La ricerca pedagogica e la ricostruzione storica delle buone pratiche nel tempo del presentismo. Riflessioni intorno a un paradigma.

This paper analyzes the role of historical investigations around educational practices within pedagogical research. If until two decades ago it was appropriate to talk about the transition from the history of pedagogy to the history of education, now historical research seems to be more oriented toward a constructive dialogue with the pedagogical science. Between pedagogical research and educational-historical research there seems to be a new synergy: in a time of presentism, the pedagogical researcher thinks and acts from a historical perspective that makes him/her more aware of here and now whilst re-launching memory as an important educational concept. At the same time the historian reconstructs past good practices by adopting a double paradigm, historiographical and pedagogical, based on a theoretical framework (phenomenological-hermeneutic) that may offer a wider perspective; so that by following these guidelines he acquires a greater awareness of the present time, thus making his research more relevant.