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Edizioni in Proprio 2 Edizioni in Proprio 2 EiP 1 2 Ornella Manzocchi, Graziano Martignoni, Lorenzo Pezzoli ISOLE E APPRODI Percorsi psico-antropologici e formazione dell’operatore sociale Edizioni in Proprio 2014 3 EiP Edizioni in Proprio, casella postale 299 CH - 6818 Melano Settembre 2014 4 Ai nostri studenti che sono e devono rimanere l’anima di ogni progetto formativo “Gli antichi greci non scrivevano necrologi. Si ponevano una sola do- manda alla morte di un uomo ... Era capace di passione?” dal film “Serendipity” (Dean) 5 Scritture di Ornella Manzocchi, Graziano Martignoni, Lorenzo Pezzoli, Guenda Bernegger, Graziella Corti, Claudio Mustacchi, Lorenzo Pellan- dini. Con il prezioso e paziente sostegno di Franca Martignoni, Mauro Arrigoni e Mosè Cometta che si sono dedicati alla rilettura, alla stesura e alla impa- ginazione di questo volume. Un ringraziamento particolare a Ornella Manzocchi che ha curato l’editing di questo volume. Questa pubblicazione esce grazie al contributo del Dipartimento di Eco- nomia aziendale, Sanità e Sociale (DEASS) della Scuola Universitaria Pro- fessionale della Svizzera Italiana (SUPSI), delle Edizioni Alice e del fondo costituito dal Premio Credit Suisse Award best teaching 2011 e 2012, Si- mulazione e apprendimento - Simulation-based learning ottenuto da Or- nella Manzocchi, Graziano Martignoni e Rosiney Amorin. In copertina l’opera in bronzo Bea d’estate (2009) di Arnoldo Arrigoni e in filigrana una mappa di Lorenzo Pezzoli. 6 La mappa Piatta come il tavolo sul quale è posata. sotto - nulla si muove, né cerca uno sbocco. sopra - il mio fiato umano non crea vortici d’aria e lascia tranquilla la sua intera superficie. Bassopiani e vallate sono sempre verdi, altopiani e montagne sono gialli e marrone, oceani e mari - di un azzurro amico sui margini sdruciti. Qui tutto è piccolo, vicino, alla portata. Con la punta dell’unghia posso schiacciare i vulcani, accarezzare i poli senza guanti grossi, posso con un’occhiata abbracciare ogni deserto insieme al fiume che sta lì accanto. Segnalano le selve alcuni alberelli tra i quali è ben difficile smarrirsi. a est e ovest, sopra e sotto l’equatore un assoluto silenzio sparso come semi, ma in ogni seme nero la gente vive. Fosse comuni e improvvise rovine sono assenti in questo quadro. I confini s’intravedono appena, quasi esitanti esserci o non esserci? Amo le mappe perché dicono bugie. Perché sbarrano il passo a verità aggressive. Perché con indulgenza e buonumore sul tavolo mi dispiegano un mondo che non è di questo mondo. Wislawa Szymborska 7 L’ultima mia proposta è questa: se volete trovarvi, perdetevi nella foresta. Giorgio Caproni, Per le spicce Molte sono le cose mirabili, ma nessuna è più mirabile dell’uomo Antigone, vv. 332/333 8 INDICE Prefazione 14 1. Incipit 17 1.1. In cammino 22 2. L’operatore sociale: un’identità nomade 27 2.1. Identità, individuo e vita affettiva. Riflessioni psico-antropologiche attorno all’identità. Dalla vocazione alla professione 29 2.1.1 L’uomo in situazione 30 2.1.2 Un itinerario psico-antropologico 33 2.1.3 La Cura 36 2.1.4 La precarietà esistenziale 45 2.1.5 La fragilità 47 2.2. L’operatore sociale, un’identità nomade 52 2.2.1 Premessa 52 2.2.2. Un’identità nomade 55 2.2.3 Il carrefour identitario 62 2.2.4 L’Io multiplo 63 2.2.5 Il compagno segreto 64 2.2.6 I fantasmi di identità 68 2.2.7 Riassumendo in undici soste 76 2.3 L’operatore sociale sospeso fra orizzonte e dettaglio 81 2.3.1 Dalla vocazione alla motivazione 81 2.3.2 Sospeso fra orizzonte e dettaglio, fra paradigma psicoanalitico e dimensione fenomenologica 85 2.4 Appunti e spunti sull’operatore sociale nel fastello delle professioni di aiuto 96 2.5 A proposito di identità 100 9 3. Mappe di navigazione 103 3.1 “Individuo, identità e vita affettiva” 105 3.1.1 L’arcipelago identitario, Mappa del “Primo mondo” 105 3.1.2 Mappe di navigazione 106 3.2 “Individuo, identità e vita affettiva” 107 3.2.1 La lezione: Individuo, identità e vita affettiva 107 3.2.2 Tredici approdi 109 3.2.3 I seminari esperienziali 112 3.3 Identità e alienità 116 3.3.1 La lezione: epistemologia e clinica 117 3.3.2 I Seminari 121 3.3.3 La tragedia 122 3.4 Fenomenologia del gesto di “cura (psico)-educativa” nelle vicinanze della “follia”. Spazi di cura e gesti di ospitalità 124 3.4.1 Stazioni 126 3.5 L’origine 127 3.5.1 Incontri 130 3.6 Cura educativa e sofferenza psichica 132 3.6.1 Pratiche di intervento educativo. Incontrare il folle e la sua follia: dove, qando, come? 132 3.7 Cura di sé e cura dell’Altro: il percorso di supervisione 135 3.7.1 Premessa 135 3.7.2 Modalità della