Educating community: the story of the first activities

Educating community: the story of the first activities

With regard to the construction of a strategy for the educating community, over the past few weeks we have met with a number of teachers from schools in our territories to have them tell us about the needs of education today, from those on the front line. In this way we want to contribute to the emergence of our educating community, offering the opportunity to express from below what characterises it and initiating a cooperative process of building alliances.

Communities can be defined as educating when in them there are active relationships of co-responsibility with respect to shared objectives, the expression of a consolidated culture.

Contexts are made up of ideas, actions, people, relationships, institutions, spaces in which one interacts and always generates something new.

Our action started with the organisation of two focus groups that allowed us to delve into various aspects and ask many questions that can lead the way:

  • It is true that the school is often left alone in exercising its educational role, but it is equally true that it is difficult to involve teachers because they are overworked in some cases, or under-stimulated in others. Their role entails many responsibilities and commitments, which often go beyond the educational role in the strict sense of the word, but which also take time away from their personal training, which is instead fundamental;
  • continuous teacher training is the key to professional development, but only when passion and motivation drive it and not obligation. How can agile, innovative and effective training paths be built?
  • the role of families in education depends very much on family contexts and history. How can parents be involved without creating misunderstandings with teachers?
  • today’s necessary assessment does not allow children to learn from their mistakes, it fuels confrontation, family and social pressure and does not promote growth. How can this be made a formative moment?
  • the opposition between traditional didactics and active didactics was highlighted, the compromise we could be more ready for as a community is a ‘complementarity’?
  • In support of what has been said, there is also the fact that today more than ever girls and boys bring all the complexity of their lives into the classroom, which is why it is important that there is networking and that, within schools, there are professional figures to support them.

In the coming months we also plan to listen to the other points of view: those of the children, their parents, and all the other figures who have a direct and indirect role in the education of young people.

The education of young people is a co-responsibility commitment of our entire community, and only in this way can we make it relevant, sustainable and effective.

Awareness of the need to act jointly, to network and promote a community that takes care of its young people, through a broad system of shared responsibility, we believe can generate the conditions for the innovation processes introduced to also achieve social sustainability, laying the foundations for lasting change.

3892 2731 Fondazione Comunitaria di Agrigento e Trapani
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