Every city, whatever its history, its diversity in real situations, proposes its own tracks for a possible instructive use of places; among the various tracks there is the one that sees it as a privileged place to give birth to exchanges between cultures and past histories, thus becoming an “educating city” that seeks to recover a balance of forms and contents that makes its project also a pedagogical project. The main objective of the contribution is to propose new didactic approaches to study the history of characters linked to the memory of the city, using as a methodological ploy the focus on toponymy. The research was supported by a laboratory phase, aimed at students, to assess the concrete impact of educational initiatives that utilize liminal spaces (for example, the street). This approach to the study of history ties in with the desire to renew educational spaces. It is an invitation to schools to open up to the local community and implement bottom-up educational regeneration processes, to teach a model of continuous learning that can inspire young people and encourage adults to embrace. In this way, interesting cultural paths on the territory are built, an opportunity for social and urban regeneration and improvement of citizens' quality of life.
Ogni città, qualunque sia la sua storia, la sua diversità nelle situazioni reali, propone delle sue piste di lettura per un possibile uso istruttivo; tra le tante esiste quella che la vede come un luogo privilegiato per dar vita a scambi tra culture e storie passate, diventando in questo modo una “città educante” che cerca di recuperare un equilibrio delle forme e dei contenuti che renda il suo progetto anche un progetto pedagogico. L’obiettivo principale della presente analisi è di proporre nuovi approcci didattici per studiare la storia di personaggi legati alla memoria della città, usando come escamotage metodologico l’attenzione per la toponomastica. La ricerca è stata supportata da una fase laboratoriale, rivolta agli studenti, per verificare la ricaduta concreta di azioni educative che si avvalgono di spazi liminari (ad esempio, per strada); è un approccio allo studio della storia che si ricollega alla volontà di rinnovamento dei luoghi dell’educazione; è un invito alle scuole affinché si aprano al territorio e attuino processi di rigenerazione didattica dal basso, per insegnare un modello di apprendimento continuo con cui stimolare i giovani e a cui invitare gli adulti. In questo modo si costruiscono interessanti percorsi culturale sul territorio, occasione di rigenerazione sociale e urbana e di miglioramento della qualità della vita dei cittadini.
La città che educa e apprende. Un paradigma per la cittadinanza consapevole
V. Bosna
2025-01-01
Abstract
Every city, whatever its history, its diversity in real situations, proposes its own tracks for a possible instructive use of places; among the various tracks there is the one that sees it as a privileged place to give birth to exchanges between cultures and past histories, thus becoming an “educating city” that seeks to recover a balance of forms and contents that makes its project also a pedagogical project. The main objective of the contribution is to propose new didactic approaches to study the history of characters linked to the memory of the city, using as a methodological ploy the focus on toponymy. The research was supported by a laboratory phase, aimed at students, to assess the concrete impact of educational initiatives that utilize liminal spaces (for example, the street). This approach to the study of history ties in with the desire to renew educational spaces. It is an invitation to schools to open up to the local community and implement bottom-up educational regeneration processes, to teach a model of continuous learning that can inspire young people and encourage adults to embrace. In this way, interesting cultural paths on the territory are built, an opportunity for social and urban regeneration and improvement of citizens' quality of life.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
