Family involvement and educational coresponsibility in ECE: a case study. Partecipazione delle famiglie e corresponsabilità educativa nella scuola dell’infanzia: un caso di studio

The process that changed the original socio-assistance function of educational services in a “socio- educational function”, has now been fully carried out. At the same time, the relationship between the educational services and families has also gone through a process of change. In fact, paying attention to children’s growth processes also means involving their families and the community in the educational service. The concept of “reciprocal circularity” between educational services and families refers to the importance of ensuring a continuity that connects in any ways the educational experience and the family background, so to enhance virtuous processes of educational alliance. On this conceptual basis an explorative research has been grounded, which includes and analyses a textual corpus of semi-structured interviews of 72 families involved in the Associazione di Promozione Sociale (Social Development Association, SDA) AgriBimbi, in Lecce province (Galatina), that is engaged in planning and developing experiential paths in nature, for 3- to- 6 year old- children. The collected results offer new paths of theoretical reflection and didactical action towards a desired review of educational activities in the ECE schools, that fully enhances the family involvement with the perspective of the harmonious education action and the education for sustainability

Una tensione epistemologica e una riflessione metodologica a vent'anni dalla morte e a cent'anni dalla nascita di Freire: Quale eredità e quale progetto?

ItLa testimonianza di Freire a vent'anni anni dalla morte ma anche a cento anni dalla nascita, rappresenta un'ulteriore occasione di riflessione, per interrogarci ancor'oggi su alcune questioni di fondo, tuttavia irrisolte, che caratterizzano le emergenze sociali e le sfide educative attuali. Tale testimonianza, nella contemporaneità, mostra tutta la propria non compiutezza, cogenza e attualità rispetto a tali sfide educative, con riferimento alle quali, il pensiero di Freire risulta attualmente valido ed euristicamente imprescindibile. Appare cogente, quindi, interrogarsi, sull'effettiva necessità nonché sul significato di una teoria e di una pratica di cambiamento sociale che incarni oggi le sfide della contemporaneità. Rispetto a ciò, la pratica educativa e la riflessione pedagogica possono avere ancora un ruolo e di che tipo? Ovvero, possono queste dare un contributo determinante nel problematizzare le sfide sociali attuali offrendo strumenti per rispondervi adeguatamente? Questo contributo prova a ricostruire, a partire dal'eredità di Freire, un'occasione di riflessione e presenta una proposta metodologica concernente la ricerca-azione partecipativa, riformulata, per certi aspetti, rispetto alla proposta originaria. In ragione di ciò, durante circa un secolo, il pensiero di Freire è apparso per certi versi non completamente compreso e agito, benché incompiuto, nella ciclica e riflessiva tensione tra stabilità e mutamento. Rispetto a tale tensione, la testimonianza di Freire può essere ancora un riferimento fertile, quantunque essenziale, per la riflessione pedagogica e per la pratica educativa odierna.EnFreire's testimony, twenty years after his death, but also one hundred years after his birth, is a further opportunity for reflecting on some fundamental issues, however unsolved, that characterize social emergencies and educational challenges. This testimony shows all its incompleteness, cogency and timeliness with respect to these educational challenges, for which Freire's thought is currently valid and euristically indispensable. It is therefore imperative to question the actual need as well as the significance of a theory and a practice of social change that today embodies the challenges of contemporaneity. With regard to this aspect, do educational practice and pedagogical reflection still have a role and what kind? Or, can they bring a decisive contribution to addressing the current social challenges by providing tools to respond it adequately? This contribution tries to reconstruct, from Freire's legacy, an opportunity for reflection and presents a methodological proposal for participatory research-action, reformulated in some aspects with respect to the original proposal. Because of this, Freire's thinking appeares in some ways not fully understood and acted, though unfinished, in the cyclical and reflective tension between stability and change. Compared to this tension, Freire's testimony can still be a fertile, though essential, reference to pedagogical reflection and today's educational practice

Rappresentazioni e pratiche dell'agire inclusivo. : Un percorso metodologico e un'attività didattica a partire da un caso di studio

