Pub Date : 2016-01-01DOI: 10.13128/Studi_Formaz-20214
F. Bacchetti
Sono state poche le occasioni d’incontro con Fanny Giambalvo, per qualche convegno o per una delle sue venute a Firenze, soprattutto dopo il 1992 quando la collaborazione di Franco Cambi divenne più intensa e continua sia alle iniziative delle Fondazione “Vito Fazio Allmayer”, sia alla direzione dell’Archivio della Pedagogia Italiana del Novecento1. Una frequentazione sporadica che, tuttavia,mi ha permesso di comprendere lo spessore e la poliedricità del bekground culturale della studiosa;” muovendosi – ha scritto con acutezza Alessandro Mariani tra pedagogia generale, filosofia dell’educazione, didattica interculturale, educazione estetica e letteratura per l’infanzia Giambalvo [...]ha costantemente invitato a pensare la complessa identità della pedagogia (non solo italiana) nella , luogo elettivo di argomentazioni aperte e antidogmatiche, plurali e interdisciplinari”2. Dalla sua vivacissima curiosità intellettuale scaturiscono sondaggi culturali e riflessioni scientificoteoriche in ambiti disciplinari solo apparentemente lontani, ma tutti riconducibili alla centralità della dimensione educativa. Ed emblematici, in questo senso, appaiono i suoi interessi e i suoi studi, sulla scia di Vito Fazio Allmayer, sull’estetica (Educazione alla singolarità: saggi sull’educazione estetica), i saggi di critica letteraria (Rileggere Kafka), e ancora la narrativa autobiografica (Fra arcobaleno e granito. Frammenti autobiografici; Il trasferimento e altri racconti;Nuovi frammenti autobiografici) sino alla rilettura raffinata e colta dell’identità complessa del burrattino collodiano (Pinocchio. Storia di un burattino che diventa uomo). Se nelle pagine autobiografiche emerge un concetto di autobiografia concepita come elemento tensionale di una pedagogia come cura di sé attraverso i percorsi labirintici della menoria, l’attenzione di Fanny Giambalvo alla letteratura per l’infanzia e, in particolare, al romanzo-fiaba di Carlo Collodi s’inserisce con fine sagacia interpretativa nel folto stuolo dei pedagogisti
{"title":"Tra le pagine di Fanny Giambalvo: echi pedagogici nella letteratura per l’infanzia","authors":"F. Bacchetti","doi":"10.13128/Studi_Formaz-20214","DOIUrl":"https://doi.org/10.13128/Studi_Formaz-20214","url":null,"abstract":"Sono state poche le occasioni d’incontro con Fanny Giambalvo, per qualche convegno o per una delle sue venute a Firenze, soprattutto dopo il 1992 quando la collaborazione di Franco Cambi divenne più intensa e continua sia alle iniziative delle Fondazione “Vito Fazio Allmayer”, sia alla direzione dell’Archivio della Pedagogia Italiana del Novecento1. Una frequentazione sporadica che, tuttavia,mi ha permesso di comprendere lo spessore e la poliedricità del bekground culturale della studiosa;” muovendosi – ha scritto con acutezza Alessandro Mariani tra pedagogia generale, filosofia dell’educazione, didattica interculturale, educazione estetica e letteratura per l’infanzia Giambalvo [...]ha costantemente invitato a pensare la complessa identità della pedagogia (non solo italiana) nella <compossibilità>, luogo elettivo di argomentazioni aperte e antidogmatiche, plurali e interdisciplinari”2. Dalla sua vivacissima curiosità intellettuale scaturiscono sondaggi culturali e riflessioni scientificoteoriche in ambiti disciplinari solo apparentemente lontani, ma tutti riconducibili alla centralità della dimensione educativa. Ed emblematici, in questo senso, appaiono i suoi interessi e i suoi studi, sulla scia di Vito Fazio Allmayer, sull’estetica (Educazione alla singolarità: saggi sull’educazione estetica), i saggi di critica letteraria (Rileggere Kafka), e ancora la narrativa autobiografica (Fra arcobaleno e granito. Frammenti autobiografici; Il trasferimento e altri racconti;Nuovi frammenti autobiografici) sino alla rilettura raffinata e colta dell’identità complessa del burrattino collodiano (Pinocchio. Storia di un burattino che diventa uomo). Se nelle pagine autobiografiche emerge un concetto di autobiografia concepita come elemento tensionale di una pedagogia come cura di sé attraverso i percorsi labirintici della menoria, l’attenzione di Fanny Giambalvo alla letteratura per l’infanzia e, in particolare, al romanzo-fiaba di Carlo Collodi s’inserisce con fine sagacia interpretativa nel folto stuolo dei pedagogisti","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"19 1","pages":"289-291"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66181484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-01DOI: 10.13128/STUDI_FORMAZ-18560
E. Mignosi
{"title":"Fanny Giambalvo, un’intellettuale siciliana e quindi cosmopolita","authors":"E. Mignosi","doi":"10.13128/STUDI_FORMAZ-18560","DOIUrl":"https://doi.org/10.13128/STUDI_FORMAZ-18560","url":null,"abstract":"","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"19 1","pages":"41-47"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66181526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-01DOI: 10.13128/Studi_Formaz-18553
Francesco Mattei
