Relazioni fragili: dalla scuola dell’accoglienza alla comunicazione virtuale. Come sono cambiati i significati delle parole e delle emozioni nell’epoca post Covid.
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| Title: | Relazioni fragili: dalla scuola dell’accoglienza alla comunicazione virtuale. Come sono cambiati i significati delle parole e delle emozioni nell’epoca post Covid. |
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| Authors: | CERTINI, ROSSELLA1 rossella.certini@unifi.it, DISTEFANO, CHRISTIAN2 christian.distefano@unifi.it |
| Source: | Studi Sulla Formazione. 2022, Vol. 25 Issue 2, p13-26. 14p. |
| Subject Terms: | *Interpersonal relations, *Primary schools, *Interpersonal communication, Relationship quality, Digital storytelling, Digital technology |
| Abstract: | 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Studi Sulla Formazione is the property of Firenze University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 162711514 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Relazioni fragili: dalla scuola dell’accoglienza alla comunicazione virtuale. Come sono cambiati i significati delle parole e delle emozioni nell’epoca post Covid. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22CERTINI%2C+ROSSELLA%22">CERTINI, ROSSELLA</searchLink><relatesTo>1</relatesTo><i> rossella.certini@unifi.it</i><br /><searchLink fieldCode="AR" term="%22DISTEFANO%2C+CHRISTIAN%22">DISTEFANO, CHRISTIAN</searchLink><relatesTo>2</relatesTo><i> christian.distefano@unifi.it</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Studi+Sulla+Formazione%22">Studi Sulla Formazione</searchLink>. 2022, Vol. 25 Issue 2, p13-26. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Interpersonal+relations%22">Interpersonal relations</searchLink><br />*<searchLink fieldCode="DE" term="%22Primary+schools%22">Primary schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Interpersonal+communication%22">Interpersonal communication</searchLink><br /><searchLink fieldCode="DE" term="%22Relationship+quality%22">Relationship quality</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+storytelling%22">Digital storytelling</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+technology%22">Digital technology</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Studi Sulla Formazione is the property of Firenze University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.36253/ssf-14200 Languages: – Code: ita Text: Italian PhysicalDescription: Pagination: PageCount: 14 StartPage: 13 Subjects: – SubjectFull: Interpersonal relations Type: general – SubjectFull: Primary schools Type: general – SubjectFull: Interpersonal communication Type: general – SubjectFull: Relationship quality Type: general – SubjectFull: Digital storytelling Type: general – SubjectFull: Digital technology Type: general Titles: – TitleFull: Relazioni fragili: dalla scuola dell’accoglienza alla comunicazione virtuale. Come sono cambiati i significati delle parole e delle emozioni nell’epoca post Covid. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: CERTINI, ROSSELLA – PersonEntity: Name: NameFull: DISTEFANO, CHRISTIAN IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: 2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 11271124 Numbering: – Type: volume Value: 25 – Type: issue Value: 2 Titles: – TitleFull: Studi Sulla Formazione Type: main |
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