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role="tablist"><li class="nav-chip active" role="presentation"><a data-section-name="" data-toggle="tab" href="#all" role="tab">all</a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Papers" data-toggle="tab" href="#papers" role="tab" title="Papers"><span>8</span> <span class="ds2-5-body-sm-bold">Papers</span></a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Books" data-toggle="tab" href="#books" role="tab" title="Books"><span>2</span> <span class="ds2-5-body-sm-bold">Books</span></a></li></ul></div><div class="divider ds-divider-16" style="margin: 0px;"></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Alberta Bergomi</h3></div><div class="js-work-strip profile--work_container" data-work-id="43274372"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/43274372/Education_and_propaganda_in_the_Patriotic_Postcards_distributed_by_the_Lombard_Committee_of_the_General_Union_of_Italian_Teachers_during_WWI"><img alt="Research paper thumbnail of Education and propaganda in the «Patriotic Postcards» distributed by the Lombard Committee of the General Union of Italian Teachers during WWI" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Education and propaganda in the «Patriotic Postcards» distributed by the Lombard Committee of the General Union of Italian Teachers during WWI</div><div class="wp-workCard_item"><span>«History of Education & Children’s Literature», XV, 1, pp. 445-467 </span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated"> Founded in 1915 by the Italian senator Vittorio Scialoja and a small group of professors, the Un...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Founded in 1915 by the Italian senator Vittorio Scialoja and a small group of professors, the Unione Generale degli Insegnanti d’Italia («General Union of Italian Teachers») was aimed at involving teachers from all grades and kinds of schools, to promote civil mobilization initiatives in support of the «internal front» during WWI. The Lombard Committee was the most active local committee, because the publication of local informational bulletins, propaganda materials and teaching materials. In particular, the propagandistic and educational nature of the «Patriotic Postcards» contributed to foster the process of the Italian nation building and the development of the Italians’ civicmindedness.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="43274372"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="43274372"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43274372; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43274372]").text(description); $(".js-view-count[data-work-id=43274372]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 43274372; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='43274372']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=43274372]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":43274372,"title":"Education and propaganda in the «Patriotic Postcards» distributed by the Lombard Committee of the General Union of Italian Teachers during WWI","translated_title":"","metadata":{"abstract":" Founded in 1915 by the Italian senator Vittorio Scialoja and a small group of professors, the Unione Generale degli Insegnanti d’Italia («General Union of Italian Teachers») was aimed at involving teachers from all grades and kinds of schools, to promote civil mobilization initiatives in support of the «internal front» during WWI. The Lombard Committee was the most active local committee, because the publication of local informational bulletins, propaganda materials and teaching materials. In particular, the propagandistic and educational nature of the «Patriotic Postcards» contributed to foster the process of the Italian nation building and the development of the Italians’ civicmindedness. ","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"«History of Education \u0026 Children’s Literature», XV, 1, pp. 445-467 "},"translated_abstract":" Founded in 1915 by the Italian senator Vittorio Scialoja and a small group of professors, the Unione Generale degli Insegnanti d’Italia («General Union of Italian Teachers») was aimed at involving teachers from all grades and kinds of schools, to promote civil mobilization initiatives in support of the «internal front» during WWI. 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","internal_url":"https://www.academia.edu/43274372/Education_and_propaganda_in_the_Patriotic_Postcards_distributed_by_the_Lombard_Committee_of_the_General_Union_of_Italian_Teachers_during_WWI","translated_internal_url":"","created_at":"2020-06-06T12:57:07.249-07:00","preview_url":null,"current_user_can_edit":false,"current_user_is_owner":null,"owner_id":135078516,"coauthors_can_edit":false,"document_type":"paper","co_author_tags":[{"id":34911384,"work_id":43274372,"tagging_user_id":135078516,"tagged_user_id":13595168,"co_author_invite_id":7044595,"email":"i***s@libero.it","affiliation":"Università degli Studi di Bergamo (University of Bergamo)","display_order":0,"name":"Evelina Scaglia","title":"Education and propaganda in the «Patriotic Postcards» distributed by the Lombard Committee of the General Union of Italian Teachers during WWI"}],"downloadable_attachments":[],"slug":"Education_and_propaganda_in_the_Patriotic_Postcards_distributed_by_the_Lombard_Committee_of_the_General_Union_of_Italian_Teachers_during_WWI","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":" Founded in 1915 by the Italian senator Vittorio Scialoja and a small group of professors, the Unione Generale degli Insegnanti d’Italia («General Union of Italian Teachers») was aimed at involving teachers from all grades and kinds of schools, to promote civil mobilization initiatives in support of the «internal front» during WWI. The Lombard Committee was the most active local committee, because the publication of local informational bulletins, propaganda materials and teaching materials. In particular, the propagandistic and educational nature of the «Patriotic Postcards» contributed to foster the process of the Italian nation building and the development of the Italians’ civicmindedness. ","owner":{"id":135078516,"first_name":"Alberta","middle_initials":null,"last_name":"Bergomi","page_name":"AlbertaBergomi","domain_name":"unibg","created_at":"2019-11-13T03:02:06.625-08:00","display_name":"Alberta Bergomi","url":"https://unibg.academia.edu/AlbertaBergomi"},"attachments":[],"research_interests":[{"id":2196,"name":"History of Education","url":"https://www.academia.edu/Documents/in/History_of_Education"},{"id":45213,"name":"Italy","url":"https://www.academia.edu/Documents/in/Italy"},{"id":80316,"name":"WWI","url":"https://www.academia.edu/Documents/in/WWI"},{"id":288128,"name":"War Propaganda","url":"https://www.academia.edu/Documents/in/War_Propaganda"},{"id":1427887,"name":"Principles of Education","url":"https://www.academia.edu/Documents/in/Principles_of_Education"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-43274372-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="41449953"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/41449953/Educazione_e_propaganda_nelle_cartoline_patriottiche_distribuite_dal_Comitato_Lombardo_dellUnione_Generale_deglInsegnanti_Italiani_durante_la_prima_guerra_mondiale"><img alt="Research paper thumbnail of Educazione e propaganda nelle "cartoline patriottiche" distribuite dal Comitato Lombardo dell'Unione Generale degl'Insegnanti Italiani durante la prima guerra mondiale" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Educazione e propaganda nelle "cartoline patriottiche" distribuite dal Comitato Lombardo dell'Unione Generale degl'Insegnanti Italiani durante la prima guerra mondiale</div><div class="wp-workCard_item"><span>Imágenes, discursos y textos en Historia de la Educación. Retos metodológicos actuales, SEDHE 2017, XIX Coloquio Historia de la Educación, El Escorial (Madrid) 19-22 septiembre, pp. 69-72 ISBN 978-84-88754-74-5 lio 2017</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Scopo del lavoro è dimostrare che alcune cartoline postali, diffuse in Italia durante il primo co...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Scopo del lavoro è dimostrare che alcune cartoline postali, diffuse in Italia durante il primo conflitto mondiale dal Comitato lombardo dell'Unione Generale degl'Insegnanti Italiani (UGII) hanno contribuito all'istruzione delle classi popolari e al processo di unificazione italiana sul piano civile, linguistico e culturale.