La scuola nella testimonianza di alcuni insegnanti
Abstract
A fronte di varie pubblicazioni che denunciano spesso i problemi della scuola, non è frequente poter ascoltare la voce dei docenti che raccontano la loro esperienza professionale. Le testimonianze prese in esame riflettono un vissuto che risente del modo di interpretare il ruolo professionale, di inserirsi in un preciso contesto locale, di instaurare relazioni con gli alunni e le famiglie. La consapevolezza della scelta di essere insegnanti cambia anche in riferimento a periodi storici diversi e differenti condizioni socioeconomiche. Dall’analisi dei testi considerati emerge come il docente possa contribuire anche a valorizzare la scuola come luogo privilegiato della formazione umana e, quindi, di ogni membro della società.
In spite of several publications which often denounce the problems of schools, it is uncommon to hear the voices of teachers recounting their professional experiences. The testimonies examined here reflect a lived experience that is often affected by the way the professional role is interpreted, by how the teacher is inserted into a specific local context, as well as by the relationships established with students and families. The awareness of the choice to be a teacher also changes with reference to different historical periods and different socioeconomic conditions. From the analysis of the texts taken into account, it emerges how the teacher can also contribute to enhance the value of the school as a privileged place of human education and, therefore, of every member of society.
In spite of several publications which often denounce the problems of schools, it is uncommon to hear the voices of teachers recounting their professional experiences. The testimonies examined here reflect a lived experience that is often affected by the way the professional role is interpreted, by how the teacher is inserted into a specific local context, as well as by the relationships established with students and families. The awareness of the choice to be a teacher also changes with reference to different historical periods and different socioeconomic conditions. From the analysis of the texts taken into account, it emerges how the teacher can also contribute to enhance the value of the school as a privileged place of human education and, therefore, of every member of society.
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PDFDOI: https://doi.org/103271/