{"id":4309,"date":"2020-10-08T14:58:17","date_gmt":"2020-10-08T12:58:17","guid":{"rendered":"https:\/\/sites.dsu.univr.it\/re-serves\/?page_id=4309"},"modified":"2020-10-08T16:33:47","modified_gmt":"2020-10-08T14:33:47","slug":"life-project","status":"publish","type":"page","link":"https:\/\/sites.dsu.univr.it\/re-serves\/en\/glossary\/life-project\/","title":{"rendered":"Life project"},"content":{"rendered":"<div class='clear'><\/div><div id='sub_menu1'  class='av-submenu-container main_color  avia-builder-el-0  el_before_av_one_fifth  avia-builder-el-first  av-sticky-submenu  container_wrap fullsize' style='  z-index:301' ><div class='container av-menu-mobile-disabled '><ul id='av-custom-submenu-1' class='av-subnav-menu av-submenu-pos-right'>\n<li class='menu-item menu-item-top-level  menu-item-top-level-1'><a href='https:\/\/sites.dsu.univr.it\/re-serves\/en\/glossary\/' ><span class='avia-bullet'><\/span><span class='avia-menu-text'>GLOSSARY<\/span><\/a><\/li>\n<\/ul><\/div><\/div><div class='sticky_placeholder'><\/div><div id='after_submenu'  class='main_color av_default_container_wrap container_wrap fullsize' style=' '  ><div class='container' ><div class='template-page content  av-content-full alpha units'><div class='post-entry post-entry-type-page post-entry-4309'><div class='entry-content-wrapper clearfix'>\n<div class=\"flex_column av_one_fifth  no_margin flex_column_div av-zero-column-padding first  avia-builder-el-1  el_after_av_submenu  el_before_av_three_fifth  avia-builder-el-first  \" style='border-radius:0px; '><\/div>\n<div class=\"flex_column av_three_fifth  no_margin flex_column_div   avia-builder-el-2  el_after_av_one_fifth  el_before_av_one_fifth  glossa-dettaglio \" style='background: #ffffff; padding:30px; background-color:#ffffff; border-radius:0px; '><section class=\"av_textblock_section \"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock  av_inherit_color '   itemprop=\"text\" ><p><strong>Life project<br \/>\n<\/strong>Marinella Muscar\u00e0 e Giuseppe Burgio<br \/>\nKore University of Enna<\/p>\n<p>\u201cLife Project\u201d (LP) is a term that was originally coined in relation to the field of disability as an evolution of the Piano Educativo Individualizzato (PEI &#8211; individualized education plan). In fact, Presidential Decree of 24 February 1994 (published for the first time in the Official journal of the Italian Republic on 6 April 1994) outlines the integrated, balanced interventions drafted for pupils with disabilities in reference to a given time frame designed to ensure their right to education and learning. In other words, a PEI is an operational response to personalized teaching, designed and structured for a given child to identify his\/her specific peculiarities. It represents the executive expression of a complex vision of the subject aimed at implementing the kind of inclusive educational processes that take into account the individual both as a person and as part of a group.<br \/>\nPEIs are now used in schools for students with disabilities and in educational communities for <a href=\"https:\/\/sites.dsu.univr.it\/re-serves\/en\/glossary\/unaccompanied-foreign-minors-ufm\/\">unaccompanied foreign minors (UFM)<\/a> in light of the fact that, for different reasons, both categories display special educational needs that would be more effectively met by transitioning to an LP, including in the case of UFMs.<br \/>\nIn fact, LPs take into account the desires and needs of subjects to help them to achieve their objectives through an innovative, eco-systemic, interactive, multi-dimensional theoretical matrix and bio-psycho-social approach focused on networking that can be verified over time, as well as being focused on the outcomes and effectiveness of the interventions (with one indicator being an effective improvement in quality of life).<br \/>\nWhile PEIs describe the potential and limits of the person targeted by the educational intervention, LPs instead shift attention from the way of the educational care intervention to the who of the person. They delve more deeply into the students\u2019 ability to plan autonomously and move beyond the planned educational intervention itself to encompass the entire educational field (formal, non-formal, and informal settings). In fact, LPs have the advantage of framing the pupil as an active subject and ultimately the only person responsible for planning his\/her life and future adulthood; additionally, they bring together socio-culturally disadvantaged individuals (such as UFMs) with all their other peers who likewise find themselves in the difficult position of having to think about their own existence in terms of future planning. This position implies (for everyone) the arduous task of imagining, desiring, wanting and \u2013 at the same time \u2013 taking stock of their own competences, preparing their actions, foreseeing various phases, and managing timing. LPs are thus a useful tool for co-constructing \u2013 engaging the various professional figures who interact with minors (educators, teachers, social workers, and psychologists) \u2013 realistic planning projects on the basis of narration.