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41449953"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41449953"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41449953; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41449953]").text(description); $(".js-view-count[data-work-id=41449953]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41449953; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41449953']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=41449953]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41449953,"title":"Educazione e propaganda nelle \"cartoline patriottiche\" distribuite dal Comitato Lombardo dell'Unione Generale degl'Insegnanti Italiani durante la prima guerra mondiale","translated_title":"","metadata":{"abstract":"Scopo del lavoro è dimostrare che alcune cartoline postali, diffuse in Italia durante il primo conflitto mondiale dal Comitato lombardo dell'Unione Generale degl'Insegnanti Italiani (UGII) hanno contribuito all'istruzione delle classi popolari e al processo di unificazione italiana sul piano civile, linguistico e culturale.","publication_date":{"day":null,"month":null,"year":2017,"errors":{}},"publication_name":"Imágenes, discursos y textos en Historia de la Educación. 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València, 9, 10, 11 de novembre de 2016, Instituciò Alfons el Magnanim, Valencia, pp. 343-354 ISBN 978-84-7822-696-2</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Founded in 1915 by the Italian senator Vittorio Scialoja and a small group of professors, the Uni...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Founded in 1915 by the Italian senator Vittorio Scialoja and a small group of professors, the Unione Generale degli Insegnanti d’Italia (Teacher’s General Union of Italy) was aimed at involving teachers from all types of schools, in order to promote a deep action of propaganda in support of Italian intervention during the World War I.<br />One of the most active committee was the Lombardy’s one, that achieved a widespread civil mobilization through many channels: dissemination of patriot publishing among soldiers and their families, remembrance conferences, adult literacy education, specific lessons in primary schools about Italians’ duties, fund-rising and used-clothing drive for war widows and orphans.<br />The historical documents, currently available in Lombardy’s most important libraries, show the contribution of the local committee to foster the Italian Nation building process and the development of Italians’ civic-mindedness.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41442448"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41442448"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41442448; 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Una "comunità di pratica" tra gli anni Cinquanta e Sessanta</div><div class="wp-workCard_item"><span>La prensa pedagógica de los profesores, José María Hernández Díaz (Ed.), Ediciones Universidad Salamanca, Salamanca, pp. 129-139 ISBN: 978-84-9012-982-1 </span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Il lavoro ha per oggetto la rivista italiana "Cooperazione educativa" nel periodo compreso tra il...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Il lavoro ha per oggetto la rivista italiana "Cooperazione educativa" nel periodo compreso tra il 1951 e il 1968. 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Una \"comunità di pratica\" tra gli anni Cinquanta e Sessanta","translated_title":"","metadata":{"abstract":"Il lavoro ha per oggetto la rivista italiana \"Cooperazione educativa\" nel periodo compreso tra il 1951 e il 1968. Lo scopo della ricerca è duplice: mettere in luce la figura ancora poco nota del suo fondatore , Giuseppe Tamagnini, e verificare se nello scambio di materiali didattici e nella condivisione di nuove \"tecniche\" educative che la rivista sollecitava, sia possibile riconoscere - a posteriori - un'esperienza \"ante litteram\" di \"comunità di pratica\".","publication_date":{"day":null,"month":null,"year":2018,"errors":{}},"publication_name":"La prensa pedagógica de los profesores, José María Hernández Díaz (Ed.), Ediciones Universidad Salamanca, Salamanca, pp. 129-139 ISBN: 978-84-9012-982-1 "},"translated_abstract":"Il lavoro ha per oggetto la rivista italiana \"Cooperazione educativa\" nel periodo compreso tra il 1951 e il 1968. Lo scopo della ricerca è duplice: mettere in luce la figura ancora poco nota del suo fondatore , Giuseppe Tamagnini, e verificare se nello scambio di materiali didattici e nella condivisione di nuove \"tecniche\" educative che la rivista sollecitava, sia possibile riconoscere - a posteriori - un'esperienza \"ante litteram\" di \"comunità di pratica\".","internal_url":"https://www.academia.edu/41441209/Giuseppe_Tamagnini_e_la_rivista_Cooperazione_educativa_Una_comunit%C3%A0_di_pratica_tra_gli_anni_Cinquanta_e_Sessanta","translated_internal_url":"","created_at":"2019-12-27T06:44:39.972-08:00","preview_url":null,"current_user_can_edit":false,"current_user_is_owner":null,"owner_id":135078516,"coauthors_can_edit":false,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Giuseppe_Tamagnini_e_la_rivista_Cooperazione_educativa_Una_comunità_di_pratica_tra_gli_anni_Cinquanta_e_Sessanta","translated_slug":"","page_count":null,"language":"it","content_type":"Work","summary":"Il lavoro ha per oggetto la rivista italiana \"Cooperazione educativa\" nel periodo compreso tra il 1951 e il 1968. Lo scopo della ricerca è duplice: mettere in luce la figura ancora poco nota del suo fondatore , Giuseppe Tamagnini, e verificare se nello scambio di materiali didattici e nella condivisione di nuove \"tecniche\" educative che la rivista sollecitava, sia possibile riconoscere - a posteriori - un'esperienza \"ante litteram\" di \"comunità di pratica\".","owner":{"id":135078516,"first_name":"Alberta","middle_initials":null,"last_name":"Bergomi","page_name":"AlbertaBergomi","domain_name":"unibg","created_at":"2019-11-13T03:02:06.625-08:00","display_name":"Alberta Bergomi","url":"https://unibg.academia.edu/AlbertaBergomi"},"attachments":[],"research_interests":[{"id":17058,"name":"Peer-to-Peer","url":"https://www.academia.edu/Documents/in/Peer-to-Peer"},{"id":829736,"name":"Celestin Freinet","url":"https://www.academia.edu/Documents/in/Celestin_Freinet"},{"id":3500715,"name":"Movimento di Cooperazione Educativa","url":"https://www.academia.edu/Documents/in/Movimento_di_Cooperazione_Educativa"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-41441209-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="41441116"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/41441116/Una_fonte_inedita_per_lo_studio_di_pratiche_educative_cooperative_nell_Italia_degli_anni_Cinquanta_il_giornalino_Stelle_d_oro_"><img alt="Research paper thumbnail of Una fonte inedita per lo studio di pratiche educative cooperative nell’Italia degli anni Cinquanta: il giornalino «Stelle d’oro»" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Una fonte inedita per lo studio di pratiche educative cooperative nell’Italia degli anni Cinquanta: il giornalino «Stelle d’oro»</div><div class="wp-workCard_item"><span>La práctica educativa historia, memoria y patrimonio, a cura di Sara González, Juri Meda, Xavier Motilla y Luigiaurelio Pomante (Eds.), FahrenHouse, Salamanca, pp. 341-350.ISBN: 978-84-948270-6-8</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Fondato a Fano nel 1951 da Giuseppe Tamagnini e da un piccolo gruppo di insegnanti elementari, il...