Chair: Achille M. Notti
Discussant: Donatella Cesareni, Anna Serbati
Modalità: in presenza
Aula: Aula 5, 80 posti
Link per partecipazione a distanza: Clicca qui per partecipare tramite ZOOM
Indice degli interventi:
- The Trialogical Learning Approach in a PCTO about active citizenship
L’Approccio Trialogico all’Apprendimento in un PCTO dedicato alla cittadinanza attiva
Ilaria Bortolotti, Nadia Sansone, Donatella Cesareni
A PCTO experience led – since 2019 – by the Department of Psychology of Developmental and Socialization Processes (Sapienza) is described: “DSTI – Digital Story Telling for Inclusion”, with a particular focus on the stategies and techniques ispired from the Trialogical Learning Approachand leading at promoting a multicultural and inclusive awareness through the proposal of a challenging and engaging educational scenario based on creative and collaborative process of digital content creation.
- Humanistic leadership as a new approach to school management: definition of the construct
La dirigenza umanistica come nuovo approccio alla dirigenza scolastica: la definizione del costrutto
Emanuela Botta; Ottavio Fattorini
This contribution describes the process for the definition of the construct of humanistic leadership born from the experience of the community of practice “Executives together” in which the vision of a professionalism is shared for which adherence to the norm is not the goal but the means from which to start, to exercise a leadership style aimed at relationships. The hope is to give substance to a way of governing schools, in which technical competence and a conscious choice of professional courage are aimed at expressing the spirit of civil service of those who work for the future of all.
- the obligation to choose, with the freedom of choice
Ll’obbligo di scegliere, con la libertà di scelta.
The Ligue in 1921 rethought education in global terms, aimed at self-expression experienced through free work, which promoted initiative through “the obligation to choose, with the freedom of choice”. “Parents, educators, administrators and social workers” had the responsibility of creating contexts in which this was possible as an educational community and an extension of the range of education to family, school and city. Today there is no pact between adults that abandoning the idea of a zero-risk education, return to offer the child experiences and contexts in which he can “bring into the world the world he desires”.
- Like a stone in the water: self-assessment of inclusive practices in a secondary school.
Come il sasso nell’acqua: autovalutazione delle pratiche inclusive in una scuola secondaria di secondo grado.
The article presents an action research project named Dare forma all’inclusione which was carried out in a secondary school in Rome during the school year 2020-2021. The aim of the project, part of the Institute’s Piano di Assistenza Specialistica, was to monitor and self assess inclusive practices, with particular attention to the role of the assistente specialistico, hired to support a first year student with an autism spectrum disorder. At the end of the first year of action research, it is possible to say that the use of self-evaluation strategies has “stirred the waters”, making people more open to mutual confrontation and questioning their own beliefs.
- A design for the learning path of reading and writing integrated by technologies
Una progettazione integrata dalle tecnologie nel percorso di apprendimento della letto-scrittura
Rosa Vegliante; Sergio Miranda; Antonio Marzano
The preparation of structured initiation path to reading-writing, the organization of activities and contents according to the student’s expertise represent a modern reinterpretation of the aspects referred to in Ferrière’s point 19. This contribution is part of the Alphabet 140 program, developed by SapIE association, aimed at encouraging the learning of reading and writing through a systematically organized process of cognitive enhancement, based on the exercise of phonological awareness. The goal of this work is to present the added value deriving from a learning and training design integrated by technologies. The obtained results confirm the effectiveness of this path undertaken by following a progressive and rigorous approach.
