Flipped Inclusion Between Educational Emergencies and Transformative Socio-Semiotic Didactics

Background

Signs, sensations, and performative representations become the fields on which the formative avant-gardes are articulated. The new educational challenges are placed in the management of communicative acts, as semiotic decoding of signs and phenomena of signification (de Saussure, 1970). The signification is intended as an expression of the relationship between the significant (form) and meaning, with an issuer that is not present but is a projection of the recipient. The educational investment in the interpretation of the relations of significance allows to grasp the correlations between material resources and intangible resources, such as human capital. This avant-garde educational formative approach allows us to recognize the phenomenological repercussions, expression of the concrete processes of communication at a psychological, anthropological and cultural level, which are reflected in the choices and the social and political directions.

Through the promotion of competent self-reflexivity, it is possible to control the risks of antisocial modeling, through educated investments in self-awareness (Mead) including perception and recognition in comparison (Merleau-Ponty, 1945). In the educational process, a pedagogical value is assigned to the semiotic act and its centrality of inclusive, socio-prospective direction. It is about promoting educational actions, aimed at strategically encouraging changes and stimulus situations. Using incremental change processes, through the use of cyberspaces, it is possible to promote transformations that intervene on the perception of the self and its own effectiveness.