Education and conflict in the "150 hours" for the right to education. A critical pedagogy reading between theoretical models and procedural developments in adult education

Abstract

The work addresses the issue of the “150 hours for the right to education” from a pedagogical and historical-educational perspective, moving through four thematic stages. Firstly, the experience of the 150 hours will be outlined as a trade union strategy that attempted to strengthen social conflict and educational planning in public schools; this will be connected to the anti-authoritarian motive that, since '68, has been re-elaborated within the movement. Subsequently, emphasis will be placed on the pedagogical professionalism as it also emerged in the academic debate of the time, particularly in the Marxist area. Finally, some insights will be proposed on the experience of the 150 hours in the territories of Bologna and Reggio Emilia. The purpose of the work is to provide an interpretation, also through the examination of archival documentation, of the experience, identifying the historically defining reasons and the points of interest for a contemporary critical pedagogy approach.