Autore
Gremigni, Elena

Titolo
Conoscere la storia. Un’analisi dei documenti finali dei consigli di classe di alcune scuole italiane
Periodico
Scuola democratica : strategie educative e territorio
Anno: 2025 - Volume: 41 - Fascicolo: 3 - Pagina iniziale: 655 - Pagina finale: 672

Educational poverty is a widespread phenomenon closely linked to social inequality. While OECD surveys have long measured competency levels across various domains, they have yet to assess historical competency, which inherently depends on content knowledge. This exploratory research aims to investigate the educational provision in this cultural field through a qualitative analysis of final reports from class councils in different Italian upper secondary schools. The data collected offer valuable insights into the relationship between micro-level teaching practices, specifically the implemented history curricula, and macro-level social processes, as represented by the persistent inequalities in educational opportunities. Findings reveal a striking lack of historical content and a limited engagement with primary sources and historiographical texts, particularly in technical and vocational schools. This cultural deprivation perpetuates well-known mechanisms of social reproduction. It is therefore urgent to increase the time allocated to history teaching, especially within these educational tracks, and to provide teachers with training in topics often excluded from their university curricula, fostering a more source-centered approach. Such a pedagogical strategy could not only enhance historical, civic, and social competencies but also develop essential skills for navigating digital information environments.



SICI: 1129-731X(2025)41:3<655:CLSUDD>2.0.ZU;2-#
Testo completo: https://www.rivisteweb.it/download/article/10.12828/119587
Testo completo alternativo: https://www.rivisteweb.it/doi/10.12828/119587

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