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Pratiche venatorie e dinamiche comportamentali dei gruppi tardoglaciali dell’Italia nord-orientale: analisi tecnologica, economica e funzionale delle armature litiche di Riparo Dalmeri (Altopiano della Marcesina, Trento)
No full textThe study of lithic armatures of Riparo Dalmeri was aimed at the reconstruction of hunting equipment and hunting strategies implemented by the epigravettian human groups who attended the northeastern Italy during the Lateglacial. The lithic armatures analyzed, come from the three main stratigraphical levels of the shelter, whose radiocarbon refer to the Lateglacial interstadial and more precisely to the passage between Bölling and Alleröd. And just in correspondence of climatic and environmental changes that define this chronological stage, that there is a gradual and profound alteration of lithic production systems and conceptual schemes to their base. Nevertheless, the techno-functional analysis conducted on lithic armatures revealed a substantial chronological continuity of the morpho-dimensional objectives sought: the simplification of the production system is expressed essentially in the transfer of a large part of technical investment from the production phase of the bladelets to that of transformation in armatures. The analysis of the residues of manufacture and the characteristics of backs allowed us to define the percussion with the stone on anvil as the main retouching technique used, associated with the pressure by antler especially during the first phase of attendance of the shelter. According to the morphological and dimensional variability, the backed points were divided into three main typological classes while for the backed bladelets with double truncations has been noticed a greater research of standardization. The evaluation of diagnostic traces of impact identified on the armatures of each class has allowed us to put forward a first hypothesis on how the armatures were fixed and employed in the various stratigraphical levels. The experimental activity, carried out subsequently to the study of the findings, has largely confirmed this reconstruction, suggesting also new diagnostic elements for the identification of the mode of association of the microliths on the shaft. Unlike the highlighted for the lithic production, the configuration of weapons is consistent in the first two levels of attendance while denotes an evident change in correspondence of the last stage of settlement dated at the end of the Alleröd. Initially, the engagement of the backed points occurred within a recess dug laterally to the shaft so as to expose the entire cutting edge opposite to the back; in direct contact with the piercing element were also inserted two backed bladelets with double truncations, positioned parallel to the shaft so as to form a single cutting edge with the margin of the tip. On the other hand, as regards the last level of attendance, the revision of the functional data after the experimentation, rather opt for a tip insertion within a fork axial, and its association with several baked bladelets with double truncations inserted in groups of two, obliquely to the dynamic axis of the arrow. The attestation of a predominant use of composite weapons, is connected to the search for greater efficiency in terms of ballistic penetration of animal tissues, and corresponding to the evidence found for the epipalaeolithic complexes of Europe. The change in the pattern of hunting projectiles, certificated for the occupation levels of the second part of the Lateglacial interstadial, it seems to be due to the advantage offered by the second type of arrangement in terms of maintainability and durability of the functional life of the weapon. The experimental confirmation of the use of these armatures associated with the bow-arrow system, is connected to the deep changes that are involved in hunting strategies and more generally in the mobility of lateglacial human groups: It seems likely that the search for weapons characterized by a rapid production and an equally quick retooling is linked to practices of hunting less structured in the territory and involving the frequent loss of projectiles. It therefore follows that attending repeated and prolonged of Riparo Dalmeri is closely related to specialized ibex hunting, which represents more than 90% of faunal determinable remains, practiced through the use of the bow and composite projectiles, according unstructured manners and related to the use of a few men or maybe individual hunters.The study of lithic armatures of Riparo Dalmeri was aimed at the reconstruction of hunting equipment and hunting strategies implemented by the epigravettian human groups who attended the northeastern Italy during the Lateglacial. The lithic armatures analyzed, come from the three main stratigraphical levels of the shelter, whose radiocarbon refer to the Lateglacial interstadial and more precisely to the passage between Bölling and Alleröd. And just in correspondence of climatic and environmental changes that define this chronological stage, that there is a gradual and profound alteration of lithic production systems and conceptual schemes to their base. Nevertheless, the techno-functional analysis conducted on lithic armatures revealed a substantial chronological continuity of the morpho-dimensional objectives sought: the simplification of the production system is expressed essentially in the transfer of a large part of technical investment from the production phase