This article intends to offer some considerations on the relevance of schoolsin the inland areas and presents practical ideas born while working on theground during a decades-long teaching in a mountain school. The goal of thisthis paper is therefore to review possible actions/projects arising from a peer-to-peer path conceived and implemented in a small village school. Personalgrowth processes are intertwined with a project carried out with the CLILmethodology. The constant focus is on accurate, wide-ranging programmingthat has not harnessed the participants in rigid patterns from a lecture whileapplying the dictates of the law 107, always leaving the operative freedom tothe teachers involved. In so doing, this research presents several opportunitiesto open up to the territory by educating for change. It peers into an increasinglyunpredictable future that requires the construction of active and conscious lifeprojects. Innovation and tradition, school and context, professionalism andhuman beings are the background of this experience, that re-discovers the rich-ness of teaching in a school of the internal areas of the South. At the end ofthe peer tutoring course, all the actors, all of us, have become a “little grownup”. After some time, the study of schools in inland areas is still largely to bewritten. This paper intends to offer an overview of the strategies that are beingimplemented and to stimulate further reflections in the field.
Questo articolo intende offrire alcune considerazioni sulla rilevanza delle scuole delle aree interne, pensieri nati sul “campo” di un insegnamento pluridecennale in una scuola di montagna, azioni scaturite da un percorso di peer to peer ideato e realizzato in una piccola scuola di paese. Una vita per formare, per formarsi. Processi di crescita personale intrecciati ad un progetto svolto con la metodologia CLIL. Programmazioni accurate, di ampio respiro che non hanno imbrigliato i partecipanti in schemi rigidi da lezione cattedratica. Un management che ha applicato i dettami della legge 107/2015 lasciando anche libertà operativa ai docenti coinvolti. Si parla di opportunità per aprirsi al territorio educando al cambiamento. Si scruta in un futuro sempre più imprevedibile che richiede la costruzione di progetti di vita attivi e consapevoli. Innovazione e tradizione, scuola e contesto, professionalità ed esseri umani sono lo sfondo di quest’esperienza che racconta la ricchezza dell’insegnamento in una scuola delle aree interne del Sud. Alla fine del percorso di peer tutoring, a conclusione del progetto, il docente neoimmesso ha superato l’anno di prova. Ma tutti gli attori, tutti noi, alla fine siamo un “po’ cresciuti”. A distanza di tempo lo studio sulle scuole delle aree interne è ancora in buona parte da scrivere. Questo contributo intende offrire uno spaccato sulle strategie che si stanno attuando e stimolare ulteriori riflessioni.
Un’esperienza tra pari in una scuola di montagna
Caruccio I
2020-01-01
Abstract
This article intends to offer some considerations on the relevance of schoolsin the inland areas and presents practical ideas born while working on theground during a decades-long teaching in a mountain school. The goal of thisthis paper is therefore to review possible actions/projects arising from a peer-to-peer path conceived and implemented in a small village school. Personalgrowth processes are intertwined with a project carried out with the CLILmethodology. The constant focus is on accurate, wide-ranging programmingthat has not harnessed the participants in rigid patterns from a lecture whileapplying the dictates of the law 107, always leaving the operative freedom tothe teachers involved. In so doing, this research presents several opportunitiesto open up to the territory by educating for change. It peers into an increasinglyunpredictable future that requires the construction of active and conscious lifeprojects. Innovation and tradition, school and context, professionalism andhuman beings are the background of this experience, that re-discovers the rich-ness of teaching in a school of the internal areas of the South. At the end ofthe peer tutoring course, all the actors, all of us, have become a “little grownup”. After some time, the study of schools in inland areas is still largely to bewritten. This paper intends to offer an overview of the strategies that are beingimplemented and to stimulate further reflections in the field.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