The didactic action is aimed at supporting in the students, on the one hand, processes of formative evaluation as continuous reflection on representations and practices of inclusive acting and, on the other, appropriately intentional educational activities aimed at promoting conceptualizations and actions capable of removing obstacles to co‐building "inclusive cultures" in the classroom context. For this reason, a case study is reported in the context of a university course underlying both the educational intentionality, the didactic planning methods and the formative evaluation of a laboratory activity based on performative languages. This activity was intended to promote awareness processes in students on their way of thinking and acting inclusive, while providing the opportunity to question and re‐semantize them thanks both to the laboratory experience and a formative evaluation activity carried out.L’agire didattico è orientato a sostenere negli studenti sia processi di valutazione formativa e di continua riflessione su rappresentazioni e pratiche dell’agire inclusivo sia attività opportunamente intenzionate volte a promuovere concettualizzazioni e azioni capaci di rimuovere gli ostacoli per co-costruire “culture inclusive” nel contesto classe. In ragione di ciò, si riporta uno studio di caso nell’ambito di un corso universitario attraverso il quale si esplicita l’intenzionalità educativa e le modalità di progettazione didattica di un’attività laboratoriale basata sui linguaggi performativi. Tale attività ha inteso promuovere negli studenti processi di consapevolezza sul proprio modo di pensare e agire inclusivo fornendo, al contempo, la possibilità di metterli in discussione e di risemantizzarle grazie all’esperienza laboratoriale e a un dispositivo di valutazione formativa utilizzati

Culture as an educational project of a complex narrative

En una sociedad compleja como la actual, el reto educativo y cultural requiere mentes abiertas a múltiples lógicas en vez de una lógica y considerar una variedad de rutas, puntos de vista y perspectivas inclusivas acordes con la tensión cultural y educativa de la complejidad. La intersubjetividad, en sentido educativo, se basa en una tensión dialogante, plural y abierta a la promoción de procesos de entendimiento intercultural y de interdependencia y con un carácter de reciprocidad (autonomía, interdependencia). La intersubjetividad, como espacio de relación y de diálogo, necesita una postura reflexiva. La narración, como estrategia educativa de tipo reflexivo, es capaz de mejorar el conocimiento (y por lo tanto las competencias y capacidades) para leer y actuar en relación a ese contexto social. Lo específico de la educación es la promoción de los procesos de aprendizaje que conectan reflexión y narración, escritura y meta-cognición a lo largo de un proceso de re-lectura (y re-escritura) de cada historia y cultura, en el más amplio sentido histórico y cultural de la comunidad y de la sociedad. La narración puede volver a configurar la tensión tradición-innovación, conservación-cambio.The educational and cultural challenge of complexity requires an open mind to multilogical rather than monologic one considering a variety of routes, points of view and perspectives in terms of an inclusive cultural and educational tension to complexity. The educability of intersubjectivity is the dialogical, plural and open tension to promote an intercultural process of understanding and interdependence based on reciprocity (autonomy-interdependence). Intersubjectivity, as relational space and dialogue, needs a reflexive posture. The narrative, thought in an educational device, is able to enhance the awareness (and thus skills and capacity) to read and act the relationship with the environment. The educational specificities which therefore fell in promoting learning processes that hold together reflection and storytelling, writing and meta-cognition along a proofreading and re-writing process of individual histories and cultures in the broadest of their community and society. The narrative can re-configure the traditioninnovation, conservation-change, tension

Qualità e validità della ricerca qualitativa in educazione: Alcune riflessioni da un caso di studio

This paper aims to provide some theoretical reflections and methodological and operational proposals about the processes that ensure quality and validity of qualitative research in education. This evaluation processes on the research constitutes a basis for strengthening the co-belonging of all people engaged in the research. The evaluation of quality and validity of qualitative research in education is an opportunity for these people to increase both an eco-systemic training and co-belonging within models and procedures aimed at promoting shared awareness and decision-making on what the research produced, how it was carried out and how to improve its processes and results. The issues related to the quality and validity of qualitative research in education have preliminarily guided the development of this work both through a theoretical and methodological review of these frameworks and through their operationalization and application in a specific case study. L’articolo offre alcune riflessioni teoriche e indicazioni metodologiche e operative sui processi che assicurano la qualità e la validità della ricerca qualitativa in educazione. Questi processi di valutazione sulla ricerca costituiscono la base per rafforzare la co-appartenenza dei soggetti coinvolti a diverso titolo nella ricerca stessa. Ciò in ragione del fatto che i processi di qualità e validità rappresentano un’opportunità di formazione eco-sistemica e di coappartenenza all’interno di modelli e procedure che promuovono consapevolezza e decisionalità condivise su cosa ha prodotto la ricerca, su come è stata realizzata e su come eventualmente migliorarne processi e esiti. Le questioni riferite alla qualità e alla validità della ricerca qualitativa in educazione hanno guidato preliminarmente lo sviluppo del presente lavoro sia attraverso una disamina teorica e metodologica di tali costrutti sia attraverso la loro operazionalizzazione e applicazione in uno specifico caso di studio

