Educazione tra pari e cooperative learning

The chapter assumes the peer education as a specific pedagogical context. This pedagogical context is connected whit characteristics of cooperative learning method. As consequence the contribution of product to pedagogical discipline is to argue the power of group for peers and using of empowerment concept – individual and social – for lifelong, lifewide and lifedeep learning. A first element is the empowerment, defined as a "transfer of power", "increased capacity", "development of capabilities" that - through the actions of peer education - are acquired by participants in non-formal contexts. Groups of peers are an opportunity to build social competencies. Building resilience is a relevant consequence of group of peers. Research show that cooperative groups are context in which resilience is learnt. A second element of contribution is the intention of education included into model of peer education. In this vision peers may also refer to adults in non-formal or formal contexts. Peer colleagues are experts of education and training. This aspect evolves the normal view of peer education as a model for young people only. Intentionality of peers is the key element to create a dynamic project, in which peers are recognized as active designers and architects of their own development. A third element is the development and the support of peer education to the Integrated Education System (in formal, non-formal, informal context) for development of capabilities and social capital, relational capital and cultural capital. In this way cities becomes an inclusive educational environment. This context offers multiple opportunity to enhance and develop participation and growth of citizenship and humanity. A fourth element is the education of responsible adults of non-formal contexts. Adults – as peers in different roles - can become people able to adapt the information to the specificities and needs of different groups. Peer-adults could be co-organizers of social networks to develop an integrated training system and able to support and encourage social context. In this way context will be an educational context.The social integrated network with features of participation, democracy, active citizenship, requires active and equal adults (teachers, coaches, players, facilitators, leaders, social figures) too. From this perspective - with the expansion of age, active life and availability of time - we can assume that the field of peer education can become an interesting renewed extended learning environment. In this view peer education exceeds the boundaries of adolescence age as a time for peer education