Local history and identity building: a case study in the field of active citizenship education

Claudia Fredella, Luisa Zecca

Resumen


The case study, carried out in a primary school, examined whether and how inquiring into local history can support identity building in pupils and promote active citizenship. The research was part of a broader Erasmus Plus project that assumes citizenship education to require participatory experience in the students’ local territory and activities based on interaction between the environment, heritage and communities, with both local and global dimensions. The investigators’ choice of method, namely Teacher Professional Development Research, was guided by the awareness that analyzing teaching practices and promoting a reflective posture in teachers demands a solid alliance between researchers and teachers. The data was collected via questionnaires, interviews with teachers and conversations with the children and analysed using a coding system that was both data- and theory-driven. It was found that the more children have the freedom to engage in independent inquiry, discuss and share with others the discoveries they made and the knowledge they acquired, the more their learning became meaningful to them. Supporting the building of an inclusive identity fosters their appreciation of local heritage, encouraging them to take responsibility for preserving and communicating it. The results also showed that the impact of the project did not extend beyond the walls of the classroom, eliciting little involvement on the part of the wider school and town community.

 


Texto completo:

PDF (English)

Referencias


Arendt, H. (1999). Le origini del totalitarismo. Torino: Edizioni di Comunità.

Asquini, G. (Ed.). (2018). La Ricerca-Formazione: Temi, esperienze e prospettive. Milano: FrancoAngeli.

Assmann, J. (1997). La memoria culturale. Scrittura, ricordo e identità politica nelle grandi civiltà antiche. Torino: Einaudi.

Audigier, F. (2002). Concetti di base e competenze chiave per l’Educazione alla Cittadinanza Democratica. Scuola & Città, 1, 156–182.

Ávila, R. M., Borghi, B., y Mattozzi, I. (Eds.). (2009). L’educazione alla cittadinanza europea e la formazione degli insegnanti. Un progetto educativo per la strategia di Lisbona. Bologna: Pàtron Editore.

Balibar, É. (2012). Cittadinanza. Torino: Bollati Boringhieri.

Bevilacqua, P. (2007). L’utilità della storia. Il passato e gli altri mondi possibili. Roma: Donzelli Editore.

Blanc-Maximin, S., & Floro, M. (2018). Territory-Based Education in Elementary Schools: PNR Queyras-EN Projects. In A. Barthes, P. Champollion & Y. Alpe (Eds.), Evolutions of the Complex Relationship Between Education and Territories (pp. 155–172). London: ISTE.

Borghi, B. (2016). La Storia. Indagare Apprendere Comunicare. Bologna: Pàtron Editore.

Brusa, A. (2007). Gli stereotipi colti sulla preistoria. In L. Sarti & M. Tarantini (Eds.), Evoluzione, preistoria dell’uomo e società contemporanea (pp. 56–67). Roma: Carocci Editore.

Costa, P. (2005). Cittadinanza. Bari: Laterza.

Cuenca-López, J. M., Estepa-Giménez, J., y Martín-Cáceres, M. J. (2017). Patrimonio, educación, identidad y ciudadanía. Profesorado y libros de texto en la enseñanza obligatoria. Revista de Educacion, 375, 136–159.

Di Masi, D. (2010). Educare alla cittadinanza dialogando: il ruolo del curriculum implicito. M@gma, 8(2).

García Díaz, J. E. (1995). La transición desde un pensamiento simple hacia un pensamiento complejo en la construcción del conocimiento escolar. Investigación en la Escuela, 27, 7–20.

García Pérez, F. F., De-Alba-Fernández, N., y Navarro-Medina, E. (2015). La formación inicial del profesorado para enseñar ciudadanía. Experiencias en los niveles de grado y de máster. In B. Borghi, F. F. García Pérez & O. Moreno Fernández (Eds.), Novi Cives. Cittadini dall’infanzia in poi (pp. 137–148). Bologna: Pàtron Editore.

García, E., Porlán, R. y Navarro-Medina, E. (2017). Los fines y los contenidos de enseñanza. En R. Porlán (Ed.), Enseñanza Universitaria. Cómo mejorarla (pp. 55-72). Madrid: Morata.

Krippendorff, K. (2004). Content Analysis: An Introduction to Its Methodology (second edi). Thousand Oaks, CA: SAGE Publications.

Legardez, A. (2017). Propositions Pour une Modélisation des Processsus de Didactisation sur des Questions Socialement Vives. Sisyphus, 5(2), 79-99.

Losito, B. (2009). Cittadinanza e Costituzione e la costruzione delle competenze di cittadinanza. Rivista Dell’istruzione, 1, 29–33.

Losito, B., Damiani, V. & Ghezzi, V. (2019). Civic and citizenship education in Italy: results from IEA-ICCS 2016 on CCE conceptualization and delivery at grade 8. In Education and Post-Democracy - Book of abstract, Scuola Democratica, First International Conference (pp. 84–85).

Mantovani, S. (Ed.). (1998). La ricerca sul campo in educazione. I metodi qualitativi. Milano: Bruno Mondadori.

Molina, S., Escribano-Miralles, A., y Díaz-Serrano, J. (Eds.). (2016). Patrimonio, identidad y ciudadanía en la enseñanza de las Ciencias Sociales. Murcia: Editum.

Morin, E. (2001). I sette saperi necessari all’educazione del futuro. Raffaello Cortina Editore.

Mortari, L. (2007). Cultura della ricerca e pedagogia. Prospettive epistemologiche. Roma: Carocci Editore.

Schön, D. A. (2006). Formare il professionista riflessivo. Per una nuova prospettiva della formazione e dell’apprendimento nelle professioni. Milano: FrancoAngeli.

Silverman, D. (2002). Come fare ricerca qualitativa: una guida pratica. Roma: Carocci Editore.

Yin, R. K. (2013). Case Study Research - Design and Methods. New York: SAGE Publications.

Zagrebelsky, G. (2005). Imparare democrazia. Torino: Einaudi.

Zecca, L. (2016). Didattica laboratoriale e formazione. Bambini e insegnanti in ricerca. Milano: FrancoAngeli.




DOI: https://doi.org/10.12795/IE.2020.i100.07

Enlaces refback

  • No hay ningún enlace refback.


Licencia de Creative Commons
Este obra está bajo una licencia de Creative Commons Reconocimiento-CompartirIgual 4.0 Internacional.

____________________________________________________________________________________________________________________________________________________________________________________________________________


Investigación en la Escuela está presente en los siguientes índices y bases de datos: