Genitori oltre la crisi. Verso una scuola come spazio condiviso e un mondo “più che umano”
DOI:
https://doi.org/10.6092/issn.1825-8670/14586Parole chiave:
genitori, crisi, scuola sostenibile di comunità, mondo più che umano, pedagia dello spazio vitaleAbstract
Questo articolo costituisce un tentativo di descrivere le attività dei genitori in cui ciò che sorprende — sulla base di una valutazione negativa della realtà esistente (dalle crisi in atto alla privatizzazione dei servizi pubblici) — è il fatto che i genitori sembrano intensificare la loro ricerca di nuove soluzioni che riescano a rendere migliore non solo la scuola ma anche il mondo di cui quest’ultima è parte. Il focus delle loro attività è la dimensione locale in cui centrale diviene la sostenibilità e i luoghi sono enfatizzati. Nell’approccio qui adottato, il luogo è un campo di confronto e in constante divenire. Le iniziative genitoriali portate avanti in una scuola di comunità sostenibile a Chicago costituiscono il punto di partenza per introdurre la pedagogia del luogo vitale. Quest’ultima presta particolare attenzione ai modi attraverso i quali l’eredità di questi luoghi li rende (almeno parzialmente) resistenti alla conquista capitalista e, in qualche modo, pronti a raccogliere le sfide generate dalle crisi che interessano oggi il pianeta. La riflessione qui presentata si radica nella convinzione che in questi tempi, quando è in gioco la sopravvivenza dell’umanità, abbiamo un disperato bisogno di un modello di mondo più-che-umano.
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