{"title":"Fanny Giambalvo: tra memoria, ricordi e impegno culturale","authors":"Francesco Mattei","doi":"10.13128/Studi_Formaz-18553","DOIUrl":"https://doi.org/10.13128/Studi_Formaz-18553","url":null,"abstract":"","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"19 1","pages":"7-10"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66181174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-01DOI: 10.13128/Studi_Formaz-20218
E. Becchi
{"title":"I bambini del Marrou","authors":"E. Becchi","doi":"10.13128/Studi_Formaz-20218","DOIUrl":"https://doi.org/10.13128/Studi_Formaz-20218","url":null,"abstract":"","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"19 1","pages":"309-320"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.13128/Studi_Formaz-20218","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66181600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-01DOI: 10.13128/STUDI_FORMAZ-18572
C. Fratini, A. Mariani
{"title":"Franco Cambi, Omofobia a scuola. Una classe fa ricerca","authors":"C. Fratini, A. Mariani","doi":"10.13128/STUDI_FORMAZ-18572","DOIUrl":"https://doi.org/10.13128/STUDI_FORMAZ-18572","url":null,"abstract":"","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"19 1","pages":"219-223"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66181718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-01DOI: 10.13128/STUDI_FORMAZ-20201
Giuseppe Annacontini
The essay highlights on relationship between educational planning, the concept of “opera” and narration. Therefore the essay considers first of all the pedagogy of Giovanni Maria Bertin and his “Pedagogic Problematicism”, a theory that promotes an intentionality of pedagogy that surpasses dogmatic positions. In this direction, central is the role played by the relationship between the subject and the world, a link that, in this essay, refers to the ways thanks to which these two complement poles interact each other determining “productive events” of meaning The outcome is an anti-dogmatic approach that prevents skeptic results in order to produce “opera”. However, this “opera” intended as a relationship between ground and world built on the recognition of “a thousand plans” beneath what we can “call life” and make “life story”. Producing “opera” means knowing how to narrate oneself and decide to narrate means “cultivating and caring for own subjectivity creatively oriented”. Indeed, an education which makes subjects competent in narrate oneself produces new and open “frames” to “begin to govern” story and life.
本文着重论述了教育规划、“歌剧”概念与叙事之间的关系。因此，本文首先考虑的是Giovanni Maria Bertin的教育学和他的“教育学问题主义”，这一理论促进了一种超越教条立场的教育学意向性。在这个方向上，中心是主体与世界之间的关系所起的作用，在本文中，这一联系指的是这两个互补的极点相互作用的方式，它们决定了意义的“生产性事件”。结果是一种反教条的方法，防止怀疑的结果，以产生“歌剧”。然而，这场“歌剧”的意图是建立在对“一千种计划”的认识之上的地与世界的关系，在我们可以“称之为生活”并制造“生活故事”的基础上。创作“戏”意味着懂得如何叙事，决定叙事意味着“培养和关怀自己的主体性，以创造性为导向”。事实上，一种使主体有能力叙述自己的教育，会产生新的、开放的“框架”来“开始支配”故事和生活。
{"title":"Identità narrative e progettazione dell’“opera”","authors":"Giuseppe Annacontini","doi":"10.13128/STUDI_FORMAZ-20201","DOIUrl":"https://doi.org/10.13128/STUDI_FORMAZ-20201","url":null,"abstract":"The essay highlights on relationship between educational planning, the concept of “opera” and narration. Therefore the essay considers first of all the pedagogy of Giovanni Maria Bertin and his “Pedagogic Problematicism”, a theory that promotes an intentionality of pedagogy that surpasses dogmatic positions. In this direction, central is the role played by the relationship between the subject and the world, a link that, in this essay, refers to the ways thanks to which these two complement poles interact each other determining “productive events” of meaning The outcome is an anti-dogmatic approach that prevents skeptic results in order to produce “opera”. However, this “opera” intended as a relationship between ground and world built on the recognition of “a thousand plans” beneath what we can “call life” and make “life story”. Producing “opera” means knowing how to narrate oneself and decide to narrate means “cultivating and caring for own subjectivity creatively oriented”. Indeed, an education which makes subjects competent in narrate oneself produces new and open “frames” to “begin to govern” story and life.","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"19 1","pages":"27-36"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66181315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-01DOI: 10.13128/STUDI_FORMAZ-20207
Maria Teresa Trisciuzzi
The article examines the life and works of the famous children' s author Frances Hodgson Burnett, whose stories – Little Lord Fauntleroy, A Little Princess, The Secret Garden – oscillate between high and low, between rags and opulence, "between the stars and the stables." The article considers the Cinderella Theme and the different protagonists of her novels in their various meanings, from the figure of the Beautiful Child to the spoiled and petulant anti-heroine. Special attention is devoted to women's roles present in her famous arcadian work The Secret Garden, specifically the concept of female childhood and the representations of family in the Victorian Age, both of which emerge through the author's stories. From the ancient relationship with the benign and motherly nature, we see that only children - often orphaned - have the ability to bring a new light in the family circle, becoming an integral part, which is essential to a new rebirth.