of the bladelets to that of transformation in armatures. The analysis of the residues of manufacture and the characteristics of backs allowed us to define the percussion with the stone on anvil as the main retouching technique used, associated with the pressure by antler especially during the first phase of attendance of the shelter. According to the morphological and dimensional variability, the backed points were divided into three main typological classes while for the backed bladelets with double truncations has been noticed a greater research of standardization. The evaluation of diagnostic traces of impact identified on the armatures of each class has allowed us to put forward a first hypothesis on how the armatures were fixed and employed in the various stratigraphical levels. The experimental activity, carried out subsequently to the study of the findings, has largely confirmed this reconstruction, suggesting also new diagnostic elements for the identification of the mode of association of the microliths on the shaft. Unlike the highlighted for the lithic production, the configuration of weapons is consistent in the first two levels of attendance while denotes an evident change in correspondence of the last stage of settlement dated at the end of the Alleröd. Initially, the engagement of the backed points occurred within a recess dug laterally to the shaft so as to expose the entire cutting edge opposite to the back; in direct contact with the piercing element were also inserted two backed bladelets with double truncations, positioned parallel to the shaft so as to form a single cutting edge with the margin of the tip. On the other hand, as regards the last level of attendance, the revision of the functional data after the experimentation, rather opt for a tip insertion within a fork axial, and its association with several baked bladelets with double truncations inserted in groups of two, obliquely to the dynamic axis of the arrow. The attestation of a predominant use of composite weapons, is connected to the search for greater efficiency in terms of ballistic penetration of animal tissues, and corresponding to the evidence found for the epipalaeolithic complexes of Europe. The change in the pattern of hunting projectiles, certificated for the occupation levels of the second part of the Lateglacial interstadial, it seems to be due to the advantage offered by the second type of arrangement in terms of maintainability and durability of the functional life of the weapon. The experimental confirmation of the use of these armatures associated with the bow-arrow system, is connected to the deep changes that are involved in hunting strategies and more generally in the mobility of lateglacial human groups: It seems likely that the search for weapons characterized by a rapid production and an equally quick retooling is linked to practices of hunting less structured in the territory and involving the frequent loss of projectiles. It therefore follows that attending repeated and prolonged of Riparo Dalmeri is closely related to specialized ibex hunting, which represents more than 90% of faunal determinable remains, practiced through the use of the bow and composite projectiles, according unstructured manners and related to the use of a few men or maybe individual hunters
PROGRAMMARE E ORGANIZZARE IL CASO DEL FESTIVAL INTERNAZIONALE TRENTO MUSICANTICA
No full textThe paper analyzes the Trento Musicantica international festival as a case study, in relation to the more general issue of planning and managing significant cultural events. In tracing a brief history of the Festival, the article identifies the main ideas of the artistic direction, which have guided the planning and organization of the Trento Musicantica Festival since the first edition: 1) quality, 2) monographic themes, 3) the connection to the historical places of the city, 4) the cultural offer of non-concert events, 5) the involvement of many institutions active in the area. The appendix offers a summary of the numerous events of the Festival in its thirty-five years of activity (from 1987 to 2021), with almost two hundred concerts, book presentations, seminars, lecturers, international conferences, bibliographic exhibitions and other initiatives: an impressive amount of events, all characterized by a very high quality and which make this festival unique in the European panorama
Il progetto regionale EM.MA. a Ferrara: un’esperienza di riflessione sulla didattica e di formazione dei docenti in una prospettiva di continuità verticale
Get PDFBetween 2008 and 2011, a well-designed project for teacher training called EM.MA. (Emergency Mathematics) was set up in Emilia-Romagna. The project involved teachers of primary and junior secondary schools from all the provinces. Only in the province of Ferrara did the project also involve teachers from the first two years of senior secondary school. This experience developed from the need to think critically about the curricula of the various subjects and the current teaching/learning methods, starting from an analysis of external school tests results, especially the results of the Fourth Test of the State examination at the conclusion of junior secondary school. The EM.MA project is an example of how teachers with different teaching backgrounds can share their experience in order to build vertical and consistent teaching/learning curricula and devise strategies that can both improve the students’ learning processes and allow them to overcome any possible cognitive obstacles.
