SCIENZ @ SCHOOL / What slides do not say

The use of slip there is currently a very widespread learning practice in the school. The author looks at both the experience of the teacher who conceives, constructs and uses it as the main tool for communication with students and the experience of the student who observes, listens and studies to learn. It then analyzes the many problematic aspects that arise from this form of teaching regarding the loss of orality in the teacher-student relationship. “Orality, personal relationship and time” are the constitutive factors of the narrative, a fundamental and indispensable experience for the teachers thanks to the cognitive and pedagogical values ​​involved.

This contribution is intended to further the reflection that has begun on it The ontological seriousness of the lessonfocuses on one of the issues that has arisen in some intensive dialogues with the editors and various staff of the magazine.

The summary of the prevailing teaching in the Italian school, also before COVID-19

If we ask ourselves how ideal and pedagogical principles have shaped the teaching that is widespread in Italian schools today – over the last 25 years, through the combination of many cultural, academic, political and economic Impulses – we can answer by giving two theoretical constructs the “competence” and “key competences of nationality”. Both have their conception and legitimacy in a vision of education and training that is increasingly functional for the transformations that are taking place: more specifically on that of work, communication and Governance of society and institutions. This vision found its maximum expression in the theories formulated by the movement School effectiveness researchwidely spread by the United States and other advanced economies, and largely inspired the plans for the transformation of school and education systems, not only internationally but also in our country, beginning with the reforms proposed by the Berlinguer ministers and Moratti and Moratti were introduced. then diminished by successive governments.

Here I can not go into detail in these processes, for the reconstruction of which I refer to the extensive literature2. I will confine myself to highlighting the main implications they have for understanding and practicing ways to learn and practice:

The progressive shift of educational work in schools towards competence-centered learning inevitably reflects on teaching methodologies. The term “laboratory teaching” summarizes a number of methodological proposals, which are oriented towards the active construction of the student’s own learning, in accordance with the recent orientations of psycho-pedagogical research. Borrowing an internationally established expression, we can summarize the key attributes of the socioconstructivist paradigm with the expression CSSC learning (De Corte, 2000), to summarize the characteristics that distinguish it: constructive (constructive), self-regulated (self-regulated), lies (lies) a collaborative (collaborative) “3.

A critical reflection on this evolution, on its gains and its aporias and on the one hand on the socioconstructivist paradigm, on the other hand on the translation of the emphasis of school education from teaching to learning would be necessary. vill Plaz. I would like to briefly explain two of the main reasons concentrate around which, in my opinion, needs to be developed.


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Carlo M. Fedeli

(Department of Philosophy and Educational Sciences of the University of Turin)

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