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Fondato a Fano nel 1951 da Giuseppe Tamagnini e da un piccolo gruppo di insegnanti elementari, il Movimento di Cooperazione Educativa (CTS-MCE) ebbe il fine di divulgare le tecniche Freinet nelle scuole italiane di ogni ordine e grado e di promuovere la formazione di uomini liberi attraverso la partecipazione attiva alla costruzione sociale. Nel delicato passaggio tra la fine della dittatura fascista e l’affermazione dell’assetto repubblicano uscito dalla seconda guerra mondiale, la scuola rappresentò uno degli strumenti chiave per la fondazione di una nuova coscienza civica italiana fondata sulla libertà, il rispetto degli altri e la cooperazione tra le classi sociali. Il sistema educativo promosso dal MCE si realizzò mediante la costruzione di comunità di pratica che trovarono nella tipografia a scuola il punto più alto. Maestri e studenti, insieme, realizzarono e fecero circolare nelle scuole italiane e all’estero alcuni giornalini composti, illustrati e redatti interamente nelle classi, che testimoniano la volontà di costruire dal basso una effettiva «unità nazionale italiana». Il giornalino «Stelle d’oro», redatto a Roccanova di Potenza negli anni ’50, rappresenta una fonte di periodico di ragazzi per ragazzi utile per la messa a fuoco di alcune specifiche forme di «scritture bambine» e per la ricostruzione del sistema didattico cooperativo messo in atto dai maestri del MCE. Per questo, l’opuscolo assume un significato che travalica il semplice manufatto, per diventare testimonianza di una pratica educativa democratica che ha anticipato la moderna «didattica per competenze» attraverso forme embrionali di cooperative learning, learning by doing e peer to peer education.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41441116"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41441116"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41441116; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41441116]").text(description); $(".js-view-count[data-work-id=41441116]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41441116; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41441116']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=41441116]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41441116,"title":"Una fonte inedita per lo studio di pratiche educative cooperative nell’Italia degli anni Cinquanta: il giornalino «Stelle d’oro»","translated_title":"","metadata":{"abstract":"Fondato a Fano nel 1951 da Giuseppe Tamagnini e da un piccolo gruppo di insegnanti elementari, il Movimento di Cooperazione Educativa (CTS-MCE) ebbe il fine di divulgare le tecniche Freinet nelle scuole italiane di ogni ordine e grado e di promuovere la formazione di uomini liberi attraverso la partecipazione attiva alla costruzione sociale. Nel delicato passaggio tra la fine della dittatura fascista e l’affermazione dell’assetto repubblicano uscito dalla seconda guerra mondiale, la scuola rappresentò uno degli strumenti chiave per la fondazione di una nuova coscienza civica italiana fondata sulla libertà, il rispetto degli altri e la cooperazione tra le classi sociali. Il sistema educativo promosso dal MCE si realizzò mediante la costruzione di comunità di pratica che trovarono nella tipografia a scuola il punto più alto. Maestri e studenti, insieme, realizzarono e fecero circolare nelle scuole italiane e all’estero alcuni giornalini composti, illustrati e redatti interamente nelle classi, che testimoniano la volontà di costruire dal basso una effettiva «unità nazionale italiana». 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Per questo, l’opuscolo assume un significato che travalica il semplice manufatto, per diventare testimonianza di una pratica educativa democratica che ha anticipato la moderna «didattica per competenze» attraverso forme embrionali di cooperative learning, learning by doing e peer to peer education.","publication_date":{"day":null,"month":null,"year":2018,"errors":{}},"publication_name":"La práctica educativa historia, memoria y patrimonio, a cura di Sara González, Juri Meda, Xavier Motilla y Luigiaurelio Pomante (Eds.), FahrenHouse, Salamanca, pp. 341-350.ISBN: 978-84-948270-6-8"},"translated_abstract":"Fondato a Fano nel 1951 da Giuseppe Tamagnini e da un piccolo gruppo di insegnanti elementari, il Movimento di Cooperazione Educativa (CTS-MCE) ebbe il fine di divulgare le tecniche Freinet nelle scuole italiane di ogni ordine e grado e di promuovere la formazione di uomini liberi attraverso la partecipazione attiva alla costruzione sociale. 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Il giornalino «Stelle d’oro», redatto a Roccanova di Potenza negli anni ’50, rappresenta una fonte di periodico di ragazzi per ragazzi utile per la messa a fuoco di alcune specifiche forme di «scritture bambine» e per la ricostruzione del sistema didattico cooperativo messo in atto dai maestri del MCE. 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XXX. n. 2, pp. 11-14</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">L'articolo presenta il sistema duale nel sistema educativo di istruzione e formazione austriaco</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41439700"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41439700"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41439700; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41439700]").text(description); $(".js-view-count[data-work-id=41439700]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41439700; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41439700']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=41439700]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41439700,"title":"L'apprendistato come leva occupazionale in Austria","translated_title":"","metadata":{"abstract":"L'articolo presenta il sistema duale nel sistema educativo di istruzione e formazione austriaco","publication_date":{"day":null,"month":null,"year":2015,"errors":{}},"publication_name":"Nuova Secondaria Ricerca, a. 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IX, n. 28</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">L'articolo sottolinea come la progressiva rivalutazione dell'opera di Pestalozzi abbia accompagna...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">L'articolo sottolinea come la progressiva rivalutazione dell'opera di Pestalozzi abbia accompagnato il profilo intellettuale di Ernesto Codignola, supportandone la transizione culturale tra Fascismo e Repubblica, tra idealismo e pragmatismo</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2fb8395c0530d7b39901a400923ade1a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61616427,"asset_id":41439575,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61616427/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41439575"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41439575"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41439575; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41439575]").text(description); $(".js-view-count[data-work-id=41439575]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41439575; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41439575']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2fb8395c0530d7b39901a400923ade1a" } } $('.js-work-strip[data-work-id=41439575]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41439575,"title":"Ernesto Codignola a confronto con Johann Heinrich Pestalozzi: un percorso \"tormentato\" tra fascismo e democrazia","translated_title":"","metadata":{"abstract":"L'articolo sottolinea come la progressiva rivalutazione dell'opera di Pestalozzi abbia accompagnato il profilo intellettuale di Ernesto Codignola, supportandone la transizione culturale tra Fascismo e Repubblica, tra idealismo e pragmatismo ","publication_date":{"day":null,"month":null,"year":2019,"errors":{}},"publication_name":"Formazione Lavoro Persona, a. 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Pestalozzi e la «Scuola-Città» di Ernesto e Anna Maria Codignola" class="work-thumbnail" src="https://attachments.academia-assets.com/61673385/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41439492/Affinit%C3%A0_elettive_Pestalozzi_e_la_Scuola_Citt%C3%A0_di_Ernesto_e_Anna_Maria_Codignola">Affinità elettive. Pestalozzi e la «Scuola-Città» di Ernesto e Anna Maria Codignola</a></div><div class="wp-workCard_item"><span>Formazione Lavoro Persona, a. VII, n. 21</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Nel 1945, Ernesto e Anna Maria Codignola inaugurarono la «Scuola-Città Pestalozzi». Esperimento d...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Nel 1945, Ernesto e Anna Maria Codignola inaugurarono la «Scuola-Città Pestalozzi». Esperimento di scuola fondata sull"autogoverno scolastico, l"istituzione si richiamava in modo esplicito alla lezione del pedagogista svizzero Johann Heinrich Pestalozzi. 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Esperimento di scuola fondata sull\"autogoverno scolastico, l\"istituzione si richiamava in modo esplicito alla lezione del pedagogista svizzero Johann Heinrich Pestalozzi. Scopo di questa comunicazione è rintracciare e mettere in luce i caratteri di tale affiliazione ideologica. 