This contribution illustrates a research in progress at the Historical Archive of the ‘Casa del Sole’ school in Milan, focused on the period 1956-1963 during which Bice Libretti Baldeschi, the founder of the Italian Ceméa, was the headmaster; the study, which acknowledges the ‘historiographical revolution’ that brought attention to the material culture of the school, examines a wide variety of administrative and didactic documentation that allows to reconstruct a history ‘from below’. The aim, in line with the Public History paradigm, is to offer teachers and headmasters points of reflection on the positive aspects and difficulties connected to the adoption of active methodologies, but above all to help these professional figures to perceive the diachronic development of their own role, favouring, through the study of the historical-educational heritage – which brings to light the ‘everyday school life’ of past eras – the detection of traces of sometimes latent permanences.
Comerio, L. (2024). I registri dell’Archivio Storico della scuola all’aperto “Casa del Sole” di Milano (1956-1963) come base per una riflessione con docenti e dirigenti.. In Ascenzi A., Bandini G., Ghizzoni C. (a cura di), Il patrimonio storico-educativo come fonte per la Public History of Education . Tra buone pratiche e nuove prospettive (pp. 713-727). Macerata : EUM Edizioni Università di Macerata.
I registri dell’Archivio Storico della scuola all’aperto “Casa del Sole” di Milano (1956-1963) come base per una riflessione con docenti e dirigenti.
Comerio, L.
Primo
2024
Abstract
This contribution illustrates a research in progress at the Historical Archive of the ‘Casa del Sole’ school in Milan, focused on the period 1956-1963 during which Bice Libretti Baldeschi, the founder of the Italian Ceméa, was the headmaster; the study, which acknowledges the ‘historiographical revolution’ that brought attention to the material culture of the school, examines a wide variety of administrative and didactic documentation that allows to reconstruct a history ‘from below’. The aim, in line with the Public History paradigm, is to offer teachers and headmasters points of reflection on the positive aspects and difficulties connected to the adoption of active methodologies, but above all to help these professional figures to perceive the diachronic development of their own role, favouring, through the study of the historical-educational heritage – which brings to light the ‘everyday school life’ of past eras – the detection of traces of sometimes latent permanences.File | Dimensione | Formato | |
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Comerio-2024-Il patrimonio storico-educativo-VoR.pdf
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