Studi sulla Formazione/Open Journal of Education <p>Founded in 1998, Studi sulla Formazione aimed at those in the academic world who are dedicated to advancing the field of education through their research. Studi sulla Formazione provides a range of articles that speak to the major issues in education across all content areas and disciplines. The journal is published two times per year and edited through a&nbsp;<strong>rigorous double blind review process</strong>&nbsp;that utilizes a national and international editorial board and peer reviewers. SSF promotes to advance research in the field of education through a collection of quality, relevant, and advanced interdisciplinary articles.</p> <p>We are proud to announce that SSF has registered&nbsp;<strong>more than 1 milion of download</strong>&nbsp;in the last seven year.&nbsp;</p> <p>In response to feedback from the research community, Studi sulla Formazione is now making articles available online after the acceptance.&nbsp;</p> <p>As a free service, making the accepted manuscript available has a number of benefits for our authors, including;</p> <ul> <li class="show">Earlier opportunity for research to be read and cited</li> <li class="show">Authors can promote their work as soon as it is accepted by their peers - maintaining the momentum of the publication process</li> <li class="show">Improved opportunities for funding approval as researchers can list their work earlier.</li> </ul> Firenze University Press en-US Studi sulla Formazione/Open Journal of Education 2036-6981 <p>Authors retain the copyright and grant the journal right of first publication with the work simultaneously licensed under a <strong>Creative Commons Attribution 4.0 International Public License (<a href="">CC-BY-4.0</a>)</strong>&nbsp;that allows others to share the work with an acknowledgment of the work's authorship and initial publication.</p> <p><a href="" rel="license"><img src="" alt="Creative Commons License"></a><br>This work is licensed under a <a href="" rel="license">Creative Commons Attribution 4.0 International License</a></p> Editoriale La Direzione Copyright (c) 2022 2022-12-31 2022-12-31 25 2 5 6 10.36253/ssf-14218 (Ri)generare la scuola. Per una transizione green e culturale <p>L’emergenza sanitaria da COVID-19 ha posto una rinnovata attenzione alle interconnessioni dinamiche tra società globali, sistemi umani e ambiente, determinando contingenze e stravolgimenti di non poco conto che rilanciano l’esigenza di “andare verso” nuovi modelli esistenziali e abitativi sempre più compatibili con la sostenibilità ambientale. La scuola rappresenta il luogo d’elezione per il consolidarsi di una coscienza ecologica e per la progettazione di percorsi di apprendimento di comportamenti virtuosi, che possano orientare il cambiamento culturale nella prospettiva della transizione ecologica e culturale. L’educazione alla sostenibilità diviene dunque una sfida culturale e una priorità educativa.</p> <p>Sulla scia del programma Next Generation EU, alla luce dei più recenti documenti ministeriali e delle raccomandazioni internazionali, l’articolo pone al vaglio critico il concetto di “transizione ecologica”, quale categoria pedagogica capace di riflettere e riassumere fratture e continuità, trasformazioni e persistenze per poter guidare le nuove generazioni ad assumere la coscienza di “comunità di destino terrestre” e riprogettare gli habitus nel quotidiano. Entro tale orizzonte, il contributo rileva il ruolo strategico svolto dai processi di green leadership, quali vettori trasformativi performanti per poter attivare percorsi di innovazione e cambiamento diffusi e allargati in prospettiva ecologica all’interno delle istituzioni scolastiche.</p> <p><strong>&nbsp;</strong></p> <p>&nbsp;</p> <p>&nbsp;</p> Giambattista Bufalino Copyright (c) 2022 Giambattista Bufalino 2022-12-31 2022-12-31 25 2 7 11 10.36253/ssf-14053 Relazioni fragili: dalla scuola dell’accoglienza alla comunicazione virtuale. Come sono cambiati i significati delle parole e delle emozioni nell’epoca post Covid <p>There are already many writings on how much the Covid19 pandemic has affected relationships and interpersonal communication. School has been one of the main players in this problematic and painful context, leaving many doubts about the quality of learning and relationships, increasingly conditioned by technological and virtual tools. There is already a lot of literature on this issue, but there remains the essential task of continuing to reflect on the future of our school which is struggling to find credibility, especially from a social and educational point of view. Is the school able, today, to respond to the new frailties that have arisen in the phases of the “non-dialogue” imposed by medical isolation? Are there margins for recovery to restore the etymological and narrative centrality of the word linked to emotions and dialogue? Does addressing issues such as “Educational care”, “solidarity”, “welcome”, “mutual knowledge” still have a constructive and phenomenological value for the school and the many activities that should develop within it? Many educational projects have moved in this direction: experimenting with new techniques and practices of inclusion and interpersonal relationships, to rediscover the value of closeness and mutual knowledge. The Erasmus KA2 WIN (Writing for Inclusion) project is about to end, after a two-year course, characterized by the virtual teaching imposed by the pandemic and the primary schools involved, students and teachers, have experimented with digital storytelling as a tool for establishing relationships “a distance” and reflect on the quality of learning. This article reconstructs and attempts a qualitative assessment of two years of "virtual" writings dedicated to school inclusion, conducted by 4 European primary schools, to highlight the lights and shadows of an experiment conducted exclusively at a distance.