Polis crisis, ecosystemic resilience, and schools. What strategies to support Italian teachers?

The contribution intends to propose a pedagogical and ecosystemic reading of the crises affecting the polis today. In particular, the repercussions they have on the epistemologies, i.e. the way of understanding reality, of high school teachers will be problematised. Pedagogical supervision is identified as a possible coping strategy for the difficulties experienced in school contexts. Such difficulties, which are eminently relational, call teachers to adopt genuinely transformative epistemological postures that return them to the role of resilient mentors in their students’ lives.