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data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/112878175/_Prima_che_partano_Progetti_di_alfabetizzazione_e_scuole_per_gli_emigranti_nell_Italia_liberale_1861_1921_"><img alt="Research paper thumbnail of «Prima che partano!» Progetti di alfabetizzazione e scuole per gli emigranti nell’Italia liberale (1861 1921)" class="work-thumbnail" src="https://attachments.academia-assets.com/109977654/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/112878175/_Prima_che_partano_Progetti_di_alfabetizzazione_e_scuole_per_gli_emigranti_nell_Italia_liberale_1861_1921_">«Prima che partano!» Progetti di alfabetizzazione e scuole per gli emigranti nell’Italia liberale (1861 1921)</a></div><div class="wp-workCard_item"><span>Rubbettino </span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Oggetto di questo libro sono le scuole per gli emigranti realizzate in Italia nell’età liberale (...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Oggetto di questo libro sono le scuole per gli emigranti realizzate in Italia<br />nell’età liberale (1861-1921).<br />Studiarle significa riportare alla luce una documentazione finora<br />trascurata: atti delle amministrazioni comunali, documenti ministeriali,<br />saggi, articoli di maestri, pedagogisti e politici.<br />Attraverso un materiale archivistico e bibliografico in gran parte inedito,<br />lo studio rivela la presenza di una rete di percorsi formativi promossi<br />da molteplici istituzioni pubbliche e private soprattutto in età giolittiana.<br />Di questo variegato sistema di istruzione, diffuso nelle regioni a<br />più alto tasso emigratorio, vengono messi in luce il quadro normativo e<br />l’orientamento pedagogico e didattico, insieme alle prospettive culturali e<br />politiche del tempo.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e7bebdfb0b94951f8fe64ec72554b602" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":109977654,"asset_id":112878175,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/109977654/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="112878175"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="112878175"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 112878175; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=112878175]").text(description); $(".js-view-count[data-work-id=112878175]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 112878175; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = 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(!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":112878175,"title":"«Prima che partano!» Progetti di alfabetizzazione e scuole per gli emigranti nell’Italia liberale (1861 1921)","translated_title":"","metadata":{"abstract":"Oggetto di questo libro sono le scuole per gli emigranti realizzate in Italia\nnell’età liberale (1861-1921).\nStudiarle significa riportare alla luce una documentazione finora\ntrascurata: atti delle amministrazioni comunali, documenti ministeriali,\nsaggi, articoli di maestri, pedagogisti e politici.\nAttraverso un materiale archivistico e bibliografico in gran parte inedito,\nlo studio rivela la presenza di una rete di percorsi formativi promossi\nda molteplici istituzioni pubbliche e private soprattutto in età giolittiana.\nDi questo variegato sistema di istruzione, diffuso nelle regioni a\npiù alto tasso emigratorio, vengono messi in luce il quadro normativo e\nl’orientamento pedagogico e didattico, insieme alle prospettive culturali e\npolitiche del tempo.","publication_date":{"day":null,"month":null,"year":2023,"errors":{}},"publication_name":"Rubbettino "},"translated_abstract":"Oggetto di questo libro sono le scuole per gli emigranti realizzate in Italia\nnell’età liberale (1861-1921).\nStudiarle significa riportare alla luce una documentazione finora\ntrascurata: atti delle amministrazioni comunali, documenti ministeriali,\nsaggi, articoli di maestri, pedagogisti e politici.\nAttraverso un materiale archivistico e bibliografico in gran parte inedito,\nlo studio rivela la presenza di una rete di percorsi formativi promossi\nda molteplici istituzioni pubbliche e private soprattutto in età giolittiana.\nDi questo variegato sistema di istruzione, diffuso nelle regioni a\npiù alto tasso emigratorio, vengono messi in luce il quadro normativo e\nl’orientamento pedagogico e didattico, insieme alle prospettive culturali e\npolitiche del 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di questo libro sono le scuole per gli emigranti realizzate in Italia\nnell’età liberale (1861-1921).\nStudiarle significa riportare alla luce una documentazione finora\ntrascurata: atti delle amministrazioni comunali, documenti ministeriali,\nsaggi, articoli di maestri, pedagogisti e politici.\nAttraverso un materiale archivistico e bibliografico in gran parte inedito,\nlo studio rivela la presenza di una rete di percorsi formativi promossi\nda molteplici istituzioni pubbliche e private soprattutto in età giolittiana.\nDi questo variegato sistema di istruzione, diffuso nelle regioni a\npiù alto tasso emigratorio, vengono messi in luce il quadro normativo e\nl’orientamento pedagogico e didattico, insieme alle prospettive culturali e\npolitiche del tempo.","owner":{"id":135078516,"first_name":"Alberta","middle_initials":null,"last_name":"Bergomi","page_name":"AlbertaBergomi","domain_name":"unibg","created_at":"2019-11-13T03:02:06.625-08:00","display_name":"Alberta 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href="https://www.academia.edu/43046504/La_pratica_educativa_Storia_memoria_e_patrimonio_a_cura_di_Anna_Ascenzi_Carmela_Covato_Juri_Meda_Macerata_eum_edizioni_universit%C3%A0_di_macerata_2020"><img alt="Research paper thumbnail of La pratica educativa. Storia, memoria e patrimonio, a cura di Anna Ascenzi, Carmela Covato, Juri Meda, Macerata, eum edizioni università di macerata, 2020" class="work-thumbnail" src="https://attachments.academia-assets.com/63306071/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/43046504/La_pratica_educativa_Storia_memoria_e_patrimonio_a_cura_di_Anna_Ascenzi_Carmela_Covato_Juri_Meda_Macerata_eum_edizioni_universit%C3%A0_di_macerata_2020">La pratica educativa. Storia, memoria e patrimonio, a cura di Anna Ascenzi, Carmela Covato, Juri Meda, Macerata, eum edizioni università di macerata, 2020</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://unimd.academia.edu/eumedizioniuniversit%C3%A0dimacerata">eum edizioni università di macerata</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://unicatt.academia.edu/GhizzoniFrancesca">Ghizzoni Carla</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://unimc-it.academia.edu/FabioTarghetta">Fabio Targhetta</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://unibo.academia.edu/ChiaraVenturelli">Chiara Venturelli</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://unibg.academia.edu/AlbertaBergomi">Alberta Bergomi</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Questo libro nasce dall’esigenza di studiare le reali pratiche educative poste in essere in passa...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Questo libro nasce dall’esigenza di studiare le reali pratiche educative poste in essere in passato tanto all’interno quanto all’esterno delle istituzioni scolastiche. Fino a questo momento la ricostruzione storica di queste pratiche si è basata fondamentalmente su fonti amministrative e legislative o sulla manualistica e sulla saggistica pedagogica esponente le teorie educative che informavano tali pratiche. In molti casi, tali fonti hanno indotto a ritenere che le continuità e le discontinuità nelle pratiche educative dipendano inevitabilmente dai fenomeni politici e dagli approcci pedagogici. Se tuttavia si iniziassero a prendere in considerazione anche altre tipologie di fonti – quali testimonianze orali, diari e memorie degli insegnanti, relazioni relative alle attività da loro svolte in classe e finanche quaderni scolastici, lavori degli alunni, sussidi e materiali didattici – si otterrebbe una conoscenza molto più approfondita di tali pratiche, comprendendone logiche e dinamiche. In tal senso, diviene indispensabile raccogliere e conservare queste particolari tipologie di fonti, facenti parte del patrimonio storico-educativo. Questo volume cerca dunque di fare il punto sulle iniziative promosse nel nostro paese sullo studio, la conservazione e la valorizzazione del patrimonio storico-educativo ed indagare le complesse dinamiche d’interazione tra la storia delle istituzioni scolastiche e gli immaginari educativi elaborati dalle memorie individuali e condivisi poi da intere generazioni.