</p> Rossella Certini Christian Distefano Copyright (c) 2022 Rossella Certini, Christian Distefano 2022-12-31 2022-12-31 25 2 13 26 10.36253/ssf-14200 Il cambiamento della scuola secondo il paradigma dell’outdoor education per la rinascita della persona <p class="p1">The return to school was as traumatic for the school as being at home forced by the pandemic emergency. The inability to adapt immediately to change whether in the case of preventing contagion or in the case of resuming the rhythm of daily life abruptly thrown back into the vortex of the schedules that punctuate our existence, demonstrates the human person's need to know and master events. There is in fact a clear gap between the change brought about by norms and the internalization of the sense of change itself. The freedom in which a person's autonomy is expressed clashes with the need to accommodate what is indispensable to civil coexistence. The continuous process of adaptation to events moves toward finding that balance which, although, temporary, remains indispensable for the reorganization of the school into new forms. Among the choices of greatest interest, outdoor education presents itself as the paradigm of a desired and expected innovation capable of opening the school to the world to know how to handle emergency and everyday life.</p> Sandra Chistolini Matteo Villanova Copyright (c) 2022 Sandra Chistolini, Matteo Villanova 2022-12-31 2022-12-31 25 2 27 32 10.36253/ssf-14043 Ripensare le visite didattiche dopo la pandemia <p>The Covid-19 pandemic has shown us that every educational institution has a duty to value more than outdoor activities and artistic and cultural heritage. In fact, at times of lock-down they have been missed by students and teachers alike. However, it is risk management that holds teachers back from implementing non-indoor activities (and always staying inside the school walls). This paper proposes an examination of these issues, the purpose of which is to promote a culture of heritage capitalization that has the school as one of its most active promoters.</p> Giuseppe De Simone Michele Domenico Todino Copyright (c) 2022 Giuseppe De Simone, Michele Domenico Todino 2022-12-31 2022-12-31 25 2 33 39 10.36253/ssf-13978 Servizi educativi 0-6 e digitale, dopo la pandemia: riflessioni pedagogiche <p>The Covid-19 pandemic, since March 2020, has "challenged" early childhood education services, forcing them to work for a long period in emergency: regulations to contain the contagion have forced education professionals in the zero-to-six age group to rethink the educational relationship by downsizing the role of physical contact, revising spaces, methodologies and routines. Both during the closure of services (in 2020) and in the following two years, the use of digital technologies has been a necessity in order to be able to maintain contact with children (first) and families (later): the contribution, starting from the analysis of some experiences, reflects on the challenges opened up by the emergency and the new perspectives that are being inaugurated with a view to integrating digital experiences alongside traditional ones within educational services.</p> Cosimo Di Bari Copyright (c) 2022 Cosimo Di Bari 2022-12-31 2022-12-31 25 2 41 48 10.36253/ssf-14044 Mihi cordi (est): Università e “dovere di connessione” <p>A reflection also imposes itself on the Italian university "after" the Pandemic. In fact, this contribution represents the unedited elaboration of my brief speech at the Third Brainstorming of the University, <em>Designing the University of the Future</em> (University of Perugia, 29 March 2021). On this occasion, the need to "design the University of the future" with the mind turned to the past, recovering the basic values of the university of the origins (<em>Civitatis Perusii A.D. MCCCVIII</em>), was underlined (<em>Studium Generale</em>, <em>Universitas Studiorum</em>, <em>quaestio quodlibetalis</em> etc.), in order to reaffirm the personalization and quality of the educational relationship through accredited/institutional but direct contacts/profiles (e.g. Microsoft Teams).</p> Giovanna Farinelli Copyright (c) 2022 Giovanna Farinelli 2022-12-31 2022-12-31 25 2 51 58 10.36253/ssf-14046 La pluralità funzionale e formativa del modello della ricerca-azione <p>Adopting the action research method, the researcher, often coinciding with the figure of the teacher, who has become active, builds the programmatic, organizational and evaluative plans of the research, participating as a protagonist, together with the class, in the continuous and unpredictable deviations of path of the investigative project: according to the natural transformative processes – cognitive, emotional, social – of the contingent situation, the researcher can use different models of educational research in a multifunctional way. In spite of the strictly experimental logic, the more empirical logic of action research allows to construct a plastic ecosystemic framework of the socio-environmental situation and to observe it in its<br>entirety and complexity. The epistemological foundations of this research model are dotted with critical elements, which can be largely rethought as strong elements for the overall education of the research actors.