{"title":"Jenseits des Secret Garden. Der arkadische Roman von Frances Hodgson Burnett","authors":"Maria Teresa Trisciuzzi","doi":"10.13128/STUDI_FORMAZ-20207","DOIUrl":"https://doi.org/10.13128/STUDI_FORMAZ-20207","url":null,"abstract":"The article examines the life and works of the famous children' s author Frances Hodgson Burnett, whose stories – Little Lord Fauntleroy, A Little Princess, The Secret Garden – oscillate between high and low, between rags and opulence, \"between the stars and the stables.\" The article considers the Cinderella Theme and the different protagonists of her novels in their various meanings, from the figure of the Beautiful Child to the spoiled and petulant anti-heroine. Special attention is devoted to women's roles present in her famous arcadian work The Secret Garden, specifically the concept of female childhood and the representations of family in the Victorian Age, both of which emerge through the author's stories. From the ancient relationship with the benign and motherly nature, we see that only children - often orphaned - have the ability to bring a new light in the family circle, becoming an integral part, which is essential to a new rebirth.","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"19 1","pages":"127-141"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66181403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-01DOI: 10.13128/Studi_Formaz-20210
Giovanna dell Gobbo, D. M. D. Heuser
Starting from the theoretical framework on local heritage and sustainable development according to the literature on cultural goods, as well as, born of reflection in social pedagogy, according to the perspective of a local approach and committed to the enhancement of development and dissemination of endogenous skills to communities, this article examines the implications of professional course of Initial and Continuing Training in Serra Geral - developed by the Federal Institute of Santa Catarina (IFSC) Campus Florianopolis Continent. The contribution analyses their spatial and productive relations with the gastronomic cultural heritage of the slopes of the Serra Geral - SC. and the importance of addressing the training through a system approach that adequately ensures the sustainability of the education actions. The study, based on qualitative methodology developed interviews with graduating students, local residents and managers, teachers and educational managers. The work explains and analyses perceptions of individuals about: learning and their relations with the habits, customs and local agricultural production; teaching methodology developed during the course units; the general impression resulting from learning processes; expectations and hopes for further training; knowledge of culinary dishes which characterize the identity. Conclusions open to the possibilities for future studies.
{"title":"Ensino profissionalizante em agroturismo: um estudo de caso sobre experiências de valorização do patrimônio cultural no Brasil","authors":"Giovanna dell Gobbo, D. M. D. Heuser","doi":"10.13128/Studi_Formaz-20210","DOIUrl":"https://doi.org/10.13128/Studi_Formaz-20210","url":null,"abstract":"Starting from the theoretical framework on local heritage and sustainable development according to the literature on cultural goods, as well as, born of reflection in social pedagogy, according to the perspective of a local approach and committed to the enhancement of development and dissemination of endogenous skills to communities, this article examines the implications of professional course of Initial and Continuing Training in Serra Geral - developed by the Federal Institute of Santa Catarina (IFSC) Campus Florianopolis Continent. The contribution analyses their spatial and productive relations with the gastronomic cultural heritage of the slopes of the Serra Geral - SC. and the importance of addressing the training through a system approach that adequately ensures the sustainability of the education actions. The study, based on qualitative methodology developed interviews with graduating students, local residents and managers, teachers and educational managers. The work explains and analyses perceptions of individuals about: learning and their relations with the habits, customs and local agricultural production; teaching methodology developed during the course units; the general impression resulting from learning processes; expectations and hopes for further training; knowledge of culinary dishes which characterize the identity. Conclusions open to the possibilities for future studies.","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"19 1","pages":"209-227"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.13128/Studi_Formaz-20210","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66181429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-01DOI: 10.13128/STUDI_FORMAZ-18557
E. Becchi
{"title":"Ti ricordo con allegria, cara Fanny","authors":"E. Becchi","doi":"10.13128/STUDI_FORMAZ-18557","DOIUrl":"https://doi.org/10.13128/STUDI_FORMAZ-18557","url":null,"abstract":"","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"19 1","pages":"27-32"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66181438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-01DOI: 10.13128/STUDI_FORMAZ-18558
Carmen Betti
{"title":"Il mio ricordo di Fanny","authors":"Carmen Betti","doi":"10.13128/STUDI_FORMAZ-18558","DOIUrl":"https://doi.org/10.13128/STUDI_FORMAZ-18558","url":null,"abstract":"","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"19 1","pages":"33-35"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66181461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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