Open school and educational community

At the center of the educational community, there is a school open to the area that knows how to offer opportunities and not just skills and knowledge. That it helps boys and girls to get out of the wild in the perception of meaninglessness, that it aims to learn to learn, inserted into a network of connection and interaction with all the realities of the territory that have the future of humanity in the heart.

This is what emerged from this morning’s EDUCA meeting on ‘Open School and Educated Communities’, coordinated by Consolida Vice President Francesca Gennai.

The uncertainty and speed that characterize the modern world necessitates a change in pedagogical paradigm. This was said by Francesco Profumo, President of the Bruno Kessler Foundation, who emphasized how current educational models are children of an approach to a slowly evolving reality, where skills were formed and knowledge offered to operate in the world for the next forty years. ” Today, the school must first and foremost learn to learn – said the former Minister of Education – otherwise people have to train 6-7 times in life to keep up with the work, and it is very tiring. For this reason, the work of the teacher must also change, which can no longer only be a bearer of knowledge and skills, but must become an excellent researcher, in order to learn to deal with situations that change very quickly. We have to say that for this country, the first priority is education, the one that looks far ahead and knows how to integrate different networks. Networks which, due to their complexity, cannot be managed top-down, but are integrated by an overall and complex management. Otherwise we lose the opportunity to train the new generations sufficiently in the life they will face ”.

A meaningful approach that would help boys and girls get out of the eternal discontent they have to deal with. “We see it every morning on their faces – witnessed Angelo Lucio Rossi, head of ICS Ada Merini in Milan – the war they go through to understand themselves, the meaning of their lives, what they like. We see the savagery in insignificance and nonsense, like a light wind you get used to. What to do in light of this? An analysis of the darkness? No, we have to bring out the tenderness, the compassion that we feel as adults, to work “with them and turn it into action. To open up and forge alliances with the territory, to put ourselves at the forefront with humility.”

The project carried out by ICS Ada Merini, told by the coordinator of the open schools Rossella Viaconzi, starts in 2014 with an action to involve the territory (from the band to sports associations, from volunteer work to families gathered in an association) to build an educational community , which included everyone, even the most fragile, angry, and difficult children.

Giuseppe Ellerani, professor at the University of Salento, has thought about the three pillars that the school should take on in an educational community: The school must be democratic, open and oriented towards talents. “If we want to train creative, inventive people who know how to solve the problems of today’s complexity – the teacher explained – we need a school that does not have skills as a goal, but the full human development of people. A school of opportunity where competence acquired in the learning processes, and where the evaluation is not numerical, but descriptive, because it is also a carrier of learning ”.

In this vision, the territories play an important role because they can be participants and co-builders of the new idea of ​​education, as bearers of experience and culture. “The school can become the site of educational ecosystems – added Ellerani – where all actors involved are inventors and know how to help each other. To be network in network. Education is also a great network of networks, an opportunity and needs to be redesigned. We need an educational transition that needs human resources, even before it is instrumental. “

From this point of view, research plays a fundamental role. Elisa Bortolamedi, an expert in educational society from the De Marchi Foundation and Appm, reported on the results of the study examining the community in Pergine, which shows that the concept of the educated society has not yet reached people’s full consciousness and where 95% of those interviewed ( students, parents, teachers and the territory) identified the school as the focal point of this new educational model, followed by families and cultural associations. “Perhaps the most important improvement measure that we can promote is the one that provides a territorial contact person – suggested Bortolamedi – which is a compass for the school when it decides to enter the territory. To move towards an educational community, we have need people who take care of it ”.

Good practice

After the theoretical reflection, EDUCA focused on some practical experiences, the result of positive territorial co-planning, such as the one in Trentino concerning Acs (School Cooperative Associations), presented by Arianna Giuliani from the Federation’s training and cooperation culture office. Thirty of the collaboration. ACs is a widespread tool in the province of Trento with two educational objectives: to promote cooperative culture by reproducing the structure, governance and function of a cooperative enterprise in the classroom, and to develop cross-cutting skills with active citizenship, participatory democracy and teamwork. “Working with young people – said Giuliani after talking to three students in second and third grade, who told them what the strengths of the ACP experience were for them – gives a generative energy and makes sense to what we do because transfer It is a way of putting the intergenerational pact, which is one of the cornerstones of cooperation, into practice. “

Another good practice presented is the Mentore project from the Trentino Foundation for Social Voluntary Work, told by psychologist Sandra De Carli. The project plans to let boys and girls with difficulties spend one hour a week playing with a mentor, ie a non-professional volunteer (non-educator, non-psychologist, non-teacher) to create positive relationships, interact through play and ease. “Every meeting is a blank canvas that you can paint on from scratch – explained De Carli – where the child has the opportunity to recognize his inner world”.

Sports can also play a vital role in helping boys and girls grow well. It also believes Giuseppe Di Marzo, CEO of Sant’Anastasia, an experience in the province of Naples started by a group of friends who, thanks to sports, managed to stay away from dangerous temptations with the arrangement of a football pitch and its opening to the territory. “The start of the project was the principles of the oratorio: play the game if you train and if you go to school – said Di Marzo -. But from this spark, an educational community involving many associations and foundations has been created over time, with the aim of guiding children in the choice of their future. “

There is also a lot of attention on the Inclusive project, presented by psychotherapist Pamela Cristalli, who starts with children in eighth grade to help them orient themselves in future choices, with special attention to fragility. A road that aims to be a bridge between family and school. And when the school can not afford to be inclusive, here is an idea presented by Guglielmo Apolloni, design thinker and co-founder of the School Rraising platform. The tool is used to raise funds to be used to fund school projects, offer rewards to donors (for example, the opportunity to use the set-up laboratory or attend a course …) and enable dreams and projects that would not otherwise be feasible .

EDUCA is promoted by the Autonomous Province of Trento, the University of Trento and the municipality of Rovereto, organized by Consolida with scientific support from the Bruno Kessler Foundation, Demarchi and Iprase Foundation and support from the Trentino Federation of Cooperation and Rural Banks Trentino.

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