</p> Roberto Travaglini Copyright (c) 2022 Roberto Travaglini 2022-12-31 2022-12-31 25 2 59 68 10.36253/ssf-14204 El aprendizaje basado en juegos como revulsivo didáctico para mejorar la competencia comunicativa en el aula de lengua extranjera: una revisión de la literatura <p>The search for the ideal teaching paradigm has, since ancient times, been one of the great challenges facing didactics in any of its areas. However, game-based learning has not enjoyed the necessary focus considering its enormous potential. This article offers a review of the literature on this technique with the aim of addressing, from a global perspective, both, its dimension and its pedagogical scope. In it, we will analyze its nature, its elements and we will detail the time needed for its correct application. Likewise, we will summarize the guidelines to optimize its use, providing, in addition, different tools for developing teaching resources that can be used in the foreign language classroom.</p> Davide Capperucci Juan Carlos Manzanares Triquet Copyright (c) 2022 Davide Capperucci, Juan Carlos Manzanares Triquet 2022-12-31 2022-12-31 25 2 69 86 10.36253/ssf-13967 Il ruolo del digitale a scuola dopo la pandemia. Verso una scuola 4.0 <p style="font-weight: 400;">The post-pandemic school receives the strong digital push as a dowry from the previous two years and is called upon to implement the integration of the new modes (digital and remote) of teaching/learning with classical schooling. A task that brings skills, roles, and places into play. At school, in the classroom, teachers are called to a close confrontation with digitization, a process, after the pandemic, that can no longer be procrastinated: the opportunity to bring to life a real 4.0 school.</p> Gennaro Balzano Copyright (c) 2022 Gennaro Balzano 2022-12-31 2022-12-31 25 2 87 92 10.36253/ssf-14039 Alunni d’origine immigrata nella scuola post-pandemica: tra servizi e buone pratiche <p>In light of the efforts made to ensure the educational and socio-relational continuity of pupils with a migrant background during the Covid-19 crisis, this work aims to illustrate, against the backdrop of the Florentine experience, how the emergency phenomenon had highlighted the need to further invest in the pre-existing educational and socio-relational services so as to foster educational inclusion and strengthen the school-education system as a whole.</p> Zoran Lapov Copyright (c) 2022 Zoran Lapov 2022-12-31 2022-12-31 25 2 93 98 10.36253/ssf-14042 About Antonio Rubino’s Viperetta: coming-of-age novel and “imagining machine” <p>Antonio Rubino’s novel <em>Viperetta</em> (1919) is the mature work of an author already known in the context of children’s literature mainly for his activity as an illustrator for some covers of “Il giornalino della Domenica” and drawings for Andersen’s fairy tales and as a contributor to the “Corriere dei Piccoli”. In this context, <em>Viperetta</em><br>immediately presents itself as an editorial object of particular cultural-historical interest, both because of the specific relationship that Rubino establishes between the textual part and the body of the images, and because it is presented as a coming-ofage novel, with a female protagonist, which, fitting into the tradition of the marvelous journey to the moon, takes on the contours of a rite of passage, turning the protagonist into a fairy-tale child. The article purports to emphasize these aspects, trying to show how Viperetta bases on these two elements the distinctive features of its originality and narrative power, still alive after more than a hundred years.</p> Susanna Barsotti Copyright (c) 2022 Susanna Barsotti 2022-12-31 2022-12-31 25 2 99 111 10.13128/ssf-13962 Come sostenere le fragilità genitoriali in istituzioni residenziali? <p>This article proposes a reflection on the educational skills of residential institutions that welcome mothers with their children following the assessment of their vulnerability in terms of parental functioning. The reflections conducted will be supported by testimonies collected in various training contexts addressed to educators of the mother/child communities and in some group meetings held with mothers whose children have been entrusted to foster families. How can the residential community that welcomes them constitute itself as a “symbolic parent” to repair those ancient wounds that have made them incomplete daughters and now “fragile” mothers? These are the questions we are going to answer.