Nel triennio 2008- 2011 è stato realizzato in Emilia-Romagna un articolato e complesso progetto di formazione docenti, denominato EM.MA. (Emergenza Matematica), che ha coinvolto in tutte le province gli insegnanti delle scuole primarie e secondarie di primo grado. Solo nella provincia di Ferrara il percorso formativo ha coinvolto anche i docenti del biennio del II grado. L’esperienza nasce dall’esigenza di riflettere sui curricoli disciplinari e sulle modalità di insegnamento/apprendimento e costituisce un esempio di come, a partire dall’analisi degli esiti delle prove di valutazione esterna nelle scuole, in primis da quelli della Quarta Prova dell’Esame di Stato a conclusione del primo ciclo di istruzione, si possano mettere a confronto le esperienze di docenti di ordini di scuola differenti, per costruire percorsi didattici in verticale coerenti e condivisi e per elaborare strategie che migliorino l’apprendimento degli studenti e permettano il superamento degli ostacoli cognitivi emersi.
Le biografie insegnanti per una sensibilità relazionale in classe
No full textAt the same time, this article aims to advance and – we could say – to legitimate an educational approach addressed to teachers, especially in service, enabling them to retrace critically and subjectively, if not strictly autobiographically, educational and didactic personal history that daily engaged them in the school of the complexity, and in a search of meaning for both teachers and students. The article also contains few examples regarding “what” and “how” about a practice of professional writing by the teacher, as a possible tool of self-education and professional self-care. Il contributo qui inserito si propone di avanzare e al tempo stesso, potremmo dire, legittimare un approccio formativo rivolto ai docenti, soprattutto quelli in servizio, che permetta loro di ripercorrere in modo critico e personale, se non propriamente autobiografico, la vicenda educativa e didattica che li vede impegnati ogni giorno nella scuola della complessità e della ricerca di senso sia per i docenti che per gli studenti. L’articolo contiene inoltre uno spaccato esemplificativo inerente il “che cosa” e il “come” di una pratica di scrittura professionale da parte dell’insegnante come possibile strumento di autoformazione e di cura del sé professionale
Lifelong learning e Università. Saperi taciti e nuove transizioni in età adulta
No full textThe article presents the central role that lifelong learning assumes as a cultural perspective for the educational and organizational system of the university. Lifelong learning is conceived, according to the holistic vision, as a resource for personal and social growth, embedded with an intrinsic value in itself. This way universities, with a third innovative mission, can play an active role in the growth processes of the society; become more dynamic and inclusive organisms, capable of promoting a larger access through the recognition and validation of non formal and informal learning. L’articolo sviluppa il tema relativo al ruolo centrale che il lifelong learning assume come prospettiva culturale per il sistema formativo e organizzativo dell\u27università. Il lifelong learning è inteso, in accordo con la concezione olistica, come una risorsa per la crescita individuale e sociale, caratterizzato da un valore intrinseco. In questo senso, le università, con la innovativa terza missione, possono assumere un ruolo attivo nei processi di sviluppo della società; divenire organismi più dinamici e inclusivi, in grado di promuovere un più ampio accesso, attraverso il riconoscimento e la convalida dell\u27apprendimento non formale e informale
Prospettive dell’educazione comparata oggi
No full textAl fine di delineare le prospettive dell’educazione comparata oggi, che si intrecciano a vecchi e nuovi problemi della disciplina, il contributo toccherà i seguenti temi: la ripresa epistemologica e metodologica della disciplina dal secondo Novecento ad oggi che ha posto l’attenzione sul raffronto tra le visioni antropologiche delle civiltà; l’educazione comparata e la globalizzazione come fenomeno complesso che ha fatto nascere l’idea di “cittadinanza del mondo”; i problemi attuali e le possibili linee di ricerca all’interno della disciplina.Al fine di delineare le prospettive dell’educazione comparata oggi, che si intrecciano a vecchi e nuovi problemi della disciplina, il contributo toccherà i seguenti temi: la ripresa epistemologica e metodologica della disciplina dal secondo Novecento ad oggi che ha posto l’attenzione sul raffronto tra le visioni antropologiche delle civiltà; l’educazione comparata e la globalizzazione come fenomeno complesso che ha fatto nascere l’idea di “cittadinanza del mondo”; i problemi attuali e le possibili linee di ricerca all’interno della disciplina
