavoro
DE VINCENTI, ANNA
2013
Abstract
The thesis aims to demonstrate the deeply innovative ratio in respect to tradition, the modern apprenticeship starting from Legislative Decree no. 276 of 10 September 2003, the Biagi Law: its characteristic of being a training contract work, contributes to identifying new models of development, and in a certain sense, "forcing" companies, training agencies and social partners to agree on joint actions, creating training sectors and virtuously weaving the moment of practical realization with the theoretical-reflexive moment. Speaking of apprenticeship, therefore, means activating also work and training. The work is analyzed from the point of view of the philosophy of work and it not only tries to clarify the ontological level and anthropological response to a need, but how it can be expressed in work practices and in its being a cultural element of inescapability, and therefore, a multiplier of skills. Training is the training that takes place for the job, through a process of progressive acquisition of skills and therefore ability to autonomous choices and actions, but also training that takes place on and through work, which in itself has its educational foundation. The equal dignity of training courses, therefore, sees the overcoming of a dualistic logic according to which one first studies and then works or, worse, those who study still do not work and those who work do not study any more. The centrality of apprenticeship is already in the title of the thesis. The aim is to have the reader immediately grasp the point of view that guides the entire development of the research, by placing apprenticeship as a model of educational reconstruction of knowing and doing. The analysis of some good practices of apprenticeship already realized, together with a hypothesis of a master in apprenticeship in higher education, to be implemented in Calabria, conclude the research.File | Dimensione | Formato | |
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https://hdl.handle.net/20.500.14242/105932
URN:NBN:IT:UNIBG-105932