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La scuola media unica (1962) e il dibattito politico-pedagogico sulla formazione degli insegnanti
No full textThe 1962 law that established the single middle school is considered, almost unanimously, as one of the most important post-World War II school reforms, despite its legislative process has been uneven and tiring and its political-cultural compromises are not always a success. It has contributed, though with difficulties and contradictions, to changing the identity of the Italian school, trying to make the school more authentically democratic and fighting that class selection that affected the most socially and culturally deprived classes. This contribution aims at analyzying the pedagogical debate in those years on the subject of teacher training, an issue that was widely debated among the various pedagogical currents and, moreover, deemed decisive for the success of the reform. Indeed, the issue was the training a new figure of middle school teacher, endowed with a serious pedagogical and didactic preparation, as well as a democratic mentality and a disposition to community work.La legge del 1962 che istituì la scuola media unica è considerata, secondo opinione quasi unanime, come una delle più importanti riforme della scuola del secondo dopoguerra, nonostante il suo iter legislativo sia stato accidentato, faticoso e carico di compromessi politico-culturali non sempre felici. Essa ha contribuito, non senza difficoltà e contraddizioni, a mutare il volto della scuola italiana cercando di renderla più autenticamente democratica e combattendo quella selezione di classe che colpiva i ceti più deprivati sul piano socio-culturale. Il contributo proposto intende analizzare il dibattito pedagogico di quegli anni sul tema della formazione degli insegnanti, che fu ampiamente affrontato dalle diverse correnti pedagogiche e, inoltre, considerato decisivo per il successo della riforma. Si trattava, infatti, di formare una nuova figura di insegnante della scuola media, dotato di una seria preparazione pedagogica e didattica, oltre che di una mentalità democratica e di una disposizione al lavoro comunitario. 
Cosa rende la lettura ad alta voce una pratica di qualità? La testimonianza di insegnanti eccellenti
Get PDFThere are numerous studies in the literature documenting the effectiveness of reading aloud in the cognitive, linguistic and emotional development of children from a very early age. Reading in fact emerges as a fundamental tool for the development of literacy, comprehension skills, reading and wri-ting, competences that are of extreme relevance within the individual school career. The mediation of reading aloud also enables young children to approach stories at an early age, thus training their comprehension skills, accessing texts at a higher linguistic level than those they could access through independent reading, and being able to listen to texts that are more interesting and engaging for them. For these and many other aspects, the practice of reading aloud is at the centre of current studies, as it represents a fundamental intervention in the promotion of an individual's overall educational success, and for this reason, school contexts are configured as fundamental learning environments for all. Ho-wever, as much as reading aloud plays a relevant role in the development of the aforementioned compe-tences, less evident is the 'how' to achieve these results, in which way this practice can best be applied. This work stems from these considerations and pursues the objective of identifying the attentions held and actions carried out by teachers during reading aloud. Starting from the data acquired in the logbooks and the categorised evidence from 22 semi-structured interviews, in which the experiences related to the practice of reading aloud by primary and secondary school teachers were collected, the aim is to understand the aspects that make the practice of reading aloud of better quality.There are numerous studies in the literature documenting the effectiveness of reading aloud in the cognitive, linguistic and emotional development of children from a very early age. Reading in fact emerges as a fundamental tool for the development of literacy, comprehension skills, reading and wri-ting, competences that are of extreme relevance within the individual school career. The mediation of reading aloud also enables young children to approach stories at an early age, thus training their comprehension skills, accessing texts at a higher linguistic level than those they could access through independent reading, and being able to listen to texts that are more interesting and engaging for them. For these and many other aspects, the practice of reading aloud is at the centre of current studies, as it represents a fundamental intervention in the promotion of an individual's overall educational success, and for this reason, school contexts are configured as fundamental learning environments for all. Ho-wever, as much as reading aloud plays a relevant role in the development of the aforementioned compe-tences, less evident is the 'how' to achieve these results, in which way this practice can best be applied. This work stems from these considerations and pursues the objective of identifying the attentions held and actions carried out by teachers during reading aloud. Starting from the data acquired in the logbooks and the categorised evidence from 22 semi-structured interviews, in which the experiences related to the practice of reading aloud by primary and secondary school teachers were collected, the aim is to understand the aspects that make the practice of reading aloud of better quality
L’Educazione alla cittadinanza globale sotto l’aspetto semantico: Una review sistematica
