126° school, located in an urban area of intense migration flows, has appered to scholastic autonomy when it has been living difficult, twisting integration process. For this reason the activity of identity construction in the school was directed to promote and realize a macro-container called “Welcome Project”. Through stright ethnografic methods, the case study means to analize innovation process related to both, planning and organization of scholastic activities and pedagogic and ingroups dynamics in the school (relationships between teachers, relatives, children). Results show the existance of a hidden curriculum, walking in parallel and intertwining with an evident one. Therefore, supported by the school and promoted in accordance with autonomy policies, “Welcome” appears problematic when you consider informal relations in the peears groups of children and adults.
Scuola e società tra oasi e ghetto. I percorsi dell’ accoglienza nel Circolo didattico 126°
BENADUSI, Mara
2002-01-01
Abstract
126° school, located in an urban area of intense migration flows, has appered to scholastic autonomy when it has been living difficult, twisting integration process. For this reason the activity of identity construction in the school was directed to promote and realize a macro-container called “Welcome Project”. Through stright ethnografic methods, the case study means to analize innovation process related to both, planning and organization of scholastic activities and pedagogic and ingroups dynamics in the school (relationships between teachers, relatives, children). Results show the existance of a hidden curriculum, walking in parallel and intertwining with an evident one. Therefore, supported by the school and promoted in accordance with autonomy policies, “Welcome” appears problematic when you consider informal relations in the peears groups of children and adults.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
