Through the name

Enzo Catarsi's propositions for children from 0 to 3 years

Abstract

This study focuses on tracking traces left by Enzo Catarsi, in his work, related to the education of children, especially the very young ones. Because it is about clues evidenced by the name thread, this text dialogues with historians such as Carlo Ginzburg, in the sense of understanding the name as what distinguishes the individual within the society in which he lives, which carries meanings, which is not neutral and, according to the trajectory of each one, it translates social relationships, expresses traditions and can indicate lived practices. Going through Catarsi's propositions for the education of children aged 0 to 3 years is to identify an echo in Italian and international studies, which points to him as a specialist in services for the provision of childhood education and as a scholar of pedagogy and family support programs. Therefore, it is presented as a central scope to explain the pedagogical and curricular propositions woven by Catarsi, exploring and dialoguing with important issues for the author, such as the dimension of care; the participation of the family in the educational institution; the weaving between art, literature and children's expressiveness; the “approccio toscano”; the training processes and teacher professionalization.