Get PDFBased on a qualitative study on teaching strategies and classroom practices during a global citizenship oriented lesson, this article draws attention to the keyword “global citizenship education” through a systematic review of definitions of GCE over the past decade. Using the definitions of GCE as starting point, it clarifies its semantic ambiguity in the context of the education research, and examines how it could be recognized globally, nationally, and in schools. As the data set, 108 papers published between 2010 and 2019 were analyzed. The small number of definitions in literature proved the complexity in defining GCE. The analysis explores the discourses of scholars in order to identify the dominant themes that are investigated, and to apply the academic knowledge in the context of the classroom.Il contributo riporta i risultati di una review sistematica che fa parte di uno studio più ampio condotto al fine d’indagare le pratiche didattiche degli insegnanti per educare alla cittadinanza globale. L’indagine si colloca all’interno di un filone di studi che considera rilevante espandere la ricerca sulle pratiche dell’Educazione alla cittadinanza globale. È stata condotta una review sistematica per identificare gli studi teorici ed empirici nazionali e internazionali che chiariscono l’eterogeneità dei suoi possibili significati e ne specificano un’evidenza, direttamente osservabile nel contesto d’aula. Viene, qui, descritta la procedura adottata per la revisione e presentati i risultati dell’analisi di 108 articoli. Lo scopo non è offrire una chiarificazione concettuale esaustiva e definitiva del termine, quanto piuttosto di utilizzarne la complessità per esplorare un vasto campo di riflessioni teoriche e problemi di ricerca sulla connotazione identitaria di un costrutto di difficile definizione e applicazione, particolarmente utile per la pratica didattica
Qualità della vita e attività fisica negli anziani: Autonomia, partecipazione sociale e benessere
Get PDFThe article presents the results of the qualitative survey “Quality of life and physical activity in Elderly People” which aimed to investigate the influence of physical activity on the quality of life of the elderly people. Five focus groups were carried out to find out the opinion of 35 participants of an exercise programme in an Italian center for training and introduction to sport. The content analysis was carried out through the application of the Schalock and Verdugo’s Quality of Life Scale. The survey showed that participation in this physical activity programme enabled participants to counteract the onset of physical and physiological age-related limitations; it favoured processes of personal and community empowerment, positively affecting aspects relating to the emotional and psychological dimension, the development of self-esteem and self-efficacy, the management of relational dynamics and promoting participation, social inclusion and the establishment of meaningful relationships.L’articolo presenta i risultati dell'indagine qualitativa “Qualità della vita e attività fisica negli anziani”, che mirava a indagare l’influenza dell’attività fisica sulla qualità della vita degli anziani. Sono stati condotti cinque focus group per conoscere l’opinione di 35 partecipanti a un programma di esercizio fisico in un centro italiano di attività fisica e sportiva. L’analisi del contenuto è stata condotta attraverso l’applicazione della Scala della Qualità della Vita di Schalock e Verdugo. Dall’indagine è emerso che la partecipazione a questo programma di attività fisica ha permesso ai partecipanti di contrastare l’insorgere di limitazioni fisiche e fisiologiche legate all’età; ha favorito processi di empowerment personale e comunitario, influenzando positivamente aspetti relativi alla dimensione emotiva e psicologica, allo sviluppo dell’autostima e dell’autoefficacia, alla gestione delle dinamiche relazionali e promuovendo la partecipazione, l’inclusione sociale e l’instaurazione di relazioni significative
Transfert ed eros pedagogico nella relazione educativa: Gli affetti nelle pratiche educative tra pedagogia e psicoanalisi
Get PDFSince some time, many authors stated that our Culture has removed emotional and transference dynamics from the educational relationship. For this reason, Pedagogy has to think about pedagogical eros and pedagogical transference as dynamics which always are active in the relationship between educators and students. Therefore, this operation requires a group-training of skills related to the way of thinking and the way in which personal and Community educational actions are thought. Psychoanalysis could give to Pedagogy epistemological and practical insights which are interesting in order to use pedagogical eros and transference. The article aims to understand how pedagogical transference could be used in the educational actions and, on the other hand, it attempts to reflect on what characteristics should have a vocational training aware to pedagogical eros.Da ormai qualche tempo, molti autori segnalano come la nostra cultura tenda a rimuovere le dinamiche affettive e di transfert che abitano la relazione educativa. Per questa ragione è necessario che la pedagogia trovi il coraggio di pensare questa esperienza, ospitando il tema dell’eros pedagogico all’interno della propria riflessione e quello del transfert pedagogico quale dinamica sempre in atto nella relazione formativa. Questo esige, attraverso un lavoro di équipe, la formazione di competenze che permettano di declinare sotto altri punti di vista l’azione educativa del professionista e della comunità educante. A questo proposito la riflessione psicoanalitica sembra offrire alla pedagogia delle categorie interessanti sia dal punto di vista epistemologico che operativo. Il presente articolo cerca di comprendere in che modo la dinamica del transfert pedagogico sia declinata nelle pratiche educative e quali attenzioni dovrebbe avere una formazione sensibile alla tematica dell’eros pedagogico rivolta a educatori professionali
