Pedagogical governance as systemic knowledge within Public Administration and Third Sector

Abstract

The contribution offers a pedagogical reinterpretation of governance, analysing the role of the pedagogist as a guiding figure within the complex systems of Public Administration and the Third Sector. Pedagogical direction is understood as a generative category capable of steering decision-making processes in a reflective, ethical, and educational key. Through a documentary and qualitative approach, the article interweaves the analysis of university regulations with the examination of two empirical contexts: a municipal public service dedicated to lifelong learning and a cluster of Tuscan social cooperatives. The findings indicate a convergence between university training, institutional practices, and organisational needs towards the configuration of the pedagogist as a governance professional, able to integrate vision, responsibility, and quality within processes of institutional and social innovation.