Sessione n.2

Ritorna al programma delle sessioni parallele

Chair: Giovanni Moretti

Discussant: Giombattista Amenta, Luca Girotti

Modalità: in presenza

Aula: Aula 3, 64 posti

Link per partecipazione a distanza: Clicca qui per partecipare tramite ZOOM

Indice degli interventi:

  1. Externalize the pedagogical knowledge of a teaching innovation through reflective monitoring meetings: the “Bell’impresa” project
    Esternalizzare il sapere pedagogico di un’innovazione pedagogico-didattica attraverso incontri di monitoraggio riflessivo: il progetto “Bell’impresa”
    Claudio Girelli, Alessia Bevilacqua, Giorgio Mion, Marzia Micheletti, Michela Cona, Giulia Lonardi

    The “Bell’Impresa” project intends to promote entrepreneurship education within the school and extra-school curriculum to prevent early school leaving, increasing in Verona’s northwest area. The project’s backbone includes the establishment of student cooperatives aimed at constructing educating communities. This paper aims at presenting the reflective monitoring strategies adopted to focus on the projects’ systemic dimension. The SWOT analysis and a World Café carried out at the end of the project’s first year helped the participants externalize the pedagogical knowledge inherent in their practices and acquire an awareness of the elements of effectiveness and areas for improvement through reflective processes.
  2. Porto di Parole: from live festival to online event
    Porto di Parole: da festival dal vivo a manifestazione on-line
    Sergio Miranda; Rosa Vegliante; Antonio Marzano

    The restrictions of Covid-19 prevented the implementation of activities of outdoor education. This paper describes the experience, developed by a Salerno social cooperative, aimed at bringing children closer to art through computer games. The goal of the work is to present the advantages derived from the transposition of the “Porto di Parole” event from the online presence to Facebook. Specifically, the importance of game design in informal education contexts was emphasized, by proposing a reinterpretation of the concept of emulation (Ferrière’s point 26) in the action scheme of the proposed game activities. The developed system allowed monitoring the actions of the participants, the relational dynamics and the scores achieved in the “race”.
  3. The practice of free text for active citizenship
    La pratica del testo libero per la promozione della cittadinanza attiva
    Beatrice Bramini; Nerina Vretenar

    The practice of the free text respects the right to speak and contributes to the development of responsible citizens. The practice of the free text is part of a pedagogy that involves building positive relationships, in which everyone’s thoughts and words are welcomed and valued and in which language education, considered as the education to communicate, is placed at the heart of the school. It therefore finds its rightful context in a co-operative classroom where writing is a means of expression and knowledge of others and the world.
  4. Pioneers of student-centered teaching
    I pionieri dell’insegnamento a misura di allievo
    Vincenzo Bonazza

    Today, I believe that taking up the spirit of the “new schools” means striving to direct our school system toward the practice of individualization. Many “historical” exponents of this movement have laid the foundations for the implementation of a leading model of individualization (namely, mastery learning) whose characteristics have demonstrated and still demonstrate its teaching effectiveness. I am referring, just to name a few, to the pioneering experiences of Decroly, Dottrens, Parkhurst, and Washburne, whose didactic proposals – which we will take up in the essay we are proposing – are rich in food for thought for the contemporary pedagogical debate.
  5. Reshaping space and time in zero-six integrated services: the educational experience of “bubbles”.
    La rimodulazione degli spazi e dei tempi nei servizi integrati zero-sei: l’esperienza educativa delle “bolle”.
    Giovanni Moretti; Arianna L. Morini; Bianca Briceag; Alessia Gargano

    The present paper intends to contribute to the pedagogical and didactic reflection on the activities proposed during the pandemic in the integrated services 0-6. Particular attention has been paid to the way in which children are divided into bubbles. We report on the results of an exploratory survey that involved 15 educators from four early childhood services operating in Rome. The results will contribute to actualize the reflection on the first point proposed by Ferrière, concerning the school “organization”. Furthermore, in order to redefine the educational offer in the post-emergency period, such results can eventually help enhance what was learned during the adjustment of the bubbles.
    Paolina Mulè; Giuseppe Spadafora

    Among the ten new ideas present in the Manifesto, point VIII is relevant, in which the need to have a school understood as an inclusive environment (29) is increasingly reflected, but also the point concerning the digital challenge (37). It is about building a school that is truly an inclusive environment, in which education concretely represents a common good inside and outside the school itself through the various digital developments.
  7. Calais Conference and the Life Design approach: how skills development can promote inclusion and well-being, favoring future planning.
    Convegno di Calais e Life Design: come lo sviluppo di competenze possa promuovere inclusione e benessere, favorendo progettualità futura.
    Teresa Grange; Chiara Annovazzi

