From February 2020, the Covid-19 health emergency has affected the Italian education-training system without precedent. Schools and universities have suspended the lessons and activated distance learning, responding to the emergency spontaneously and mostly individually, vaporizing the educational action community. Starting from the need to outline a narrative of this extraordinary experience, in this paper the authors tries to observe its short term consequences - positive and negative - on the main actors, i.e. teachers and students, families and the organizational structures of school and university, as well as imagining those possible in the long run. The emerging issues are related to the use of new technologies, inclusion, evaluation, the relationship between school and family and between the centre and the periphery of an organization. It seems urgent to ask new questions to understand, i.e., what the effects of distance learning will be on the assessment of learning, or what will be the changed relationship between the educating community and formal and informal networks and, finally, to understand which will be the most disadvantaged groups and how educational inequalities will evolve.
Da febbraio 2020, l’emergenza sanitaria del Covid-19 ha impattato senza precedenti sul sistema scolastico-formativo in Italia. Scuole e università hanno sospeso le lezioni e attivato la didattica a distanza, rispondendo all’emergenza in modo spontaneo e per lo più individuale e destrutturando la collettività dell’azione educativa. Il contributo, a partire dalla necessità di delineare una narrazione di questa esperienza straordinaria, prova a osservarne le conseguenze – positive e negative -a breve termine sugli attori principali, ossia i docenti e gli studenti, le famiglie e le strutture organizzative della scuola e dell’università, nonché a immaginare quelle possibili sul lungo periodo. Le tematiche che si delineano sono relative all’utilizzo delle nuove tecnologie, all’inclusione, alla valutazione, al rapporto fra scuola e famiglia e alle relazioni fra centro e periferia di un’organizzazione. Ai sociologi dell’educazione sembra urgente porsi nuove domande per capire ad esempio quali saranno gli effetti della didattica a distanza sulla valutazione degli apprendimenti, o quale sarà la mutata relazione fra comunità educante e network formali e informali e, infine, per comprendere quali saranno i gruppi sfavoriti e come si evolveranno i processi di acutizzazione delle disuguaglianze educative.
Colombo, M., Rinaldi, E., Poliandri, D. (2020). Gli impatti dell'emergenza COVID-19 sul sistema scolastico-formativo in Italia. SCUOLA DEMOCRATICA [10.12828/97098].
Gli impatti dell'emergenza COVID-19 sul sistema scolastico-formativo in Italia
Rinaldi E. E.
;
2020
Abstract
From February 2020, the Covid-19 health emergency has affected the Italian education-training system without precedent. Schools and universities have suspended the lessons and activated distance learning, responding to the emergency spontaneously and mostly individually, vaporizing the educational action community. Starting from the need to outline a narrative of this extraordinary experience, in this paper the authors tries to observe its short term consequences - positive and negative - on the main actors, i.e. teachers and students, families and the organizational structures of school and university, as well as imagining those possible in the long run. The emerging issues are related to the use of new technologies, inclusion, evaluation, the relationship between school and family and between the centre and the periphery of an organization. It seems urgent to ask new questions to understand, i.e., what the effects of distance learning will be on the assessment of learning, or what will be the changed relationship between the educating community and formal and informal networks and, finally, to understand which will be the most disadvantaged groups and how educational inequalities will evolve.
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