Suchergebnisse

The 1962 law that established the single middle school is considered, almost unanimously, as one of the most important post-World War II school reforms, despite its legislative process has been uneven and tiring and its political-cultural compromises are not always a success. It has contributed, though with difficulties and contradictions, to changing the identity of the Italian school, trying to make the school more authentically democratic and fighting that class selection that affected the most socially and culturally deprived classes. This contribution aims at analyzying the pedagogical debate in those years on the subject of teacher training, an issue that was widely debated among the various pedagogical currents and, moreover, deemed decisive for the success of the reform. Indeed, the issue was the training a new figure of middle school teacher, endowed with a serious pedagogical and didactic preparation, as well as a democratic mentality and a disposition to community work. ; La legge del 1962 che istituì la scuola media unica è considerata, secondo opinione quasi unanime, come una delle più importanti riforme della scuola del secondo dopoguerra, nonostante il suo iter legislativo sia stato accidentato, faticoso e carico di compromessi politico-culturali non sempre felici. Essa ha contribuito, non senza difficoltà e contraddizioni, a mutare il volto della scuola italiana cercando di renderla più autenticamente democratica e combattendo quella selezione di classe che colpiva i ceti più deprivati sul piano socio-culturale. Il contributo proposto intende analizzare il dibattito pedagogico di quegli anni sul tema della formazione degli insegnanti, che fu ampiamente affrontato dalle diverse correnti pedagogiche e, inoltre, considerato decisivo per il successo della riforma. Si trattava, infatti, di formare una nuova figura di insegnante della scuola media, dotato di una seria preparazione pedagogica e didattica, oltre che di una mentalità democratica e di una disposizione al lavoro comunitario.

The Museums of educational heritage - especially those established in University Departments – represent an extraordinary resource for scientific research, education, and the Third Mission, which is aimed at promoting collaboration, dialogue and exchange between the University and its territory to generate knowledge and benefit of social, cultural, and economic nature as well. Within the Third Mission precisely lies Public History defined as "the communication of history outside academic environments" (AIPH 2018). In this framework the paper presents some examples of educational projects and activities carried out with local schools and communities by the "Mauro Laeng" Museum of school and education at the University of Roma Tre, and by the "Paolo & Ornella Ricca" Museum of school history at the University of Macerata. The final aim is to provide a methodological approach, project ideas, and operational tools for inspiring schoolteachers and professors, university researchers and museum educators.