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Le competenze dell’insegnante penitenziario
Full text linkWhat distinguishes a teacher who teaches in jail by another who works not in this context?
What stages of the personal journey that influenced the choice of the teaching profession and the choice of teaching or continue teaching within the penitentiary?
What are the skills required to penitentiary teacher? They are different or similar to those provided by national and European legislation in force on the school system?
Often, talking about education and re-education in the penitentiary field we focus on the role of education in view of the prisoner-learner training.
We often forget the role of the teacher who, like the educator, not actively participating in the annual or multi-year education planning.
Correctional teachers, by their example, they produce subtle changes in the mindset of their counterparts and are considered as models for these.
The path followed in the search drafting allowed to address the role of the teacher of a double parallel track: what personological characterized by the development of identity which is wound into a series of learning by imitation acquired during the different identifiers contexts and the professional in reference to acquisition of skills based on the provisions of the regulations at European and national level.
The construction of identity, the ultimate goal of all education follows a certain mental and social location where the other's role becomes essential, at every stage of an individual's life cycle, learning not only knowledge, but also and above all, strategies, know-how; the other facilitates a construction of self expanding the skills and possibilities of action through the intervention of mirror neurons.
The imitative learning is that proposed by the good teacher, the teacher of life as enucleated in the first chapter, the teacher accompanying the pupil having a driver's function through the experience and the senses.
The teacher, whose first rule is: learn with the eyes.
For many of the research faculty, teaching was not a logical consequence of the degree course, but a "fall-back" to the economic needs, for business failures or to family needs.
Only a fraction of it was aware of the consequences of their choices and the significance of the work that their went choise.
However, it emerges as the penitentiary teachers confirm their readiness to teaching in jail for various reasons related solely to the personal gratification dictated by the relationship with the students; while such motivation does not represent the control group.
This shows a good introspective ability and the habit of questioning the sample group.
On this basis we work is divided into two parts.
In the first part, more theoretical, the issues addressed relate to the history of education in prison, the teacher's skills and learning skills.
Specifically, the first chapter analyzes the reality of prison as an educational system with particular attention to legislation that led to the creation of the CTP before and CPIA after.
The second chapter focusing on the meaning of the concept of competence highlights aspects in the Italian education system both from a legal point of view and from the point of view of teaching, focusing on prison teacher's qualifications.
The third chapter deals with the topic of learning and evolutionary path to the autonomy of a distinguishing individual identification phases, fundamental for the acquisition of skills.
The second part, experimental, describes the research carried out with the teachers working at the Prison of Lecce, Borgo San Nicola in order to identify those in personality and professional characteristics useful for a teacher who decided to pursue their own career path "inside the walls" .
It is shown, in research, that among the soft skills of a teacher who decides to teach in prison, some aspects of personality should be present such as knowing how to tolerate frustration, to have a good idea of self and knowing how to deal with life in positive way.
The teacher as a facilitator of change, which has developed its own identity during their evolutionary process, imitated and is, consciously or not, imitated and became a harbinger of new positive identity.
It poses himself as empowering model for detainees who, consciously or not, they absorb the behavioral mode.
It becomes, therefore, of paramount importance, in teacher training, gain full knowledge of both the conscious choice of profession and the role you will play is the influence of its identifier path in choosing a profession.
This is even more true for prison teachers that although they are "imprisoned" by the rules of the school and prison systems and the consequent frustration at not being able to carry out the teaching plan in the time and manner they had thought, are "free" express their educational role by focusing on the acquisition of the detained student's skills
INCLUSION, DIGITAL AND BODY BETWEEN REALITY AND ARTIFICIAL INTELLIGENCE. AN HYPOTHESIS / INCLUSIONE, DIGITAL E CORPO TRA REALTÀ E INTELLIGENZA ARTIFICIALE. UN'IPOTESI
Full text linkIn this paper the authors try to focus on the link between inclusion, digital and Artificial
Intelligence, analyzing the sense of the body between real and virtual learning. It is necessary
to consider a new aspect of the educational process in the contemporary school: digital inclusive
school between the real and virtual learning of the individual with disabilities who takes
advantage of the experiences of Artificial Intelligence as a new frontier of full inclusion
Scuola inclusiva e corporeità tra reale e virtuale nelle persone con disabilità: Una ipotesi
Full text linkIn this paper the authors try to focus the linking between the inclusive school and the person’s disability analyzing the body between real and virtual. In fact there it is necessary to consider a new aspect of the educational process in the contemporary school: a digital didactics of the body between the real and the virtual of the person with disability.In questo contributo gli autori tentano di focalizzare il legame tra scuola inclusiva e la persona con disabilità, analizzando la corporeità tra reale e virtuale. In effetti, è necessario considerare un nuovo aspetto del processo formativo nella scuola contemporanea: una didattica digitale inclusiva della corporeità tra reale e virtuale della persona con disabilità
L'apprendistato: profili formativi e giuridici
Full text linkLo scopo di questo lavoro è quello di evidenziare la centralità dell’apprendistato per lo sviluppo integrale della persona, nella sua unicità e irripetibilità, secondo una prospettiva pedagogica e giuridica (con una particolare attenzione, per quanto attiene a quest’ultimo aspetto, all’evoluzione della normativa di riferimento e al problema della causa del contratto).
