A human right should not be subject to any kind of restriction, so that it can really be defined as such. Otherwise it would lose its very meaning. In the educational field, by analysing the opportunities offered by scholastic system, there is a gap between reality and the principles of justice, between action and declaration, between equality and fairness, which seems to be even more marked when considered in relation to those for whom learning opportunities could be more easily hindered. Who are we talking about? Who are, in today's classes, those who are struggling with the school experience, that could be a source of failure, discomfort and that could generate an incorrect and simplistic image of themselves? The era of complexity that characterizes cultural, social and educational scenarios requires a broad reading that goes beyond a reductive, sectorial and "exclusive" analysis of the difficulties experienced in the classroom, in order to promote an exploration of all the multiple identities involved in it (one, none, one hundred thousand).
Affinché possa realmente essere definito tale, un diritto non dovrebbe essere soggetto ad alcuna forma di limitazione, pena la perdita stessa di significato. Applicando tale riflessione in ambito educativo e alle opportunità insite nell’azione formativa, emerge una frattura tra realtà e principi di giustizia, tra agito e dichiarato, tra uguaglianza ed equità: un divario questo che pare essere ancora più marcato, se considerato in relazione a coloro per i quali le possibilità di apprendimento rischiano di essere più facilmente ostacolate. Di chi stiamo parlando? Chi sono, nelle classi di oggi, coloro che vivono con fatica l’esperienza scolastica, fonte di insuccessi, disagi, e, spesso, generatrice di un’immagine distorta o limitante di sé? L’era della complessità che domina gli scenari culturali, sociali e formativi attuali impone una lettura ampia ed articolata, che superi una visione periferica, settoriale e come tale “esclusiva” delle difficoltà sperimentate in aula, a favore di uno sguardo in grado di cogliere ed accogliere le molteplici identità in essa presenti (una, nessuna, centomila).
Maggiolini, S., “Se non è per tutti, si chiama privilegio”. Apprendere a scuola: dalla faticadi alcuni al piacere di ognuno, <<PEDAGOGIA E VITA>>, 2020; (2): 113-125 [http://hdl.handle.net/10807/163971]
“Se non è per tutti, si chiama privilegio”. Apprendere a scuola: dalla fatica di alcuni al piacere di ognuno
Maggiolini, Silvia
2020
Abstract
A human right should not be subject to any kind of restriction, so that it can really be defined as such. Otherwise it would lose its very meaning. In the educational field, by analysing the opportunities offered by scholastic system, there is a gap between reality and the principles of justice, between action and declaration, between equality and fairness, which seems to be even more marked when considered in relation to those for whom learning opportunities could be more easily hindered. Who are we talking about? Who are, in today's classes, those who are struggling with the school experience, that could be a source of failure, discomfort and that could generate an incorrect and simplistic image of themselves? The era of complexity that characterizes cultural, social and educational scenarios requires a broad reading that goes beyond a reductive, sectorial and "exclusive" analysis of the difficulties experienced in the classroom, in order to promote an exploration of all the multiple identities involved in it (one, none, one hundred thousand).I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.