<br \/>\nIndeed, narration allows young people to express their life projects, whether conscious or unconscious, reasoned or born of impulsiveness and not yet subjected to the scrutiny of awareness, in a perspective of possible \u2018transformation\u2019; in a perspective that is explicitly pedagogical in and of itself. Narrating the self \u2013 to oneself and others \u2013 entails building one&#8217;s own self as becoming true, projection, maturation, and the identity modelling that arises from the labor of existing and giving order and meaning to the self in the act of giving oneself form. In this way, not only are LPs constructed through the direct participation of the minors in question, but they cannot but \u2018emerge\u2019 from the magmatic path of co-construction of the self that takes place in the intrapsychic and relational field and that is unveiled through narration. This is the only way to develop an LP that simultaneously represents the outcome of a (self-)educational process, training in observing oneself, knowing how to plan and knowing how to take the necessary steps to achieve one\u2019s objectives. In fact, empowerment is both the means and the end of the project-development process: the set of knowledge, relational skills and competences that allow people to set goals and develop strategies to achieve them using existing resources.<br \/>\nOn the basis of LPs, RE-SERVES proposes to develop the fruitful social-relational skills among UFMs to foster the process of <a href=\"https:\/\/sites.dsu.univr.it\/re-serves\/en\/glossary\/acculturation\/\">acculturation<\/a> and <a href=\"https:\/\/sites.dsu.univr.it\/re-serves\/en\/glossary\/social-inclusion-exclusion\/\">social inclusion<\/a>.<\/p>\n<p><strong>Selected references<br \/>\n<\/strong><\/p>\n<p>Burgio, G., (2003). Empowerment e scuola. In AA.VV., Lessico oggi. Orientarsi nel mondo che cambia (pp. 83-89). Rubbettino.<\/p>\n<p>Cambi, F., (2002). L\u2019autobiografia come metodo formativo, Laterza.<\/p>\n<p>Demetrio, D., (2003). Ricordare a scuola. Fare memoria e didattica autobiografica. Laterza.<\/p>\n<p>De Angelis, B., (2017). Metodo narrativo e pratiche inclusive. In L&#8217;integrazione Scolastica E Sociale, 16(1), pp. 72-79.<\/p>\n<p>Palmieri, C.<em>, <\/em>(2006). Dal PEI al Progetto di Vita: la prospettiva della cura educativa. In Handicap &amp; Scuola<em>, <\/em>126, pp. 9-12.<\/p>\n<\/div><\/section><\/div><div class=\"flex_column av_one_fifth  no_margin flex_column_div   avia-builder-el-4  el_after_av_three_fifth  avia-builder-el-last  \" style='background: #ffffff; padding:30px; background-color:#ffffff; border-radius:0px; '><section class=\"av_textblock_section \"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock  '   itemprop=\"text\" ><p><strong>How to cite this text:<\/strong><\/p>\n<p>Muscar\u00e0, M., &amp; Burgio, G. (2020). Life project. In M. Milana &amp; P. Perillo (Cur.) RE-SERVES project: Glossary. <a href=\"https:\/\/sites.dsu.univr.it\/re-serves\/\"><u>https:\/\/sites.dsu.univr.it\/re-serves\/<\/u><\/a><\/p>\n<\/div><\/section><\/div><\/p>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":1,"featured_media":0,"parent":3042,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"acf":[],"_links":{"self":[{"href":"https:\/\/sites.dsu.univr.it\/re-serves\/en\/wp-json\/wp\/v2\/pages\/4309"}],"collection":[{"href":"https:\/\/sites.dsu.univr.it\/re-serves\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.dsu.univr.it\/re-serves\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.dsu.univr.it\/re-serves\/en\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.dsu.univr.it\/re-serves\/en\/wp-json\/wp\/v2\/comments?post=4309"}],"version-history":[{"count":6,"href":"https:\/\/sites.dsu.univr.it\/re-serves\/en\/wp-json\/wp\/v2\/pages\/4309\/revisions"}],"predecessor-version":[{"id":4374,"href":"https:\/\/sites.dsu.univr.it\/re-serves\/en\/wp-json\/wp\/v2\/pages\/4309\/revisions\/4374"}],"up":[{"embeddable":true,"href":"https:\/\/sites.dsu.univr.it\/re-serves\/en\/wp-json\/wp\/v2\/pages\/3042"}],"wp:attachment":[{"href":"https:\/\/sites.dsu.univr.it\/re-serves\/en\/wp-json\/wp\/v2\/media?parent=4309"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}