Educational Guidance in the Continuity of School Cycles. A Skill Oriented Perspective

This paper deals with the concept of educational guidance in the view of the structural and curricular continuity of the training course. First, we define the pedagogical meaning of school guidance, and in particular to its educational function. We have as work hypothesis the concept of guidance as a process that affects not only the transition moments, but also the entire training process and the entire life span. This conception meets the need of every individual to be able to face the new social emergencies related to the acceleration of technological change, labor mobility, the pervasiveness of knowledge in the individual and collective life. In an ever-changing society, in fact, it is essential to know how to deal with transitions, whether at school or work. Subsequently we interpret the orientation in the light of the notion of competence, with particular reference to those skills that we can define "guidance". Knowing how to manage their training history implies not only be the recipients of a guidance action, but know how to direct themselves. The school system contributes to the development of the self-orientation skills both implicitly and explicitly: through the exercise of its function of training and guidance through intentional actions aimed to record directly onto the continuation of individual training. Finally, in the light of the most common guidance practices in our country we present the fallout of a competence-oriented perspective on educational cycles discontinuity. In this context, particular importance is given to the processes of axiologization for the selection of essential knowledge and teaching intermediation to build learning situations able to promote guidance skills.