Self-Construction and Life Trajectories: a Pedagogical Reading of Background Guidance Models

The reflections and theoretical analyses contained in this article intend to propose a definition of formative guidance according to which guiding equates to educating, in the sense of education as an intentional and complex process that in itself expresses the prerogative of providing guidance. This prerogative consists of activating reflective processes for the fundamental purpose of giving subjects the capacity to access reality, by gaining awareness and responsibility, through self-construction, of their own culture and the systems for access to the outside environment: education provides the motivation to search for the self by constructing a growth and training pathway that guides experience. The connection between these levels generates a capacity to choose on the basis of a life project that takes the shape of a self-guidance skill.