La partnership casa-scuola in Germania: aspettative, esperienze e sfide in atto
DOI:
https://doi.org/10.6092/issn.1825-8670/14552Parole chiave:
coinvolgimento parentale, COVID-19 pandemia, il ruolo dei genitori, Familialismo, GermaniaAbstract
Questo articolo si focalizza sui genitori e sul coinvolgimento parentale in Germania e sulle sfide emerse durante la pandemia da COVID-19. Come è accaduto in molti altri paesi, il concetto di genitori come partners è centrale nella discussione normativa concernente le modalità in cui ci si dovrebbe rivolgere ai genitori. Ciò nonostante, se si analizzano il ruolo ricoperto dai genitori a scuola, i modi usati per interpellarli, è possibile scorgere una differenza. In primo luogo, il contributo descrive come i differenti ruoli ricoperti dai genitori prima, della pandemia, vengono considerati. In secondo luogo, si prende in considerazione il ruolo giocato dai genitori durante la chiusura delle scuole dovuta alla pandemia. In terzo luogo, il rafforzamento della partnership scuola-famiglia in Germania viene confrontato con i ruoli assunti dai genitori all’interno di questo rapporto. Gli esiti di questa analisi sono poi valutati in modo critico nel quadro del continuum de-familialismo vs. familialismo.
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Copyright (c) 2022 Angelika Paseka, Dagmar Killus
Questo lavoro è fornito con la licenza Creative Commons Attribuzione 4.0 Internazionale.