    New phenomena characterize our society, called liquid society and risk society. In this context, it can be fruitful to integrate different approaches, from the Éducation Nouvelle to its dialogue with the Life Design Approach. From this perspective and according to a pedagogical approach of an ecological-systemic matrix, we propose re-reading a Life Design research with 127 adolescents. The research aimed to examine the relationships between career adaptability, hope, and future orientation and identify criteria for elaborating an emancipating and empowering didactic action.
  8. Between participation and self-regulated learning. In search of a unit-of-analysis to promote democratic education
    Tra partecipazione e autoregolazione dell’apprendimento. Alla ricerca di un’unità di analisi per la promozione della scuola democratica
    Paolo Sorzio

    Democratic education constantly challenges and transforms the constraining conditions on learning. In this paper, it is proposed a methodological reflection on the “participation framework”, as the relevant unit of analysis for the study of the contextual conditions of children’s opportunities for learning. An open focus of observation is introduced, in order to offer the opportunity to teachers and educators to design innovative activities and to promote children’s self-regulated thinking. As a case study, reference is made to an ethnographical documentation gathered during an in-service training activity with the educators in a system of after-school programmes, during the years 2016-2018.
  9. Enhancing cognitive and metacognitive abilities at school: a synthesis of evidence
    Sviluppare abilità cognitive e metacognitive a scuola: una sintesi di evidenze
    Marta Pellegrini

    This work has the purpose to present a synthesis of research regarding interventions to enhance students’ cognitive and metacognitive skills from early childhood education through secondary school. Referring to some Ferrière’s points of the areas of Intellectual life and Study Organization, the work discusses how they relate to cognitive enhancement and how they are implemented in such programs. The synthesis shows the evidence supporting interventions of cognitive and metacognitive enhancement and which factors can increase their effectiveness at school.
  10. Pour l’Ère Nouvelle: Artistic and Moral Education. From the DADA Model (Didactics for Learning Environments) to the System Evaluation
    Pour l’Ère Nouvelle: educazione artistica e morale. Dal modello DADA (Didattiche per Ambienti Di Apprendimento) alla valutazione di sistema
    Cristiana De Santis; Eleonora Mattarelli

    The purpose of this paper is to reflect on the evaluation of learning processes in Italian schools, starting from the artistic and moral education advanced by Ferrière (1925). The comparison between authors research projects’, the case study proposed and the analysis of school system evaluation lead to the reflection on the dichotomy between internal and external evaluation, which is not a real dichotomy if the purpose of the evaluation is clear: the quality improvement of education system. (Ricci in Federazione Lavoratori della Conoscenza Cgil, 2021, 1.23.26)
  11. Students with non-Italian citizenship at Sapienza: from the study experience to the transition to work
    Studenti con cittadinanza non italiana alla Sapienza: dall’esperienza di studio alla transizione al lavoro
    Irene Stanzione; Andrea Marco De Luca; Emanuela Botta

    This study focuses the methodological approach adopted to analyse university-work transitions of graduates and students with non-Italian citizenship at Sapienza University of Rome. We show investigation on the professional paths of foreign students and graduates by moving from a top-down to a bottom-up analysis of administrative data. We then describe the preliminary results of a survey on the university experience of foreign students. Findings confirm many national trends, as among the others a high significant vertical mismatch of foreign graduates and the low percentage of contracts or work days. Finally, language-related difficulties emerge in the university experience.
  12. What evaluation for a «New education» in support of active citizenship?
    Quale valutazione per un’Educazione nuova a sostegno della cittadinanza attiva?
    Maria Lucia Giovannini; Massimo Marcuccio

    The contribution presents a reflection on Thesis 31 of the Manifesto prepared by the Organizing Committee of Convergence (s) pour l’Education Nouvell, the only one that deals with the theme of evaluation. The study argues the limitation of this perspective and the adverse retroactive effects of this feature on the actual realization of this thesis. A first aspect of the limitation of thesis 31 concerns its confinement to the scope of the teaching / learning relationship only. The second aspect of limitation concerns the focus on learning and student progress without explicit reference to the competence in self-assessment / regulation of learning, a fundamental prerequisite for active citizenship in a democratic society.