The COVID 19 pandemic has inspired the experimentation of new forms of non-formal education fostered by local organizations and associations, which can be defined as “resilient” because, notwithstanding the criticalities linked to the state of emergency, they allowed children and teens to express themselves and learn, thus integrating, and sometimes, substituting the distance activities proposed by scholastic institutions. The present paper therefore proposes to reflect upon these forms through the analysis of some good practices, so as to orient future educational acts, beyond the emergency, towards a renewed dialectic between formal and non-formal education. Certain themes will hence be brought to the readers’ attention: the relationship between technology and new disparities and poverty, the use of different narrative forms for the promotion of resilience processes and the development of proto-social abilities for the construction of new, supportive and participatory, community models, just as the present historical moment requires.
La pandemia di COVID 19 ha indotto la sperimentazione di nuove forme di educazione non formale, promosse da organizzazioni e associazioni attive sui territori, che possiamo definire “resilienti” perché, nonostante le criticità legate allo stato di emergenza, hanno permesso a bambini e ragazzi, di esprimersi e di apprendere, integrando così e, in alcuni contesti, supplendo alle attività a distanza proposte dall’istituzione scolastica. Il presente contributo si propone pertanto di riflettere su quelle forme mediante l’analisi di alcune buone pratiche, al fine di orientare, oltre l’emergenza, il futuro agire pedagogico in una rinnovata dialettica tra educazione formale e non formale. Si porteranno pertanto all’attenzione alcuni temi: il rapporto tra tecnologie e nuove disuguaglianze e povertà, l’utilizzo delle diverse forme narrative per la promozione dei processi di resilienza, la formazione di capacità prosociali per la costruzione di nuovi modelli di comunità, solidali e partecipate, così come richiede l’attuale momento storico.
Zizioli, E. (2021). "Resilient education": the schooling system becomes non-formal. PEDAGOGIA OGGI, 19 (1), 65-71 [10.7346/PO-012021-08].
"Resilient education": the schooling system becomes non-formal
Zizioli E.
2021-01-01
Abstract
The COVID 19 pandemic has inspired the experimentation of new forms of non-formal education fostered by local organizations and associations, which can be defined as “resilient” because, notwithstanding the criticalities linked to the state of emergency, they allowed children and teens to express themselves and learn, thus integrating, and sometimes, substituting the distance activities proposed by scholastic institutions. The present paper therefore proposes to reflect upon these forms through the analysis of some good practices, so as to orient future educational acts, beyond the emergency, towards a renewed dialectic between formal and non-formal education. Certain themes will hence be brought to the readers’ attention: the relationship between technology and new disparities and poverty, the use of different narrative forms for the promotion of resilience processes and the development of proto-social abilities for the construction of new, supportive and participatory, community models, just as the present historical moment requires.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
