Abstract IV: Pedagogy and inclusive teaching: civic education towards a sustainable city The imprimatur of the culture of sustainability, as well as of education and sustainable teaching, in the configuration of the identity of a city oriented towards the protection of its communities tangible and intangible heritage, is reached through the construction of living environments and the choice of ways of live inclusive and respectful of people’s fundamental rights, including in terms of quality education. This is the direction traced by the introduction, in Italian schools, of the teaching of civic education (Law 92/2019), which has a strong transversal character, due to the plurality of learning objectives and expected skills, which cannot be ascribed individually to a specific discipline, but to a multiplicity and heterogeneity of these. The schools of the first and second cycle of education are therefore called upon to update their curricula in an inclusive way for everyone and to outline didactic programs aimed at developing “the knowledge and understanding of the social, economic, legal structures and profiles, civic and environmental aspects of society” (Law 92/2019, art. 2, c.1) in which students, including those who have special educational needs, live and work. It is here, therefore, that the themes of pedagogy and inclusive teaching trace the limen of the scientific and methodological specificity in providing schools with the theoretical-operational keys to define inclusive training courses. The rationale of this contribution is to illustrate and argue the epistemological and pedagogical-didactic background underlying the teaching of civic education, in particular in the schools of the city of L’Aquila. With reference to the dynamic perspective imperatively required by the current situation in which schools operate, an intentional and inclusive action of such teaching becomes a priority for teachers, where the need to make young students from L’Aquila reflect on critical conditions becomes evident (environmental, cultural, health, related to sustainability) to develop the “ability to act as responsible citizens and to participate fully and consciously in the civic, cultural and social life of the community” (Law 92/2019, art. 2, c. 1), even in the presence of special educational needs. In this perspective, the contribution discusses two founding nuclei: respect for and enhancement of cultural heritage and environmental sustainability.

La pedagogia e la didattica inclusiva: l’educazione civica verso una città sostenibile

Isidori MV;Traversetti M
2021

Abstract

Abstract IV: Pedagogy and inclusive teaching: civic education towards a sustainable city The imprimatur of the culture of sustainability, as well as of education and sustainable teaching, in the configuration of the identity of a city oriented towards the protection of its communities tangible and intangible heritage, is reached through the construction of living environments and the choice of ways of live inclusive and respectful of people’s fundamental rights, including in terms of quality education. This is the direction traced by the introduction, in Italian schools, of the teaching of civic education (Law 92/2019), which has a strong transversal character, due to the plurality of learning objectives and expected skills, which cannot be ascribed individually to a specific discipline, but to a multiplicity and heterogeneity of these. The schools of the first and second cycle of education are therefore called upon to update their curricula in an inclusive way for everyone and to outline didactic programs aimed at developing “the knowledge and understanding of the social, economic, legal structures and profiles, civic and environmental aspects of society” (Law 92/2019, art. 2, c.1) in which students, including those who have special educational needs, live and work. It is here, therefore, that the themes of pedagogy and inclusive teaching trace the limen of the scientific and methodological specificity in providing schools with the theoretical-operational keys to define inclusive training courses. The rationale of this contribution is to illustrate and argue the epistemological and pedagogical-didactic background underlying the teaching of civic education, in particular in the schools of the city of L’Aquila. With reference to the dynamic perspective imperatively required by the current situation in which schools operate, an intentional and inclusive action of such teaching becomes a priority for teachers, where the need to make young students from L’Aquila reflect on critical conditions becomes evident (environmental, cultural, health, related to sustainability) to develop the “ability to act as responsible citizens and to participate fully and consciously in the civic, cultural and social life of the community” (Law 92/2019, art. 2, c. 1), even in the presence of special educational needs. In this perspective, the contribution discusses two founding nuclei: respect for and enhancement of cultural heritage and environmental sustainability.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11697/173812
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