Procedure and conditions of life executing punishment: essence and tendencies of reform in criminal executive legislation of Ukraine
Get PDFThe article is devoted to the consideration of essence and tendencies of reforming the criminal-executive legislation of Ukraine concerning the procedure and execution and serving life imprisonment conditions. Certain debatable provisions, both theoretical and legal, concerning procedure and conditions of life service executing punishment are considered. In particular, at-tention is paid to the problems of legal nature and objectives of life imprisonment, priority of aims and opportunities to achieve correction (resocialization) of convicts, appropriate legal mechanism (tools) that would prevent irreversible negative changes in convict’s personality, which occurs under the influence of indefinite isolation. Particular attention is paid to the analysis of more specific problems related to criminal-executive criteria for the perception of life imprison-ment as subspecies of imprisonment for a certain period; systemic content ratio of general peni-tentiary norms, which determine the legal status of convicts sentenced to life imprisonment, and special ones, which should reproduce peculiarities of regime requirements of penitentiary institutions of different security levels (in particular, medium and maximum). It is proved that clarity, completeness and system-legal balance will be facilitated by the formal reproduction in the law of classification of all criminal-executive norms of Chapter 22 of the Criminal Executive Code (hereinafter–CEC) (based on a certain criterion) into norms of general and special significance, which in turn should be divided into the following subtypes. General penitentiary provisions, which determine the initial legal status of persons sentenced to life imprisonment, provide a list and features of the rights, legitimate interests, responsibilities of convicts, ways (mechanism) to comply with safe conditions of detention, etc. General penitentiary provisions, which define the basic principles for implementation of changes in detention conditions during execution and serving a sentence (essence, tasks, forms, general requirements for material grounds for application, procedural issues of progressive system implementation, definition of disciplinary system). Particular attention to specific characteristics on the gender basis is determined, inter alia, by different levels of security of institutions where punishment takes place, and accordingly by different pro-cedures and conditions of detention, the legal status of convicts
Tra una vedova nera ed una mantide religiosa: una storia di perversione e di crimine
Get PDFWe report a murder case of a 76-year-old invalid civilian killed by a 28-year-old drug addict and prostitute. The case, initially judged as a voluntary homicide, during the subsequent stages of the criminal trial was declassified as manslaughter, although some features even indicated a praeter-intentional homicide. The careful evaluation of the relationship between the victim (a psychotic patient with a perverse and destructive sexuality) and his executioner (suffering from a personality disorder with drug addiction, antisociality and sexual promiscuity), as well as the crime scene and corpse wounds examination, led to the change in sentencing. This singular case shows how in psychopathological and criminological field, sexuality and destructiveness can be so confused to replace each other.Si presenta un caso peritale nel quale l’uccisione di un soggetto 76enne invalido civile, ad opera di un soggetto 28enne, tossicodipendente, inizialmente era giudicato come un omicidio volontario pluriaggravato, ma che, nelle successive fasi del processo penale, è stato poi derubricato a titolo di omicidio colposo, anche se alcune sue caratteristiche deponevano per un omicidio praeter-intenzionale. Tale mutamento era dovuto all’attenta disamina non solo della scena del crimine e della lesività cadaverica, ma soprattutto dei rapporti tra la vittima (affetta da una forma psicotica che si manifestava anche in una sessualità tanto perversa, quanto distruttiva) ed il suo carnefice (affetto da un disturbo di personalità che ne motivava sia la tossicodipendenza, sia l’antisocialità, sia la promiscuità sessuale). Questi rapporti, del resto, si sono rivelati del tutto speculari a quelli talora esistenti tra la sfera della sessualità e quella della distruttività, così confuse nella presente fattispecie, da sostituirsi alla fine l’una all’altra, con tutte le conseguenze dal punto di vista non solo psicopatologico, ma anche criminologico
Il lavoro con i gruppi: una proposta integrata
Get PDFThe aim of this article is to share the progress of our work with the groups of IFREP (Istituto di Formazione e Ricerca per Educatori e Psicoterapeuti, Tranining and Research Institute for Teachers and Psychotherapists) founded by Pio Scilligo. We also aim to give our contribution to the use of Transactional Analysis in training and therapy groups, and to outline how we take into account and integrate the ATSC model with Berne’s group therapy model and Gouldâ€ing’s individual group therapy model in our clinical work with groups.In questo articolo vogliamo condividere l’evoluzione del lavoro con i gruppi all’interno del‐l’IFREP (Istituto di Formazione e Ricerca per Educatori e Psicoterapeuti) fondato da Pio Scilligo, dare un contributo all’uso dell’AT all’interno dei gruppi di formazione e di terapia e illustrare il modo in cui come, nel nostro lavoro clinico con i gruppi, prendiamo in considerazione ed integriamo il modello dell’ATSC con il modello di terapia col gruppo proposto da Berne e di terapia nel gruppo proposto dai Goulding (terapia individuale in gruppo)