La cultura como proyecto educativo de una narración compleja

The educational and cultural challenge of complexity requires an open mind to multi-logical rather than monologic one considering a variety of routes, points of view and perspectives in terms of an inclusive cultural and educational tension to complexity. The educability of intersubjectivity is the dialogical, plural and open tension to promote an intercultural process of understanding and interdependence based on reciprocity (autonomy-interdependence). Intersubjectivity, as relational space and dialogue, needs a reflexive posture. The narrative, thought in an educational device, is able to enhance the awareness (and thus skills and capacity) to read and act the relationship with the environment. The educational specificities which therefore fell in promoting learning processes that hold together reflection and storytelling, writing and meta-cognition along a proofreading and re-writing process of individual histories and cultures in the broadest of their community and society. The narrative can re-configure the tradition-innovation, conservation-change, tension.ComplejidadEn una sociedad compleja como la actual, el reto educativo y cultural requiere mentes abiertas a múltiples lógicas en vez de una lógica y considerar una variedad de rutas, puntos de vista y perspectivas inclusivas acordes con la tensión cultural y educativa de la complejidad. La intersubjetividad, en sentido educativo, se basa en una tensión dialogante, plural y abierta a la promoción de procesos de entendimiento intercultural y de interdependencia y con un carácter de reciprocidad (autonomía, interdependencia). La intersubjetividad, como espacio de relación y de diálogo, necesita una postura reflexiva. La narración, como estrategia educativa de tipo reflexivo, es capaz de mejorar el conocimiento (y por lo tanto las competencias y capacidades) para leer y actuar en relación a ese contexto social. Lo específico de la educación es la promoción de los procesos de aprendizaje que conectan reflexión y narración, escritura y meta-cognición a lo largo de un proceso de re-lectura (y re-escritura) de cada historia y cultura, en el más amplio sentido histórico y cultural de la comunidad y de la sociedad. La narración puede volver a configurar la tensión tradición-innovación, conservación-cambio

La cultura come progetto educativo di una narrazione complessa

The educational and cultural challenge of complexity requires an open mind to multi-logical rather than monologic one considering a variety of routes, points of view and perspectives in terms of an inclusive cultural and educational tension to complexity. The educability of intersubjectivity is the dialogical, plural and open tension to promote an intercultural process of understanding and interdependence based on reciprocity (autonomy-interdependence). Intersubjectivity, as relational space and dialogue, needs a reflexive posture. The narrative, thought in an educational device, is able to enhance the awareness (and thus skills and capacity) to read and act the relationship with the environment. The educational specificities which therefore fell in promoting learning processes that hold together reflection and storytelling, writing and meta-cognition along a proofreading and re-writing process of individual histories and cultures in the broadest of their community and society. The narrative can re-configure the tradition-innovation, conservation-change, tension.El desafío educativo y cultural de la complejidad impone un pensamiento abierto de tipo multi-lógico más que monológico que considera una multiplicidad de caminos, puntos de vista y perspectivas inclusivas como una tensión cultural y educativa a la complejidad. La educabilidad de la intersubjetividad representa la tensión dialógica, plural y abierta para promover un proceso intercultural de comprensión e interdependencia basado en la reciprocidad (autonomía-interdependencia). Como espacio relacional y dialógico, la intersubjetividad requiere una postura reflexiva. La narración, dentro de un dispositivo educativo, es capaz de potenciar la conciencia (y por tanto las habilidades y habilidades) en la lectura y actuación de la relación con el entorno. Por tanto, la especificidad educativa radica en promover procesos de aprendizaje que unan la reflexión y la narración, la escritura y la metacognición a lo largo de un proceso de releer (y reescribir) la propia historia y cultura en la más amplia de la propia comunidad y de la sociedad. La narrativa puede reconfigurar la tensión tradición-innovación, conservación-cambio.La sfida educativa e culturale della complessità impone un pensiero aperto di tipo multi-logico anziché monologico che considera una molteplicità di percorsi, punti di vista e di prospettive inclusive quale tensione culturale ed educativa alla complessità. L’educabilità dell’intersoggettività rappresenta la tensione dialogica, plurale e aperta per promuovere un processo interculturale di comprensione e di interdipendenza basato sulla reciprocità (autonomia-interdipendenza). L’intersoggettività, in quanto spazio relazionale e dialogico necessita una postura riflessiva. La narrazione, all’interno di un dispositivo educativo è in grado di potenziare la consapevolezza (e quindi competenze e capacità) nel leggere e agire la relazione con l’ambiente. La specificità educativa si situa quindi nel promuovere processi di apprendimento che tengono insieme riflessione e narrazione, scrittura e meta-cognizione lungo un processo di rilettura (e ri-scrittura) della propria storia e della propria cultura in quella più ampia della propria comunità e della società. La narrazione può ri-configurare la tensione tradizione-innovazione, conservazione-cambiamento

