Di generazione in generazione: il passaggio delle eredità in famiglia.

Originally the educational function of tradition is to promote the recognition, developing a sense of belonging. However,one aspect that seems now be placed in deep crisis, into intergenerational dynamics, is the comparison with tradition, which carries with it a gradual disappearance of important symbolic references for identity formation. This figure represents a challenge for pedagogical reflection, so it returns a new dynamic impulse to inter-generational dialogue, investing in relationships and in exchange of stories. Through the telling of stories across several generations references to ethical are passed, embodied in the facts, faces, choices that testify the virtues and moral qualities of a life truly lived. The recovery of relational horizons that join the generations may be produced by narrative devices, designed to reveal the mutual implication between its own history and that of others, within a period of time synchronic and diachronic. The discovery of traces of the other in our autobiography is an ethical instance: making responsible of gifts and legacies. The contribution addresses these issues, proposing the results of a qualitative research carried out with parents whose children attend kindergarten.