</p> Paola Bastianoni Copyright (c) 2022 Paola Bastianoni 2022-12-31 2022-12-31 25 2 113 122 10.13128/ssf-13909 Leadership and Emotions Lessons from Sant’Ignazio de Loyola and Martha Naussbaum <p class="western" lang="en-US" align="justify">The article proposes to highlight the link between leadership and emotions starting from the Ignatian lesson and Nussbaum's lesson. The leadership of discernment, characterised by Saint Ignatius' pedagogy, is proposed in its formative practices and in the possibility of coexisting in the practices of working and professional life. Relational leadership, suggested by the reading of capabilities and the factors that regulate emotions, also becomes an engine of social and work transformation. The training practices that have the Humanistic Approach as a method find in the proposed Lessons a solid tool to deal with a liquid theme.</p> Valeria Caggiano Antonio Ragusa Copyright (c) 2022 Valeria Caggiano, Antonio Ragusa 2022-12-31 2022-12-31 25 2 123 130 10.13128/ssf-14041 Minori vittime di abuso: la relazione educativa d’aiuto nell’infanzia <p>On the sidelines of a large research project, the article carries out some considerations on minors victims of abuse and maltreatment and on the educational relationship with them. First of all, a typology of abused minors is outlined, ranging from the very serious cases of psychotic decompensation, to the mildest cases in which the emotional dependence on the caregiver is not denied, passing through the cases in which a narcissistic pathology is developed. A typical dynamics of maltreatment is also described in today’s parent-child relationship, in which the abuse arises and originates from the parent’s inability to respond to the character problem of adaptation to the child’s social rules, which arose from an inability of the child. adult to meet his emotional needs. In the last part, the article explores the theme of the educational relationship of help with these minors, underlining the need of the educator to show the ability to contain the intense suffering of these children and their pathological defenses, at different levels of their problem, to put in place an<br>experience of taking charge that performs a corrective and reparative function of the abuse suffered.</p> Tommaso Fratini Copyright (c) 2022 Tommaso Fratini 2022-12-31 2022-12-31 25 2 131 140 10.13128/ssf-13903 Goethe e la Bildung, tra arte, natura, educazione <p>The article reflects on the concept of Bildung during the 19th century and how it is central to Goethe's works, representing the fundamental pivot of human evolution. In particular, it investigates the poetics of the sublime and the forms of Art and Nature as mirrors of the self and the significance of the novel of formation, beginning with the Wilheilm Meister. Goethe, in fact, can be regarded as one of the "fathers" of the coming-of-age novel.These themes are then intertwined with the role of theater, which, together with poetry and drama, represent a means of freely and fully developing the human personality.</p> Marco Giosi Copyright (c) 2022 Marco Giosi 2022-12-31 2022-12-31 25 2 141 149 10.13128/ssf-14205 Realization of the “Care in Education” Concept in Relations with Children and Teaching Staff During the Implementation of the “Writing for Inclusion” Project <p>The paper presents the state of the art of the European Erasmus Project KA2 – WIN: Writing For Inclusion – dedicated to school inclusion and the use of alternative teaching methodologies such as Digital Storytelling. Starting from a survey on the theme of educational care from a theoretical and pedagogical point of view, the article focuses - in the central parts - on the activities carried out with the students and teachers at the European primary schools involved. The article highlighted the social, as well as educational and cultural implications of the research work carried out by the educational and university institutions involved, with a broad theoretical-methodological reflection which will close, in the coming months, with the assessment of the project itself.</p> Iryna Kohut Rossella Certini Copyright (c) 2022 Iryna Kohut, Rossella Certini 2022-12-31 2022-12-31 25 2 151 160 10.13128/ssf-14206 Fairy tales and abandonment between symbolism and reality: persistence and rewritings <p>Starting from a reflection on the motif of abandonment in the fairy tale, this paper intends to investigate its persistence in modern and contemporary children’s literature, with particular reference to rewritings and revisitations of classical fairy tales through the special textuality of the picture book. Abandonment thus becomes a key concept, among many others, to retrace in a historiographical perspective the plots of a lost childhood that from ancient times comes down to us between persistences and distortions that update its meaning.</p> Chiara Lepri Copyright (c) 2022 Chiara Lepri 2022-12-31 2022-12-31 25 2 161 172 10.36253/ssf-13959 Demiro Marchi storico della pedagogia Franco Cambi Copyright (c) 2022 Franco Cambi 2023-01-24 2023-01-24 25 2 173 178 10.36253/ssf-14207 Le devianze giovanili: la teologia della forza Antonio Sangermano Copyright (c) 2022 Antonio Sangermano 2022-12-31 2022-12-31 25 2 179 184 10.13128/ssf-14208 Ricordo di Enza Colicchi Franco Cambi Copyright (c) 2022 Franco Cambi 2022-12-31 2022-12-31 25 2 195 196 10.13128/ssf-14211 Tre noterelle 2022! Franco Cambi Copyright (c) 2022 Franco Cambi 2022-12-31 2022-12-31 25 2 185 188 10.13128/ssf-14209 Attualità e valore della laicità… aperta. Qualche riflessione Franco Cambi Copyright (c) 2022 Franco Cambi 2022-12-31 2022-12-31 25 2 189 193 10.13128/ssf-14210 Recensioni Cosimo Di Bari Copyright (c) 2022 2022-12-31 2022-12-31 25 2 197 205 10.13128/ssf-14212