The current condition of the school requires a deep reflection on the didactic models in use and on the principles that determine the image and functionality of its spaces. In the renovated old buildings, as well as in the specially designed structures, the Italian school shows evident functional limits that hinder the achievement of educational and didactic objectives for the new generations of students and teachers. The gap with foreign experiences concerns above all the poor adherence of the spaces to the new teaching requirements and the overall inadequacy of the school buildings with respect to the minimum standards of comfort and environmental sustainability. The interventions that make up this volume are based on the results of a research for the renewal of school buildings in Italy according to the criteria dictated by the new regulatory guidelines, examining the qualities and emphasizing the limits of concrete application of its innovations to the school heritage of our country. All the contributions converge on the objective of the renewal (architectural, technological and plant engineering) of school spaces, in order to adapt them to the new educational needs. The text also deals with the problem of integration between school and territory, which concerns many aspects, ranging from the management of human and economic resources of each institution and up to the planning of structural interventions necessary to achieve this relationship. The strengthening of the relationship between educational institutions and the inhabitants of the districts on which they insist still seems far from being implemented, despite the fact that rules of direction and project for the renewal of the public school have been drawn up that devote ample space to this theme.

La condizione di arretratezza della scuola nel mezzogiorno d’Italia, così come in altre zone disagiate del paese, è riconosciuta in molti studi ministeriali ma non trova sempre adeguati riscontri nei dettati normativi rivolti all’aggiornamento dei programmi didattici e alla riqualificazione dell’edilizia scolastica. Alcune difficoltà burocratiche e amministrative relative alla gestione del personale e gli inconvenienti derivanti dai nuovi e spesso onerosi compiti assegnati ai docenti e, soprattutto, ai direttori didattici, determinano nel Sud Italia, più che nelle altre aree del paese, una evidente difficoltà nell’applicare le nuove normative, rallentando sia l’allineamento dei programmi ai più recenti indirizzi educativi sia la tanto auspicata apertura delle scuole verso il territorio circostante. Il reciproco arricchimento e il rapporto collaborativo che dovrebbe instaurarsi tra scuola e territorio dovrebbero generare, nelle intenzioni del legislatore, un circolo virtuoso capace di favorire, da una parte, la comprensione degli studenti delle peculiarità territoriali locali e, dall’altra, la crescita culturale di interi comprensori. Se tale obiettivo, nel passaggio dalle buone intenzioni espresse sulla carta alla reale attuazione sul campo, si dimostra difficile da raggiungere su tutto il territorio nazionale, diviene ancora più arduo nel Sud che paga condizioni di partenza, sia relative alla qualità media dell’edilizia scolastica esistente sia in rapporto alle condizioni di arretratezza socio-culturale del territorio, che lo penalizzano pesantemente. La problematicità del rapporto tra scuola e territorio nel Mezzogiorno viene diffusamente analizzato nel testo, al fine di individuare possibili correzioni ai dettati normativi e delineare nuove strategie operative calibrate rispetto alle criticità locali.

Scuola e territorio. Un rapporto complesso

A. Bosco
Methodology
2019

Abstract

The current condition of the school requires a deep reflection on the didactic models in use and on the principles that determine the image and functionality of its spaces. In the renovated old buildings, as well as in the specially designed structures, the Italian school shows evident functional limits that hinder the achievement of educational and didactic objectives for the new generations of students and teachers. The gap with foreign experiences concerns above all the poor adherence of the spaces to the new teaching requirements and the overall inadequacy of the school buildings with respect to the minimum standards of comfort and environmental sustainability. The interventions that make up this volume are based on the results of a research for the renewal of school buildings in Italy according to the criteria dictated by the new regulatory guidelines, examining the qualities and emphasizing the limits of concrete application of its innovations to the school heritage of our country. All the contributions converge on the objective of the renewal (architectural, technological and plant engineering) of school spaces, in order to adapt them to the new educational needs. The text also deals with the problem of integration between school and territory, which concerns many aspects, ranging from the management of human and economic resources of each institution and up to the planning of structural interventions necessary to achieve this relationship. The strengthening of the relationship between educational institutions and the inhabitants of the districts on which they insist still seems far from being implemented, despite the fact that rules of direction and project for the renewal of the public school have been drawn up that devote ample space to this theme.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11591/386748
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