keynote address by Professor. Lizzola
"Centrality" Students' The fact the school is characterized by the encounter between generations, where children e le ragazze guardano all’adulto con fiducia rispetto alle promesse di cura che avvertono su di sé fin da piccoli. Questo fatto spesso rimane sullo sfondo quando la scuola diventa istituzione.
Il rapporto fra le generazioni oggi è complesso e questo non è al centro del dibattito intorno alla scuola. Tuttavia noi abbiamo la responsabilità di far crescere una generazione oggi accompagnata dalla fragilità e dall’incertezza: il luogo-scuola deve rendere significativo l’incontro adulti-bambini e costruirsi intorno ad esso. Solo successivamente diventano importanti metodi, didattiche, organizzazioni oppure noi rischiamo di darci una scuola estremamente strutturata ma pochissimo significativa.
Questo rapporto ci obbliga a ripensarci and rewritten even as adults willing to put into question, to play its credibility, to expose themselves with their knowledge, their approaches to reality and their languages \u200b\u200bto enable new beginnings. There is no "transmission" but delivery, evidence of what is adult, willing to be criticized, accepted, partly accepted, changed into a staff development that is new beginning and new knowledge, new meaning and new future.
Most research on adolescents in particular characterize the school as a place or for recognition or as a place of abandonment, even early.
The meeting takes place through the recognition of generational diversity, of thought, language and relationship to time by an adult world that provides a challenging encounter with the boys, but that does not require start, the road show.
Each street then that may not be original, except that the adult has come, to go over the same adult.
The adult is significant because it tells of experiences, knowledge and skills, cultural objects that are of a different time, different from that of the pupil and that will be delivered because he could live in his time in an active way, by reinterpreting experiences, knowledge and skills in an interesting comparison.
The adult is a wait if you have a positive motivating pupil-centered, se si aspetta e sa che l’alunno si avvierà su un percorso suo, che prenderà in mano il mondo, che vedrà gli altri, che guarderà le responsabilità delle tecniche e dei saperi verso il mondo e le persone.
Le discipline sono quindi l’interessante risultato di una storia costruita per leggere la realtà, per cambiarla, per innovare e inventare, per rispondere all’umanità, e l’alunno è atteso come nuovo protagonista a continuare la storia del mondo.
Che esperienza del tempo fanno i ragazzi e le ragazze oggi a scuola?
Quale cooperazione e ricerca di positiva soluzione a situazioni viene realizzata?
Come vivono la relazione fra il proprio tempo di vita ed il tempo del mondo? Come la trasformano in “storia” e narrazione?
Alcune ricerche fra i ragazzi delle scuole professionali, tecniche e dell’apprendistato hanno raccolto racconti delle loro storie tra passato, presente e proiezione del futuro fatte di fotogrammi sequenziali e identità diverse in ambienti diversi, quasi mai raccontate in termini evolutivi, di storia, di senso del tempo, di progetto anche responsabile. A volte ragazzi di 15-18 anni si raccontano già come un fallimento, dentro un destino negativo. Come incrociare e riprovocare queste storie, o quanto meno ascoltarle? La scuola può quanto meno essere il luogo che ascolta! Una storia dentro il proprio tempo di vita comporta di dover scegliere, di dover lasciare andare, di individuare what has been called, in responsibility, in meeting with others, through their capabilities and skills. Live your time will result in being themselves by emphasizing the quality of their life, not only to achieve results, the taste of most things that start to take them in, is the adventure of being men and women in the time of his life: birth and death, love, body, and the desire to create, change ...
If you encounter teenagers in this way and meet them through the disciplines, those same disciplines become real in itself, grounds for growth students. Growth depends on the time of the meeting fra adulti e studenti, dal tempo della conoscenza, dal rapporto con il proprio tempo.
Mai come oggi i bambini, gli adolescenti che sono nelle nostre classi portano elementi di storie, esperienze evolutive, esperienze affettive, responsabilità, saperi e linguaggi, mondi simbolici diversissimi che si costruiscono fuori dalla scuola, non solo tra i nati in continenti e paesi diversi ma anche tra i figli di chi vive nel territorio da generazioni.
Cosa può fare la scuola? Non certo omogeneizzare i punti di partenza: si parte da lì!
Crescendo gli alunni continueranno a portare cose nuove, inedite, accumulate nelle esperienze diverse fuori dalla scuola. Su questo fronte la scuola conta meno. Però continua a contare –e Perhaps this is worth to have the school only because the school can really bring together all this diversity, as real social insight of the various childhood and adolescence, thanks to cultural items that the school offers and which calls them to work. Certain subject content are routes that are no longer ends in themselves, but why take the value recount encounters, traditions, questions, wonder why, compared with family traditions and thoughts to be processed, recognized and shared, you can discover their own routes and journeys of others, to build commitment, languages, meanings, symbols and common tools. The differences are so rich and meaningful.
