This article focuses on identifying the root causes of educational problems before starting “educational treatment” It starts from the premise that prevention is better than cure since it avoids further damage and is a way to prevent the problem from getting worse. Prevention understood as early action, which takes advantage of adequate planning and programming processes, keeps us away from the dangers of school failure, and guarantees us “cultural health”. Through a contrasted and comparative methodology, it was possible to analyze and interpret the sources that inform a review of the literature, with the objective of understanding how students should be helped at an early stage if they do not have the necessary conditions to face their path of acquisition. The aim is to prevent teachers from “returning” responsibilities once the damage is done, by compensating and treating the “deficit” and creating favorable conditions before starting the new segment of education. The article addresses these problems by trying to focus attention on the cumulative capacity of the “difficulty” to consolidate and grow, making subsequent compensatory interventions more problematic in their effects.

Socio-cultural disadvantages and cumulative deficits: which education can fight inequalities?

Nuzzaci Antonella
2020

Abstract

This article focuses on identifying the root causes of educational problems before starting “educational treatment” It starts from the premise that prevention is better than cure since it avoids further damage and is a way to prevent the problem from getting worse. Prevention understood as early action, which takes advantage of adequate planning and programming processes, keeps us away from the dangers of school failure, and guarantees us “cultural health”. Through a contrasted and comparative methodology, it was possible to analyze and interpret the sources that inform a review of the literature, with the objective of understanding how students should be helped at an early stage if they do not have the necessary conditions to face their path of acquisition. The aim is to prevent teachers from “returning” responsibilities once the damage is done, by compensating and treating the “deficit” and creating favorable conditions before starting the new segment of education. The article addresses these problems by trying to focus attention on the cumulative capacity of the “difficulty” to consolidate and grow, making subsequent compensatory interventions more problematic in their effects.
Este artículo se centra en la identificación de las causas fundamentales de los problemas educativos antes de iniciar el “tratamiento educativo”. Se parte de la premisa que es mejor prevenir que curar, ya que evita los daños posteriores y es una forma de evitar que el problema empeore. La prevención entendida como acción temprana, que aprovecha los procesos adecuados de planificación y programación, nos mantiene alejados de los peligros del fracaso escolar y nos garantiza una “salud cultural plena”. A través de una metodología contrastada y comparativa, fue posible analizar e interpretar las fuentes que informan una revisión de la literatura, con el objetivo de entender cómo se debe ayudar a los estudiantes en una etapa temprana si no tienen las condiciones necesarias para enfrentar su camino de adquisición. Se intenta evitar que los profesores “devuelvan” las responsabilidades una vez que el daño está hecho, compensando y tratando el “déficit” y creando condiciones favorables antes de iniciar el nuevo segmento de la educación. El artículo aborda estos problemas tratando de centrar la atención en la capacidad acumulativa de la “dificultad” para consolidarse y crecer, haciendo que las posteriores intervenciones compensatorias sean más problemáticas en sus efectos.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11697/152631
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