La storia dell\u27educazione in prospettiva comparata
No full textL’educazione comparata è un ramo degli studi educative strettamente connesso alla storia dell’educazione, per quanto attiene sia alle teorie che alle pratiche educative. Questo contributo analizza, in particolare nella prima parte, la natura dell’educazione comparata, suoi aspetti teorici e pratici. Nella seconda parte, viene preso in considerazione un caso specifico, in cui ricerca storica in ambito educativo e prospettiva comparata cooperano al fine di descrivere il fenomeno della attività scolastica in campo profughi.L’educazione comparata è un ramo degli studi educative strettamente connesso alla storia dell’educazione, per quanto attiene sia alle teorie che alle pratiche educative. Questo contributo analizza, in particolare nella prima parte, la natura dell’educazione comparata, suoi aspetti teorici e pratici. Nella seconda parte, viene preso in considerazione un caso specifico, in cui ricerca storica in ambito educativo e prospettiva comparata cooperano al fine di descrivere il fenomeno della attività scolastica in campo profughi
Dai classici all\u27epistemologia: si può insegnare l\u27educazione?
No full textThis paper takes into account four different meanings of the word “Education”: education as ethical training; education as manner; education as a process og growth and individual improvement; education as concept. To deal with this themes the author refers to different sources: philosophy, handbooks or popular literature, educational works and finally epistemological contributions. The answer to the title is negative for the first three points: in these case, as a matter of fact, virtues and manners are generally imposed to individuals and social groups by hegemonic culture in different contexts and periods. Education may be taught only if it is defined as a specific object of a specific kind of knowledge: this happens in every science and for every scientific concept. Unfortunately, educational epistemology suffers, in Italy, from school organization, handbooks structure, a reduced initial teachers’ training and, finally and above all, school politics.Questo intervento analizza quattro diversi modi di intendere l’educazione: l’educazione come virtù morale; l’educazione come retto comportamento; l’educazione come processo di crescita e miglioramento e, infine l’educazione come concetto di un sapere specifico. E lo riferendosi a quegli autori ed a quelle opere che hanno trattato questi temi, dalla filosofia ai galatei fino ai saggi di riflessione epistemologica. La risposta alla domanda del titolo è negativa per i primi tre significati del termine educazione: tutt’al più, per quanto attiene alle virtù ed alle buone maniere si può conformare a valori socialmente condivisi. L’unica “educazione” insegnabile è la sua dimensione concettuale, non diversamente da quanto accade con gli oggetti di tutti i saperi scientifici. Che, di fatto, ciò accada, tuttavia, è un altro discorso, che va ad investire l’organizzazione della scuola, la formazione degli insegnanti e la politica scolastica
Experience of archaeological didactics and museal interaction on the Palaeolithic of the Pradis Plateau (Pordenone, Italy)
No full textThe “Museo della Grotta” was opened to the public in 2001, in the small mountain village of Pradis (Clauzetto). Since that year, the activity of the museum has been deeply bound to the scientific research carried out by the University of Ferrara on the prehistoric sites of Clusantin and Rio Secco caves. In last years, the museum and the Municipal administration launched many new cultural and educational activities such as: the “Prehistory Days”, conferences and courses for local guides. Nowadays the museum activities of cultural enhancement of the territory and scientific research represent a key attraction to the Pradis Valley, acting in this scenario as a promotion hub for the whole territory