In effetti, considerare la normativa sull’apprendistato esclusivamente nell’ottica del rilancio dell’occupazione giovanile appare riduttivo, occorrendo piuttosto evidenziarne il valore di proposta per ripensare complessivamente il sistema di istruzione e formazione italiano.
In tale ordine di idee, essendo la questione “lavoro” aspetto centrale dello sviluppo personale e sociale e dell’affermazione dello Stato democratico, è emersa la necessità di analizzare il tema dell’apprendistato nei due versanti di interesse: quello giuridico e quello pedagogico.
La trattazione si articola in tre capitoli, il contenuto dei quali (come è possibile dedurre dalla lettura dei primi due paragrafi del capitolo I) si dispiega prevalentemente su analisi rette dai contributi dottrinali di un giurista, Costantino Mortati, e di un pedagogista, Giuseppe Bertagna.
Nel primo capitolo è analizzato anzitutto il tema del lavoro con particolare riferimento ai Princìpi fondamentali della Costituzione italiana, per lo sviluppo dell’ipotesi della sua considerazione quale fondamentale diritto-dovere di cittadinanza basato sulla valorizzazione della persona e sulla solidarietà etico-civile, tentando di stabilire una interazione dialettica tra le due affluenze scientifiche, quella giuridica e quella pedagogica (primo paragrafo). L’attenzione è poi focalizzata su ulteriori disposizioni del dettato costituzionale, con implicazioni, dato il campo d’indagine, sul sistema educativo, onde sottolineare la storica, consolidata divaricazione tra istruzione e formazione professionale, che alcune riforme all’inizio del nuovo secolo hanno cercato di superare; lo sviluppo dell’analisi si è, di seguito, orientato sull’introduzione del tema dell’alternanza formativa, quale metodologia di essenziale rilevanza per la formazione della persona nell’ambito del sistema di istruzione e formazione (secondo paragrafo). Di seguito, è avviata una prima disamina della evoluzione della normativa inerente all’apprendistato, sino al 2010 e con proiezione al futuro (terzo paragrafo).
Nel prosieguo (segnatamente nel capitolo II) è analizzato il decreto legislativo 14 settembre 2011, n. 167, Testo unico dell’apprendistato - il quale ha segnato una tappa decisiva nell’ambito del processo di riforma dell’istituto, già avviato in precedenza - e gli interventi normativi successivi ed incidenti sull’apprendistato (dalla legge 92 del 2012 alla decretazione di urgenza espressa nei decreti-legge 76 del 2013, 104 del 2013 e 34 del 2014). Il capitolo II viene completato da un approfondimento sulle difficoltà di attuazione del Testo Unico.
Perseguendo l’esigenza di accompagnare l’analisi dei profili formativi dell’apprendistato accanto a quella dei profili strettamente giuridici, la trattazione prosegue nel capitolo III, il primo paragrafo del quale concerne l’apprendistato per come disciplinato nell’ambito del c.d. Jobs Act (il riferimento è al d.lgs. 15 giugno 2015, n. 81): in questa sede si evidenzia la rinnovata attenzione del legislatore nei confronti dell’istituto, soprattutto per quanto attiene alle tipologie connesse al conseguimento di un titolo di studio; ciò ha consentito di sottolineare più specificamente il ruolo dell’apprendistato nel contesto della metodologia dell’alternanza fra studio e lavoro.
L’idea cardine della ricerca va individuata nella ricostruzione, più volte affermata, dell’apprendistato nei suoi aspetti giuridici e formativi, in quanto proiezione di una riflessione sul lavoro e sulla formazione attraverso il lavoro quali elementi centrati sulla persona e sul suo sviluppo, e del rifiuto della concezione che riduce il lavoro e la formazione attraverso il lavoro a mere attività funzionali al sistema produttivo e di mercato. In tale contesto si è inserita la riflessione sulla causa giuridica del contratto di apprendistato, rispetto alla quale, pur a fronte dei diversi orientamenti dottrinali, si è inteso evidenziare l’indefettibile rilevanza della componente formativa (capitolo III, secondo paragrafo)
L’Alternanza scuola-lavoro: metodo formativo e di orientamento al lavoro
Full text linkThe aim of this thesis is the analysis of educational values of work-related job, according to the new laws of Italy and Europe. This method, according to the Italian law n. 53 of the 28th of March 2003, is spreading to try to solve the youth unemployment. In this perspective this law along with other laws are trying to link the different activities in the school to the education on the job, to better improve the students’ learning.
In the first part of the thesis I will try to explain the meaning of the law 53/2003, which has designed the principles of the relation between the school and the job. This relation will be studied also in the successful laws and, in particular in the school’s law, the so-called “Buona Scuola”.
In this last law the work-related job has been improved in its structure. In particular in this law there are two “important tools” which must be examined: the apprenticeship and curriculum internship. Through these tools the school can favour the possibility for the young people to find a job. This has happened through these three models of apprenticeship: the apprenticeship for the professional bachelor, the apprenticeship for the job, the apprenticeship for the post-degree education and for research. The conclusion is based on the comprehension of strong and weak points of this problem
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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