- NEW SCHOOLS FOR THE DEVELOPMENT OF SMALL VILLAGES: THE CASE STUDY OF THE JONIAN VALLEYS OF THE PELORITANI
SCUOLE NUOVE PER LO SVILUPPO DEI PICCOLI BORGHI: IL CASO STUDIO DELLE VALLI JONICHE DEI PELORITANI
Viviana Vinci; Giuseppe Bombino; Francesco Calabrò; Nino Sulfaro; Silvestro Malara
A multidisciplinary research activity carried out as part of an institutional collaboration, between the Mediterranea University of Reggio Calabria and 18 Sicilian municipalities, located in an area called “Jonian Valleys of Peloritani”, is described. One of the aims of the Strategic Program is to foster processes of active citizenship education and youth entre-preneurship development, by means of participatory paths of research, training and educational networks. The research activities are at initial stages. This contribution illustrates the research-training protocol and underlines the relevance of the ‘new schools’ movement as places of moral education.
- Reading aloud, a tool for democracy for a ‘new’ education
La lettura ad alta voce, strumento per la democrazia per un’educazione “nuova”
The contribution proposes reading aloud as a highly flexible method to bring numerous cognitive, emotional, relational and identity benefits to students of all levels, also in terms of the development of autonomous and critical thinking. The effects of intensive training are argued, through evidence-based research integrated with comparisons with international literature, with a panel of experts and a meticulous qualitative and quantitative analysis. The aim is to propose reading aloud as a structural practice within school curricula, to support the development of students who are able to make value judgements independently and imagine possible futures for themselves and others.
- For a culture of affectivity at school. The animals assisted didactic experience
Per una cultura dell’affettività a scuola. L’esperienza della Didattica Assistita con gli Animali (DAA)
Francesco Paolo Romeo
In light of the relevance of the reflections of the participants in the founding conference of the Ligue Internationale de l’Éducation Nouvelle, which concerned for example the autonomy of learners to be founded within significant emotional relationships and in contact with nature and animals, the contribution presents an assisted didactic experience with animals aimed at activating a series of inclusive processes at school through the intervention of a pet therapy dog. The outcomes of the experience suggest the educational potential of characterize the school as a culture of affectivity and encourage us to investigate the teacher’s availability emotional as an innovative research path.
- A new school to combat early school leaving. The voice of education science students
Una scuola nuova per contrastare la dispersione scolastica. La voce degli studenti di scienze della formazione
Guido Benvenuto, Nicoletta Di Genova
This contribution intends to present qualitative research on the issue of early school leaving. We read the phenomenon by tracing a connection between the dimensions identified by the Ligue Internationale de l’Éducation Nouvelle and the voice of today’s students, active protagonists, and users of training courses in contemporary society. The research involved students of social pedagogy courses of the Department of Psychology of Development and Socialization Processes of Sapienza and the Department of Human Sciences of the University of L’Aquila. The analysis highlights how the principles developed by the 1932 Nizza congress still represent the educational needs of students.
- Educational Open Badges – Languages and Practices of Art in Education and Training
Open Badge educativi – linguaggi e pratiche dell’arte in ambito educativo e di formazione
Emiliane Rubat du Mérac; Michela Chiara Borghese; Pascal La Delfa
The project aims to develop a pedagogical model of certification of competencies that considers those most relevant for future teachers’ university preparation to develop creative and adaptable methodologies and better respond to educational and social needs in the future profession. The research made it possible to define 12 different profiles of competence, most of which are artistic, useful for the student to know their potential, demonstrate and enhance their skills, orient themselves professionally. Educational Open Badges are issued based on transparent evaluation criteria and certify technical skills and the ability to transfer these skills within the educational relationship through valid pedagogical interventions.
- Activation du développement vocationnel et professionnel methodology for career choise and development
La metodologia dell’Activation du développement vocationnel et professionnel methodology per la maturazione personale e professionale
The third of the 7 principles of the Charte de la Lien (1921) emphasize that “studies and, in general, living learning, must reflect the innate interests of adolescent, with regard to the factors that find their expression in the various manual, intellectual and aesthetic activities”. In this perspective, numerous studies and methodologies for Career choice and development have developed over the decades. Starting from these reflections, the present study intends to focus on the ADVP Methodology as a tool to recognize and guide each adolescent to the construction of his own personal life project in order to organize existence and identity.