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9bb54ce1987bf20a02c968894f3b6e3c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":63306071,"asset_id":43046504,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/63306071/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="43046504"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="43046504"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43046504; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43046504]").text(description); $(".js-view-count[data-work-id=43046504]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 43046504; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='43046504']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9bb54ce1987bf20a02c968894f3b6e3c" } } $('.js-work-strip[data-work-id=43046504]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":43046504,"title":"La pratica educativa. 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The Lombard Committee was the most active local committee, because the publication of local informational bulletins, propaganda materials and teaching materials. In particular, the propagandistic and educational nature of the «Patriotic Postcards» contributed to foster the process of the Italian nation building and the development of the Italians’ civicmindedness.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="43274372"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="43274372"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43274372; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43274372]").text(description); $(".js-view-count[data-work-id=43274372]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 43274372; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='43274372']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=43274372]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":43274372,"title":"Education and propaganda in the «Patriotic Postcards» distributed by the Lombard Committee of the General Union of Italian Teachers during WWI","translated_title":"","metadata":{"abstract":" Founded in 1915 by the Italian senator Vittorio Scialoja and a small group of professors, the Unione Generale degli Insegnanti d’Italia («General Union of Italian Teachers») was aimed at involving teachers from all grades and kinds of schools, to promote civil mobilization initiatives in support of the «internal front» during WWI. 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The Lombard Committee was the most active local committee, because the publication of local informational bulletins, propaganda materials and teaching materials. In particular, the propagandistic and educational nature of the «Patriotic Postcards» contributed to foster the process of the Italian nation building and the development of the Italians’ civicmindedness. ","owner":{"id":135078516,"first_name":"Alberta","middle_initials":null,"last_name":"Bergomi","page_name":"AlbertaBergomi","domain_name":"unibg","created_at":"2019-11-13T03:02:06.625-08:00","display_name":"Alberta Bergomi","url":"https://unibg.academia.edu/AlbertaBergomi"},"attachments":[],"research_interests":[{"id":2196,"name":"History of Education","url":"https://www.academia.edu/Documents/in/History_of_Education"},{"id":45213,"name":"Italy","url":"https://www.academia.edu/Documents/in/Italy"},{"id":80316,"name":"WWI","url":"https://www.academia.edu/Documents/in/WWI"},{"id":288128,"name":"War Propaganda","url":"https://www.academia.edu/Documents/in/War_Propaganda"},{"id":1427887,"name":"Principles of Education","url":"https://www.academia.edu/Documents/in/Principles_of_Education"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-43274372-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="41449953"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/41449953/Educazione_e_propaganda_nelle_cartoline_patriottiche_distribuite_dal_Comitato_Lombardo_dellUnione_Generale_deglInsegnanti_Italiani_durante_la_prima_guerra_mondiale"><img alt="Research paper thumbnail of Educazione e propaganda nelle "cartoline patriottiche" distribuite dal Comitato Lombardo dell'Unione Generale degl'Insegnanti Italiani durante la prima guerra mondiale" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Educazione e propaganda nelle "cartoline patriottiche" distribuite dal Comitato Lombardo dell'Unione Generale degl'Insegnanti Italiani durante la prima guerra mondiale</div><div class="wp-workCard_item"><span>Imágenes, discursos y textos en Historia de la Educación. Retos metodológicos actuales, SEDHE 2017, XIX Coloquio Historia de la Educación, El Escorial (Madrid) 19-22 septiembre, pp. 69-72 ISBN 978-84-88754-74-5 lio 2017</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Scopo del lavoro è dimostrare che alcune cartoline postali, diffuse in Italia durante il primo co...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Scopo del lavoro è dimostrare che alcune cartoline postali, diffuse in Italia durante il primo conflitto mondiale dal Comitato lombardo dell'Unione Generale degl'Insegnanti Italiani (UGII) hanno contribuito all'istruzione delle classi popolari e al processo di unificazione italiana sul piano civile, linguistico e culturale.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41449953"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41449953"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41449953; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41449953]").text(description); $(".js-view-count[data-work-id=41449953]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41449953; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41449953']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=41449953]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41449953,"title":"Educazione e propaganda nelle \"cartoline patriottiche\" distribuite dal Comitato Lombardo dell'Unione Generale degl'Insegnanti Italiani durante la prima guerra mondiale","translated_title":"","metadata":{"abstract":"Scopo del lavoro è dimostrare che alcune cartoline postali, diffuse in Italia durante il primo conflitto mondiale dal Comitato lombardo dell'Unione Generale degl'Insegnanti Italiani (UGII) hanno contribuito all'istruzione delle classi popolari e al processo di unificazione italiana sul piano civile, linguistico e culturale.","publication_date":{"day":null,"month":null,"year":2017,"errors":{}},"publication_name":"Imágenes, discursos y textos en Historia de la Educación. 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València, 9, 10, 11 de novembre de 2016, Instituciò Alfons el Magnanim, Valencia, pp. 343-354 ISBN 978-84-7822-696-2</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Founded in 1915 by the Italian senator Vittorio Scialoja and a small group of professors, the Uni...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Founded in 1915 by the Italian senator Vittorio Scialoja and a small group of professors, the Unione Generale degli Insegnanti d’Italia (Teacher’s General Union of Italy) was aimed at involving teachers from all types of schools, in order to promote a deep action of propaganda in support of Italian intervention during the World War I.<br />One of the most active committee was the Lombardy’s one, that achieved a widespread civil mobilization through many channels: dissemination of patriot publishing among soldiers and their families, remembrance conferences, adult literacy education, specific lessons in primary schools about Italians’ duties, fund-rising and used-clothing drive for war widows and orphans.<br />The historical documents, currently available in Lombardy’s most important libraries, show the contribution of the local committee to foster the Italian Nation building process and the development of Italians’ civic-mindedness.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41442448"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41442448"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41442448; 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Una "comunità di pratica" tra gli anni Cinquanta e Sessanta" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Giuseppe Tamagnini e la rivista "Cooperazione educativa". Una "comunità di pratica" tra gli anni Cinquanta e Sessanta</div><div class="wp-workCard_item"><span>La prensa pedagógica de los profesores, José María Hernández Díaz (Ed.), Ediciones Universidad Salamanca, Salamanca, pp. 129-139 ISBN: 978-84-9012-982-1 </span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Il lavoro ha per oggetto la rivista italiana "Cooperazione educativa" nel periodo compreso tra il...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Il lavoro ha per oggetto la rivista italiana "Cooperazione educativa" nel periodo compreso tra il 1951 e il 1968. Lo scopo della ricerca è duplice: mettere in luce la figura ancora poco nota del suo fondatore , Giuseppe Tamagnini, e verificare se nello scambio di materiali didattici e nella condivisione di nuove "tecniche" educative che la rivista sollecitava, sia possibile riconoscere - a posteriori - un'esperienza "ante litteram" di "comunità di pratica".</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41441209"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41441209"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41441209; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41441209]").text(description); $(".js-view-count[data-work-id=41441209]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41441209; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41441209']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=41441209]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41441209,"title":"Giuseppe Tamagnini e la rivista \"Cooperazione educativa\". Una \"comunità di pratica\" tra gli anni Cinquanta e Sessanta","translated_title":"","metadata":{"abstract":"Il lavoro ha per oggetto la rivista italiana \"Cooperazione educativa\" nel periodo compreso tra il 1951 e il 1968. Lo scopo della ricerca è duplice: mettere in luce la figura ancora poco nota del suo fondatore , Giuseppe Tamagnini, e verificare se nello scambio di materiali didattici e nella condivisione di nuove \"tecniche\" educative che la rivista sollecitava, sia possibile riconoscere - a posteriori - un'esperienza \"ante litteram\" di \"comunità di pratica\".","publication_date":{"day":null,"month":null,"year":2018,"errors":{}},"publication_name":"La prensa pedagógica de los profesores, José María Hernández Díaz (Ed.), Ediciones Universidad Salamanca, Salamanca, pp. 129-139 ISBN: 978-84-9012-982-1 "},"translated_abstract":"Il lavoro ha per oggetto la rivista italiana \"Cooperazione educativa\" nel periodo compreso tra il 1951 e il 1968. Lo scopo della ricerca è duplice: mettere in luce la figura ancora poco nota del suo fondatore , Giuseppe Tamagnini, e verificare se nello scambio di materiali didattici e nella condivisione di nuove \"tecniche\" educative che la rivista sollecitava, sia possibile riconoscere - a posteriori - un'esperienza \"ante litteram\" di \"comunità di pratica\".","internal_url":"https://www.academia.edu/41441209/Giuseppe_Tamagnini_e_la_rivista_Cooperazione_educativa_Una_comunit%C3%A0_di_pratica_tra_gli_anni_Cinquanta_e_Sessanta","translated_internal_url":"","created_at":"2019-12-27T06:44:39.972-08:00","preview_url":null,"current_user_can_edit":false,"current_user_is_owner":null,"owner_id":135078516,"coauthors_can_edit":false,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Giuseppe_Tamagnini_e_la_rivista_Cooperazione_educativa_Una_comunità_di_pratica_tra_gli_anni_Cinquanta_e_Sessanta","translated_slug":"","page_count":null,"language":"it","content_type":"Work","summary":"Il lavoro ha per oggetto la rivista italiana \"Cooperazione educativa\" nel periodo compreso tra il 1951 e il 1968. Lo scopo della ricerca è duplice: mettere in luce la figura ancora poco nota del suo fondatore , Giuseppe Tamagnini, e verificare se nello scambio di materiali didattici e nella condivisione di nuove \"tecniche\" educative che la rivista sollecitava, sia possibile riconoscere - a posteriori - un'esperienza \"ante litteram\" di \"comunità di pratica\".","owner":{"id":135078516,"first_name":"Alberta","middle_initials":null,"last_name":"Bergomi","page_name":"AlbertaBergomi","domain_name":"unibg","created_at":"2019-11-13T03:02:06.625-08:00","display_name":"Alberta Bergomi","url":"https://unibg.academia.edu/AlbertaBergomi"},"attachments":[],"research_interests":[{"id":17058,"name":"Peer-to-Peer","url":"https://www.academia.edu/Documents/in/Peer-to-Peer"},{"id":829736,"name":"Celestin Freinet","url":"https://www.academia.edu/Documents/in/Celestin_Freinet"},{"id":3500715,"name":"Movimento di Cooperazione Educativa","url":"https://www.academia.edu/Documents/in/Movimento_di_Cooperazione_Educativa"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-41441209-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="41441116"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/41441116/Una_fonte_inedita_per_lo_studio_di_pratiche_educative_cooperative_nell_Italia_degli_anni_Cinquanta_il_giornalino_Stelle_d_oro_"><img alt="Research paper thumbnail of Una fonte inedita per lo studio di pratiche educative cooperative nell’Italia degli anni Cinquanta: il giornalino «Stelle d’oro»" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Una fonte inedita per lo studio di pratiche educative cooperative nell’Italia degli anni Cinquanta: il giornalino «Stelle d’oro»</div><div class="wp-workCard_item"><span>La práctica educativa historia, memoria y patrimonio, a cura di Sara González, Juri Meda, Xavier Motilla y Luigiaurelio Pomante (Eds.), FahrenHouse, Salamanca, pp. 341-350.ISBN: 978-84-948270-6-8</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Fondato a Fano nel 1951 da Giuseppe Tamagnini e da un piccolo gruppo di insegnanti elementari, il...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Fondato a Fano nel 1951 da Giuseppe Tamagnini e da un piccolo gruppo di insegnanti elementari, il Movimento di Cooperazione Educativa (CTS-MCE) ebbe il fine di divulgare le tecniche Freinet nelle scuole italiane di ogni ordine e grado e di promuovere la formazione di uomini liberi attraverso la partecipazione attiva alla costruzione sociale. Nel delicato passaggio tra la fine della dittatura fascista e l’affermazione dell’assetto repubblicano uscito dalla seconda guerra mondiale, la scuola rappresentò uno degli strumenti chiave per la fondazione di una nuova coscienza civica italiana fondata sulla libertà, il rispetto degli altri e la cooperazione tra le classi sociali. Il sistema educativo promosso dal MCE si realizzò mediante la costruzione di comunità di pratica che trovarono nella tipografia a scuola il punto più alto. Maestri e studenti, insieme, realizzarono e fecero circolare nelle scuole italiane e all’estero alcuni giornalini composti, illustrati e redatti interamente nelle classi, che testimoniano la volontà di costruire dal basso una effettiva «unità nazionale italiana». Il giornalino «Stelle d’oro», redatto a Roccanova di Potenza negli anni ’50, rappresenta una fonte di periodico di ragazzi per ragazzi utile per la messa a fuoco di alcune specifiche forme di «scritture bambine» e per la ricostruzione del sistema didattico cooperativo messo in atto dai maestri del MCE. Per questo, l’opuscolo assume un significato che travalica il semplice manufatto, per diventare testimonianza di una pratica educativa democratica che ha anticipato la moderna «didattica per competenze» attraverso forme embrionali di cooperative learning, learning by doing e peer to peer education.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41441116"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41441116"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41441116; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41441116]").text(description); $(".js-view-count[data-work-id=41441116]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41441116; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41441116']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=41441116]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41441116,"title":"Una fonte inedita per lo studio di pratiche educative cooperative nell’Italia degli anni Cinquanta: il giornalino «Stelle d’oro»","translated_title":"","metadata":{"abstract":"Fondato a Fano nel 1951 da Giuseppe Tamagnini e da un piccolo gruppo di insegnanti elementari, il Movimento di Cooperazione Educativa (CTS-MCE) ebbe il fine di divulgare le tecniche Freinet nelle scuole italiane di ogni ordine e grado e di promuovere la formazione di uomini liberi attraverso la partecipazione attiva alla costruzione sociale. Nel delicato passaggio tra la fine della dittatura fascista e l’affermazione dell’assetto repubblicano uscito dalla seconda guerra mondiale, la scuola rappresentò uno degli strumenti chiave per la fondazione di una nuova coscienza civica italiana fondata sulla libertà, il rispetto degli altri e la cooperazione tra le classi sociali. Il sistema educativo promosso dal MCE si realizzò mediante la costruzione di comunità di pratica che trovarono nella tipografia a scuola il punto più alto. Maestri e studenti, insieme, realizzarono e fecero circolare nelle scuole italiane e all’estero alcuni giornalini composti, illustrati e redatti interamente nelle classi, che testimoniano la volontà di costruire dal basso una effettiva «unità nazionale italiana». Il giornalino «Stelle d’oro», redatto a Roccanova di Potenza negli anni ’50, rappresenta una fonte di periodico di ragazzi per ragazzi utile per la messa a fuoco di alcune specifiche forme di «scritture bambine» e per la ricostruzione del sistema didattico cooperativo messo in atto dai maestri del MCE. Per questo, l’opuscolo assume un significato che travalica il semplice manufatto, per diventare testimonianza di una pratica educativa democratica che ha anticipato la moderna «didattica per competenze» attraverso forme embrionali di cooperative learning, learning by doing e peer to peer education.","publication_date":{"day":null,"month":null,"year":2018,"errors":{}},"publication_name":"La práctica educativa historia, memoria y patrimonio, a cura di Sara González, Juri Meda, Xavier Motilla y Luigiaurelio Pomante (Eds.), FahrenHouse, Salamanca, pp. 341-350.ISBN: 978-84-948270-6-8"},"translated_abstract":"Fondato a Fano nel 1951 da Giuseppe Tamagnini e da un piccolo gruppo di insegnanti elementari, il Movimento di Cooperazione Educativa (CTS-MCE) ebbe il fine di divulgare le tecniche Freinet nelle scuole italiane di ogni ordine e grado e di promuovere la formazione di uomini liberi attraverso la partecipazione attiva alla costruzione sociale. 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Il giornalino «Stelle d’oro», redatto a Roccanova di Potenza negli anni ’50, rappresenta una fonte di periodico di ragazzi per ragazzi utile per la messa a fuoco di alcune specifiche forme di «scritture bambine» e per la ricostruzione del sistema didattico cooperativo messo in atto dai maestri del MCE. 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Nel delicato passaggio tra la fine della dittatura fascista e l’affermazione dell’assetto repubblicano uscito dalla seconda guerra mondiale, la scuola rappresentò uno degli strumenti chiave per la fondazione di una nuova coscienza civica italiana fondata sulla libertà, il rispetto degli altri e la cooperazione tra le classi sociali. Il sistema educativo promosso dal MCE si realizzò mediante la costruzione di comunità di pratica che trovarono nella tipografia a scuola il punto più alto. Maestri e studenti, insieme, realizzarono e fecero circolare nelle scuole italiane e all’estero alcuni giornalini composti, illustrati e redatti interamente nelle classi, che testimoniano la volontà di costruire dal basso una effettiva «unità nazionale italiana». 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Per questo, l’opuscolo assume un significato che travalica il semplice manufatto, per diventare testimonianza di una pratica educativa democratica che ha anticipato la moderna «didattica per competenze» attraverso forme embrionali di cooperative learning, learning by doing e peer to peer education.","owner":{"id":135078516,"first_name":"Alberta","middle_initials":null,"last_name":"Bergomi","page_name":"AlbertaBergomi","domain_name":"unibg","created_at":"2019-11-13T03:02:06.625-08:00","display_name":"Alberta Bergomi","url":"https://unibg.academia.edu/AlbertaBergomi"},"attachments":[],"research_interests":[{"id":17058,"name":"Peer-to-Peer","url":"https://www.academia.edu/Documents/in/Peer-to-Peer"},{"id":55439,"name":"Cooperative Learning","url":"https://www.academia.edu/Documents/in/Cooperative_Learning"},{"id":235775,"name":"Learning by doing","url":"https://www.academia.edu/Documents/in/Learning_by_doing"},{"id":829736,"name":"Celestin Freinet","url":"https://www.academia.edu/Documents/in/Celestin_Freinet"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-41441116-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="41439700"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/41439700/Lapprendistato_come_leva_occupazionale_in_Austria"><img alt="Research paper thumbnail of L'apprendistato come leva occupazionale in Austria" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">L'apprendistato come leva occupazionale in Austria</div><div class="wp-workCard_item"><span>Nuova Secondaria Ricerca, a. XXX. n. 2, pp. 11-14</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">L'articolo presenta il sistema duale nel sistema educativo di istruzione e formazione austriaco</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41439700"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41439700"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41439700; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41439700]").text(description); $(".js-view-count[data-work-id=41439700]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41439700; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41439700']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=41439700]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41439700,"title":"L'apprendistato come leva occupazionale in Austria","translated_title":"","metadata":{"abstract":"L'articolo presenta il sistema duale nel sistema educativo di istruzione e formazione austriaco","publication_date":{"day":null,"month":null,"year":2015,"errors":{}},"publication_name":"Nuova Secondaria Ricerca, a. 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IX, n. 28</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">L'articolo sottolinea come la progressiva rivalutazione dell'opera di Pestalozzi abbia accompagna...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">L'articolo sottolinea come la progressiva rivalutazione dell'opera di Pestalozzi abbia accompagnato il profilo intellettuale di Ernesto Codignola, supportandone la transizione culturale tra Fascismo e Repubblica, tra idealismo e pragmatismo</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2fb8395c0530d7b39901a400923ade1a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61616427,"asset_id":41439575,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61616427/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41439575"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41439575"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41439575; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41439575]").text(description); $(".js-view-count[data-work-id=41439575]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41439575; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41439575']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2fb8395c0530d7b39901a400923ade1a" } } $('.js-work-strip[data-work-id=41439575]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41439575,"title":"Ernesto Codignola a confronto con Johann Heinrich Pestalozzi: un percorso \"tormentato\" tra fascismo e democrazia","translated_title":"","metadata":{"abstract":"L'articolo sottolinea come la progressiva rivalutazione dell'opera di Pestalozzi abbia accompagnato il profilo intellettuale di Ernesto Codignola, supportandone la transizione culturale tra Fascismo e Repubblica, tra idealismo e pragmatismo ","publication_date":{"day":null,"month":null,"year":2019,"errors":{}},"publication_name":"Formazione Lavoro Persona, a. 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Pestalozzi e la «Scuola-Città» di Ernesto e Anna Maria Codignola" class="work-thumbnail" src="https://attachments.academia-assets.com/61673385/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41439492/Affinit%C3%A0_elettive_Pestalozzi_e_la_Scuola_Citt%C3%A0_di_Ernesto_e_Anna_Maria_Codignola">Affinità elettive. Pestalozzi e la «Scuola-Città» di Ernesto e Anna Maria Codignola</a></div><div class="wp-workCard_item"><span>Formazione Lavoro Persona, a. VII, n. 21</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Nel 1945, Ernesto e Anna Maria Codignola inaugurarono la «Scuola-Città Pestalozzi». Esperimento d...