Condizioni pedagogiche per non dimezzare il significato dell'alternanza formativa e dell'alternanza scuola lavoro

Why does talking about the theory and practice of educational alternation and work-related learning, without referring to the availability of a specific Pedagogical Anthropology, a grounded Onto-Gnoseology and some particular system and organizational conditions increase in an exponential manner the risks of misunderstanding the value of those two concepts and put them in an epistemological framework of "reductionist muscular activism"? The paper will provide some initial answers to this complex question and claim to Pedagogy the responsibility of taking away the problem of too many, maybe only convenient, simplifications which follow it.