Formazione & insegnamento
ISSN: 2279-7505 | Published: 2016-12-31
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Alternate URL: https://formazione-insegnamento.eu/2016-14/3/2045-the-borders-of-school-inside-italian-juvenile-prisons.html
Title: The borders of school inside Italian Juvenile Prisons
Abstract: School is the most embedded formal educational agency into society. Therefore, the more society evolves fast, the more school arranges to change itself, shaping new operative borders. So, what happens, instead, when school is located inside change-proof institutions such as Juvenile Prisons? National laws (Italian Republic Constitution, 1948; Italian Penitentiary System, 1975) andinternational organizations (United Nations Convention on the Rights of the Child, 20 November 1989) both recognize the right of minors and adolescents for education and learning, which is insuppressible even inside prisons and somewhere else individual freedom is deprived. But, how to convert this general orientations into self-efficient school practices inside Italian JuvenilePrisons? How much able is the collaboration between School system and Juvenile Justice system to respond to the educational needs of young inmates, really? Starting from the hermeneutical analysis of available data referring to Ministerial sources and recent researches (MIUR-ISFOL report, 2014; ANTIGONE 3rd report, 2015), this essay aims to underline contradictions and discrepancies between how schooling is thought or is done inside Juvenile Prisons,and to imagine how to apply corrective actions or strategies to make them fit to enhance both the cultural and educational growth and the emancipation of young inmates.
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Title: Le frontiere della scuola negli istituti penali minorili italiani
Abstract: La scuola è l'agenzia educativa formale più radicata nel tessuto sociale. Ciò comporta che, per stare al passo dei rapidi cambiamenti sociali, essa si adatti mutevolmente, riperimetrando le proprie frontiere operative. Cosa accade alla scuola, invece, quando è collocata in frontiera all'interno di istituzioni talvolta resistenti al cambiamento, quali gli istituti penali minorili? Corpi normativinazionali (Costituzione italiana, 1948; Ordinamento Penitenziario, 1975) ed organizzazioni internazionali (Convenzione ONU sui diritti di infanzia e adolescenza, 1989), riconoscono il diritto dei minori all'istruzione, e la sua insopprimibilità o riduzione anche nei contesti di privazione della libertà individuale. Come si traducono questi orientamenti generali nella pratica progettuale e operativa del fare scuola nei penitenziari minorili italiani? Quanto è in grado la scuola, in sinergia con la Giustizia Minorile, di rispondere concretamente e non astrattamente ai reali bisogni dei giovani detenuti? Mediante un'analisi ermeneutica dei dati resi disponibili da fonti ministeriali e recenti ricerche (Rapporto MIUR-ISFOL, 2014; Terzo Rapporto di ANTIGONE, 2015), questo saggio pone l'accento su contraddizioni e discrepanze tra il pensare scuola e il fare scuola negli istituti penali minorili italiani, e mira a immaginare come applicare strategie o azioni correttive, idonee a contribuire allo sviluppo sia della crescita culturale e educativa che all'emancipazione dei giovani detenuti.
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Title: Les frontières de l'école des instituts criminels mineurs italiens
Abstract: L'école est l'agence éducative formelle la plus enracinée du tissu social.Cela implique que, afin de suivre les changements sociaux rapides, il s'adapte de façon changeante, repeuvant ses frontières opérationnelles.Qu'arrive-t-il à l'école, cependant, lorsqu'elle est placée à la frontière au sein des institutions parfois résistantes au changement, comme les instituts pénaux pour mineurs?Les organismes normatiens (Constitution italienne, 1948; Système pénitentiaire, 1975) et les organisations internationales (Convention des Nations Unies sur les droits de l'enfance et l'adolescence, 1989), reconnaissent le droit des mineurs à l'éducation, ainsi que son irrépression ou sa réduction dans les contextes de privation de la liberté individuelle.Comment ces lignes directrices générales sont-elles traduites dans la conception et la pratique opérationnelle de la fabrication de l'école dans les pénitenciers juvéniles italiens?Dans quelle mesure l'école est-elle capable, en synergie avec la justice pour mineurs, pour répondre concrètement et pas abstraitement aux besoins réels des jeunes prisonniers?Through a hermeneutic analysis of the data made available by ministerial sources and recent research (MIUR-Isfol report, 2014; Third Report of Antigone, 2015), this essay places the emphasis on contradictions and discrepancies between thinking school and making school in Italian juvenile criminal institutes, and aims to imagine how to apply strategies or corrective actions, suitable to contribute to the development of both cultural and educational growth to the emancipation of jeunes prisonniers. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: Las fronteras de la escuela en los institutos criminales juveniles italianos
Abstract: La escuela es la agencia educativa formal más arraigada en el tejido social.Esto implica que, para mantenerse al día con los rápidos cambios sociales, se adapta cambiante, reperimentando sus fronteras operativas.¿Qué le sucede a la escuela, sin embargo, cuando se coloca en la frontera dentro de las instituciones a veces resistentes al cambio, como los institutos criminales juveniles?Organizados normativo (Constitución italiana, 1948; Sistema Penitenciario, 1975) y organizaciones internacionales (Convención de la ONU sobre Derechos de la Infancia y Adolescencia, 1989), reconocen el derecho de los menores a la educación y su irrepresibilidad o reducción también en los contextos de privación de libertad individual.¿Cómo se traducen estas pautas generales al diseño y la práctica operativa de hacer la escuela en los penitenciarios juveniles italianos?¿Cuánto es capaz la escuela, en sinergia con la justicia juvenil, para responder concretamente y no de manera abstracta a las necesidades reales de los jóvenes prisioneros?A través de un análisis hermenéutico de los datos puestos a disposición por fuentes ministeriales e investigaciones recientes (Informe de MIUR-ISSCOL, 2014; Tercer Informe de Antígona, 2015), este ensayo pone el énfasis en las contradicciones y las discrepancias entre el pensamiento de la escuela y el hecho de la escuela en los institutos italianos juveniles y el objetivo de los objetivos y el objetivo de la atención de la cultura y la educación. prisioneros. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: As fronteiras da escola em institutos criminais juvenis italianos
Abstract: A escola é a agência educacional formal mais enraizada no tecido social.Isso implica que, a fim de acompanhar as rápidas mudanças sociais, se adapta muda, reperimando suas fronteiras operacionais.O que acontece com a escola, no entanto, quando é colocado na fronteira dentro das instituições, às vezes resistentes a mudanças, como os institutos criminais juvenis?Organismos normalizacionais (Constituição italiana, 1948; Sistema Penitenciária, 1975) e Organizações Internacionais (Convenção da ONU sobre Direitos da Infância e Adolescência, 1989), reconhecem o direito de menores de educação e sua irreprimibilidade ou redução também nos contextos de privação da liberdade individual.Como essas diretrizes gerais são traduzidas para o design e a prática operacional de fazer a escola em penitentárias juvenis italianas?Quanto a escola é capaz, em sinergia com justiça juvenil, para responder concretamente e não abstrivelmente às necessidades reais de jovens prisioneiros?Through a hermeneutic analysis of the data made available by ministerial sources and recent research (MIUR-Isfol report, 2014; Third Report of Antigone, 2015), this essay places the emphasis on contradictions and discrepancies between thinking school and making school in Italian juvenile criminal institutes, and aims to imagine how to apply strategies or corrective actions, suitable to contribute to the development of both cultural and educational growth to the emancipation of young prisioneiros. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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