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Nel 1945, Ernesto e Anna Maria Codignola inaugurarono la «Scuola-Città Pestalozzi». Esperimento di scuola fondata sull"autogoverno scolastico, l"istituzione si richiamava in modo esplicito alla lezione del pedagogista svizzero Johann Heinrich Pestalozzi. 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href="https://www.academia.edu/112878175/_Prima_che_partano_Progetti_di_alfabetizzazione_e_scuole_per_gli_emigranti_nell_Italia_liberale_1861_1921_"><img alt="Research paper thumbnail of «Prima che partano!» Progetti di alfabetizzazione e scuole per gli emigranti nell’Italia liberale (1861 1921)" class="work-thumbnail" src="https://attachments.academia-assets.com/109977654/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/112878175/_Prima_che_partano_Progetti_di_alfabetizzazione_e_scuole_per_gli_emigranti_nell_Italia_liberale_1861_1921_">«Prima che partano!» Progetti di alfabetizzazione e scuole per gli emigranti nell’Italia liberale (1861 1921)</a></div><div class="wp-workCard_item"><span>Rubbettino </span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Oggetto di questo libro sono le scuole per gli emigranti realizzate in Italia nell’età liberale (...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Oggetto di questo libro sono le scuole per gli emigranti realizzate in Italia<br />nell’età liberale (1861-1921).<br />Studiarle significa riportare alla luce una documentazione finora<br />trascurata: atti delle amministrazioni comunali, documenti ministeriali,<br />saggi, articoli di maestri, pedagogisti e politici.<br />Attraverso un materiale archivistico e bibliografico in gran parte inedito,<br />lo studio rivela la presenza di una rete di percorsi formativi promossi<br />da molteplici istituzioni pubbliche e private soprattutto in età giolittiana.<br />Di questo variegato sistema di istruzione, diffuso nelle regioni a<br />più alto tasso emigratorio, vengono messi in luce il quadro normativo e<br />l’orientamento pedagogico e didattico, insieme alle prospettive culturali e<br />politiche del tempo.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e7bebdfb0b94951f8fe64ec72554b602" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":109977654,"asset_id":112878175,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/109977654/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="112878175"><a 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tempo.","publication_date":{"day":null,"month":null,"year":2023,"errors":{}},"publication_name":"Rubbettino "},"translated_abstract":"Oggetto di questo libro sono le scuole per gli emigranti realizzate in Italia\nnell’età liberale (1861-1921).\nStudiarle significa riportare alla luce una documentazione finora\ntrascurata: atti delle amministrazioni comunali, documenti ministeriali,\nsaggi, articoli di maestri, pedagogisti e politici.\nAttraverso un materiale archivistico e bibliografico in gran parte inedito,\nlo studio rivela la presenza di una rete di percorsi formativi promossi\nda molteplici istituzioni pubbliche e private soprattutto in età giolittiana.\nDi questo variegato sistema di istruzione, diffuso nelle regioni a\npiù alto tasso emigratorio, vengono messi in luce il quadro normativo e\nl’orientamento pedagogico e didattico, insieme alle prospettive culturali e\npolitiche del 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href="https://www.academia.edu/43046504/La_pratica_educativa_Storia_memoria_e_patrimonio_a_cura_di_Anna_Ascenzi_Carmela_Covato_Juri_Meda_Macerata_eum_edizioni_universit%C3%A0_di_macerata_2020"><img alt="Research paper thumbnail of La pratica educativa. Storia, memoria e patrimonio, a cura di Anna Ascenzi, Carmela Covato, Juri Meda, Macerata, eum edizioni università di macerata, 2020" class="work-thumbnail" src="https://attachments.academia-assets.com/63306071/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/43046504/La_pratica_educativa_Storia_memoria_e_patrimonio_a_cura_di_Anna_Ascenzi_Carmela_Covato_Juri_Meda_Macerata_eum_edizioni_universit%C3%A0_di_macerata_2020">La pratica educativa. Storia, memoria e patrimonio, a cura di Anna Ascenzi, Carmela Covato, Juri Meda, Macerata, eum edizioni università di macerata, 2020</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://unimd.academia.edu/eumedizioniuniversit%C3%A0dimacerata">eum edizioni università di macerata</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://unicatt.academia.edu/GhizzoniFrancesca">Ghizzoni Carla</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://unimc-it.academia.edu/FabioTarghetta">Fabio Targhetta</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://unibo.academia.edu/ChiaraVenturelli">Chiara Venturelli</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://unibg.academia.edu/AlbertaBergomi">Alberta Bergomi</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Questo libro nasce dall’esigenza di studiare le reali pratiche educative poste in essere in passa...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Questo libro nasce dall’esigenza di studiare le reali pratiche educative poste in essere in passato tanto all’interno quanto all’esterno delle istituzioni scolastiche. Fino a questo momento la ricostruzione storica di queste pratiche si è basata fondamentalmente su fonti amministrative e legislative o sulla manualistica e sulla saggistica pedagogica esponente le teorie educative che informavano tali pratiche. In molti casi, tali fonti hanno indotto a ritenere che le continuità e le discontinuità nelle pratiche educative dipendano inevitabilmente dai fenomeni politici e dagli approcci pedagogici. Se tuttavia si iniziassero a prendere in considerazione anche altre tipologie di fonti – quali testimonianze orali, diari e memorie degli insegnanti, relazioni relative alle attività da loro svolte in classe e finanche quaderni scolastici, lavori degli alunni, sussidi e materiali didattici – si otterrebbe una conoscenza molto più approfondita di tali pratiche, comprendendone logiche e dinamiche. In tal senso, diviene indispensabile raccogliere e conservare queste particolari tipologie di fonti, facenti parte del patrimonio storico-educativo. Questo volume cerca dunque di fare il punto sulle iniziative promosse nel nostro paese sullo studio, la conservazione e la valorizzazione del patrimonio storico-educativo ed indagare le complesse dinamiche d’interazione tra la storia delle istituzioni scolastiche e gli immaginari educativi elaborati dalle memorie individuali e condivisi poi da intere generazioni.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9bb54ce1987bf20a02c968894f3b6e3c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":63306071,"asset_id":43046504,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/63306071/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="43046504"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="43046504"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43046504; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43046504]").text(description); $(".js-view-count[data-work-id=43046504]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 43046504; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='43046504']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9bb54ce1987bf20a02c968894f3b6e3c" } } $('.js-work-strip[data-work-id=43046504]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":43046504,"title":"La pratica educativa. 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Fino a questo momento la ricostruzione storica di queste pratiche si è basata fondamentalmente su fonti amministrative e legislative o sulla manualistica e sulla saggistica pedagogica esponente le teorie educative che informavano tali pratiche. In molti casi, tali fonti hanno indotto a ritenere che le continuità e le discontinuità nelle pratiche educative dipendano inevitabilmente dai fenomeni politici e dagli approcci pedagogici. Se tuttavia si iniziassero a prendere in considerazione anche altre tipologie di fonti – quali testimonianze orali, diari e memorie degli insegnanti, relazioni relative alle attività da loro svolte in classe e finanche quaderni scolastici, lavori degli alunni, sussidi e materiali didattici – si otterrebbe una conoscenza molto più approfondita di tali pratiche, comprendendone logiche e dinamiche. In tal senso, diviene indispensabile raccogliere e conservare queste particolari tipologie di fonti, facenti parte del patrimonio storico-educativo. 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