La dinámica “Cuerpo Común” como herramienta para el desarrollo endógeno de la comunidad indígena Shuar Yawi, Gualaquiza, Ecuador.

La pedagogía se enfoca a la formación humana de aquel ser-sujeto-individuo entendido como animal social que en la sociedad cumple su propia formación humana, que es un conjunto de emancipación de… y construcción en la libertad, autonomía, auto-formación. De hecho sujetos, grupos, comunidades e instituciones que continuamente aprenden, desarrollan una creciente participación en la vida social, combinando crecientes niveles de competencias y capacidad para mejorar sus propia auto-realización en el desarrollo sostenible del amplio horizonte de la sociedad. El aprendizaje, individual y colectivo es un “proceso interactivo de interpretación, integración y transformación” de nuestro mundo experiencia, donde el aprendizaje reproduce y transforma la estructura social en la que habita. El valor constructivo de la evaluación, se vuelvo un instrumento de consciencia y mejoría del camino realizado por un grupo y promueve aprendizaje organizacional. El acento está puesto sobre el proceso de innovación y mejoramiento que la evaluación tiene de desempeñar, sobre las transformaciones auspiciadas en sujetos, los cuales, aprendiendo a evaluar y formular mas conscientemente y autónomamente los objetivos, a perseguirlo de manera intencional y cooperativa, a revisitar periódicamente lo realizado. El caso de estudio del siguiente artículo hace referencia a la capacitación propiciada al “Colectivo Juventud de Emprendedores”, grupo de indígenas Shuar de la Amazonía Ecuatoriana, que en 2015 empezó un proceso de emprendimiento para rescatar la sabiduría de sus ancestros y reforestar con plantas de Ilex Guayusa algunas zonas de la provincia de Morona Santiago, Ecuador. Se utilizó la metodología del “Cuerpo Común” como herramienta para el fortalecimiento del grupo y la visualización de sus fortalezas y debilidades.

Verso un modello di valutazione, validazione e manutenzione delle competenze acquisite in contesto non-formale. Il caso di Improteatro, Scuola Nazionale di Improvvisazione Teatrale

The topic concerning both identification, recognition, evaluation and validation of the competences acquired in non-formal and informal contexts, as well as the link with those acquired in formal contexts, has assumed increasing centrality in the last fifteen years in the European and national debate. Within this debate, also with reference to the Italian regulatory framework of Law no. 4 of 2013, the Scuola Nazionale di Improvvisazione Teatrale – Improteatro – has embarked on a path of participatory research-action in order to define both training standards aimed at qualifying the training activities of theatrical improvisation and professional standards aimed at make explicit and maintain the competences of the performers- professional trainers belonging to the organization. This process therefore has intended to strengthen the professional community of Improteatro by qualifying their internal professionalism and the training activities of theatrical improvisation. Starting from the discussion of the normative, theoretical and methodological framework and of the first results produced, the paper aims to offer a methodological and operational contribution for organizations intending to start processes such as the one presented here

El modelo pedagógico-didáctico expansivo: una investigación cultural sobre prácticas implícitas de la pedagogía de Luciano Bellini

Ubicar en el centro del sistema educativo al estudiante —y no al currículo— y trabajar el aprendizaje por competencias como un proceso, marcan los ejes de esta publicación. A partir de la reflexión crítica de un sistema educativo con fallas estructurales, en el que, como dice Luciano Bellini, “su única preocupación es crear unas estructuras sólidas con apariencia de eficientes y mecanismos de control, pero casi nunca se preocupa del sujeto que aprende”, varios autores apuntan a mejorar el sistema pedagógico. Para ello, analizan casos de escuelas de Guayaquil y replantean los roles de los maestros, como verdaderos mentores que acompañan el proceso. Salir de la educación memorista, del “cortar y pegar”, de la competencia y volver la mirada al adelantado Don Bosco para, aprovechando de las nuevas tecnologías, educar desde el humanismo hacia la equidad y justicia, es la propuesta y el reto