The teacher, the adult, then acts of touch (as opposed to transmission) to reconstruct, not to separate, to overcome fragmentation and non-recognition.
To rediscover the common school as a place of belonging of people who will inhabit the future, place that gives the tools to bring the reality and to shape the future together with others, a place to draw a challenge.
Otherwise the knowledge what they do?
Maybe the boys escape into virtual because it does not enable them to play an active role with the reality, of actors who discover who they are in comparison
The school has the opportunity to offer many different paths to approximate to reality. Itself does not have great value if you have used to approximate reality, if they make explicit the human experience in it.
Knowledge is not training, it is not refined technique and technical language, experience is not blind, is the road that allows a relationship over time with each other and reality, with ethics and values, with the choices. Playing
remittance can meet the guys with less anxiety, the anxiety that takes teachers who are wondering the meaning of what they do, who seek engagement with the guys: you have to think that what is delivered to children not is exhaustive, the most significant orientation corresponds to solid trail, articulate and culturally deep, provides tools for the children themselves traccino his own way. You may enter a program and not have any influence at all on the training of the person, you can do it in part and giving meaning
The programs are flexible enough to allow choices in the sense that meaningful experiences that build small instruments the children to build their routes.
often are the same guys who take courses already partially constructed, if they know they can trust to tell it. Can be pooled, and also included corrected if necessary. For this to happen are to be created right contexts and relationships in the classroom, so che il sapere entri, si sviluppi, si confronti, si elabori nel confronto con il sapere adulto e formalizzato.
L’esperienza educativa-didattica dell’insegnante deve essere oggetto di ricerca, personale e nel confronto con altri. Ripensare a ciò che si fa in pratica , alimentare continuamente l’esperienza formativa, riflettere sulla valutazione…le competenze riflessive degli adulti fanno la differenza. Mentre si fa è difficile ripensarsi. Non potendo contare su molte compresenze, per imparare a pensare e a guardarsi un po’ a distanza, forse è utile imparare a scrivere ciò che si fa; si rendono evidenti le sfumature, le differenze, le modalità, le variazioni, gli adattamenti di strategie per interagire with the class, a progressive focus of what you do.
task of the school is filtering, descrambling, draw in a diachronic experience between what is delivered by past generations and what is challenge for the future and draw in a synchronic interactions between cultures and cohabitation. He can do only partial but significant experiences, which convey the taste and the confidence that can be done through culture, science, technology, communication responsible for an encounter between men and women who walk into the future. The stories of the past and knowledge are examples of transitions, and how men and women have walked in their time, they organized their civil life innovating in many ways, what ethical models and fielded. They meet the time and go into the future. If you can
openings possibility of ministry guidelines.
For example, personalization of education. Individualizing can operate with an early selection based on differentiation according to personal abilities of boys and girls: from the single, separated from the other, to varying degrees. Or I can customize it means to think that girls and boys interact continuously in a web of relationships that you create in the classroom so that they can find their own way, become aware of their capacity and responsibility to move the teaching so if only for 15 days, then then the investment in the study will have a different thickness, you will not only measure knowledge, but knowledge and appreciating currency, in the sense that values.
But we are free to school like that? We are entitled? What do the circular?
Teachers should not simply "obey" a circular but can make career choices are in the sense of doing school. Often have to teach classes like this because they force you to rethink your daily newspaper, the report content, teaching. You can take advantage, build their own initiative.
The recovery will not do it all over, especially for someone reinforcement what they have, so they can play these tracks later, and especially strong in schools because kids get positive reinforcement compared to its value, not the negative value by living continually reinforced and recoveries.
The commitment is to make original and significant history of each class to meet: the only due obedience is just for boys and girls who call it by name and we can give approval or denial.
Tuesday, March 23 at 17:00 Sala Alabastro Congress Center Giovanni XXIII
Viale Papa Giovanni, 106 - Bergamo
Presentation of the book by Ivo Lizzola
L’educazione nell’ombra
Educare e curare nella fragilità
Carocci Faber
Interviene Prof. Eugenio Borgna
Presiede e coordina Prof. Emilio Gattico
Sarà presente l’Autore
Ivo Lizzola è professore di Pedagogia sociale e di Pedagogia della Marginalità e della Devianza. Preside della Facoltà di Scienze della
Formazione dell’Università degli Studi di Bergamo, dirige il Centro di Ricerca Interdisciplinare Scienze Umane, Salute e Malattia.
Ha operato per anni nel campo delle politiche giovanili, della cura e della difficoltà esistenziale.
