Co-constructing Good Projects: the Functions of Sociological Knowledge in Educational Projects

How can an educational project dedicated to early childhood contribute to eliciting democratic ways of thinking and acting?
Following the sociological-pragmatist tradition, the author investigates institutional conditions that coud promote a good project.
The proposed thesis revolves around the formation of collective, theoretical and experiential knowledge in the production of which sociological knowledge plays a critical-comprehensive function and a participatory function. The former contributes to the historical-systemic understanding of local social needs, while the second links the quality of a project to a theory of social justice that is not merely redistributive but emancipatory, open to the discovery of the world and the construction of attentive educational relationships.