supervisione 136 3.7.3 Obiettivi della supervisione 137 3.7.4 Organizzazione e tempi della supervisione 138 3.7.5 Programma 138 3.7.6 Il setting in supervisione formativa 141 3.7.7 I coefficienti di trasformazione nella pratica discorsiva della supervisione formativa nelle professioni sociali 149 3.7.8 La costruzione condivisa della valutazione del percorso di supervisione; i coefficienti di valutazione 161 3.7.9 L’incontro con Pandora e il viaggio con Dafne. Riflessioni riguardanti il crinale fra supervisione formativa e psicoterapia psicoanalitica 173 Portfolio 203 10 4. Mappe di esplorazione 235 4.1 “La Nottola di Minerva inizia il suo volo sul far del crepuscolo” 238 4.1.1. Cari “esploratori di terra e naviganti di mare” 239 4.1.2 Il pensiero complesso 240 4.1.3 Le mappe, i luoghi della “ragione sensibile” 240 4.2 Al Museo Vincenzo Vela di Ligornetto 242 4.2.1 Il volto e la maschera 242 4.2.2 Pedagogia del volto 243 4.2.3 Guardare in volto 246 4.2.4 Appunti e accenni sul trattenere e distogliere lo sguardo 250 4.2.5 Estetica della relazione di aiuto e di cura: la metafora del ritratto 259 4.3 Al Castello Sasso Corbaro a Bellinzona 271 4.3.1 Programma 271 4.3.2 Una notte al castello, raccontare il cammino, percorrere le storie 273 4.3.3 Le notti e le aurore delle navigazioni identitarie 276 4.3.4 La ricaduta, una “abitatrice degli incroci”, tra percorso tossicomanico e viaggio terapeutico 281 4.3.5 La caduta e l’inciampo 286 4.3.6 Sulla retta via non ci va nessuno. Riflessioni su arte, normalità, disabilità 291 4.3.7 Una notte nel castello, la notte - il momento della partenza 300 4.4 Al Cimitero di Lugano 305 4.4.1 Programma 305 4.4.2 Una violetta al camposanto 306 4.4.3 Non esistere più 308 4.4.4 Perdere la morte, stanza con vista 310 4.5 Al Teatro Sociale di Arogno 313 4.5.1 Programma 313 4.5.2 Fabula docet 314 4.6 Ai musei di Torino di antropologia criminale e di anatomia umana 342 4.6.1 Programma 342 11 4.6.2 Sguardi sull’umano e le sue metamorfosi 342 4.7 Alle grotte della Valle Imagna 350 4.7.1 Programma 350 4.7.2 Fra psiche e soma, l’esperienza della “cesura” 357 4.7.3 Nascimento ama nascondersi 359 4.7.4 Vivere sotto terra 363 4.7.5 Grotte e acque dormienti come metafore del vivere e del morire 365 4.7.6 La Terra e le sue aperture 368 5. Excipit 385 5.1 Alla scoperta della metafora dell’operatore sociale 387 5.1.1 La metafora e l’identità dell’operatore sociale 391 5.2 Per un’etica del quotidiano o dell’incontro tra la Cura e la solidarietà 397 5.2.1 La perdita del quotidiano 397 5.2.2 Stare tra i tempi, “une paix armée” 401 5.2.3 L’etica della quotidianità: per una quotidianità solidale 404 Per ricominciare 407 Per una bibliografia possibile 413 Mappe di navigazione 415 3.1 Individuo, identità e vita affettiva 415 3.3 Identità e alienità 417 3.4 Fenomenologia del gesto di “cura (psico)-educativa” nelle vicinanze della “follia” 422 3.5 L’origine 423 3.7 Cura di sé e cura dell’Altro: il percorso di supervisione 434 Mappe d’esplorazione 436 4.2 Al Museo Vincenzo Vela di Ligornetto 436 4.3 Al Castello Sasso Corbaro a Bellinzona 437 4.4 Al Cimitero di Lugano 438 4.5 Al Teatro Sociale Arogno 439 4.7 Alle grotte della Valle Imagna 441 Utilità 443 12 Al Museo Vincenzo Vela, gesso, “Le vittime del lavoro” 1882, Vincenzo Vela Ornella Manzocchi, Lorenzo Pezzoli, Graziano Martignoni, Lorenzo Pellandini, Claudio Mustacchi 13 Prefazione Wilma Minoggio Nei numerosi anni di esperienza quale docente, prima, e di direttrice di Dipar- timento, poi, il tema della formazione ha costituito per me un costante ambito di interesse. Ho vissuto e partecipato ad un susseguirsi di dibattiti, confronti e a volte anche di dispute, attorno alle variegate sfaccettature relative al profilo di insegnan- te. In questa breve introduzione non ho la presunzione di analizzare o sintetizzare le svariate scuole di pensiero o di entrare nella specificità dei diversi contribuiti teorici su queste problematiche, quanto piuttosto di riprendere alcuni aspetti che ritengo più significativi del dibattito attorno alla figura del docente. Ho assistito alla crescente insistenza di una certa contrapposizione tra una visione umanistica nel concepire il lavoro di docenza e quella legata ad una concezione ingegneristica e tecnicistica di tale mestiere. Inoltre, nel paradigma dell’insegna- mento, basato principalmente sulla trasmissione del sapere e sul ruolo centrale del docente, si è vieppiù inserito il paradigma dell’apprendimento, che tende invece a sottolineare l’importanza del ruolo attivo dello studente nel processo di acquisizio- ne di nuovi traguardi conoscitivi.
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