Formazione & insegnamento
ISSN: 2279-7505 | Published: 2021-06-30
This landing page is part of an alternate academic indexing and SEO initiative curated by Pensa MultiMedia and the Executive Editorial Office.
Main Article Landing Page: https://ojs.pensamultimedia.it/index.php/siref/article/view/4852
Full Text HTML (viewer): missing data
Full Text PDF (viewer): https://ojs.pensamultimedia.it/index.php/siref/article/view/4852/4212
Full Text HTML (file): missing data
Full Text PDF (file): https://ojs.pensamultimedia.it/index.php/siref/article/download/4852/4212
Alternate URL (this mirror): https://formazione-insegnamento.eu/2021-19/1-Tome-II/4852-dialectical-method-and-theatre-for-a-sustainable-civic-
Title: Dialectical method and theatre for a sustainable civic education. Analysis and evaluation of a teaching methodology
Abstract: The paper presents a pedagogical approach to civic education characterized by the combination of the dialectical (or Socratic) method and theatrical techniques and then it reflects on the effectiveness of the teaching approach in the light of its experimentation in the classroom with students. The teach-ing strategy was developed within the European project Forming active European Citizens through the dialectical method and theater (EAR) in order to promote the skills, attitudes, knowledge and values mentioned in the Competence Framework for Democratic Culture published in 2018. The contribution focuses on the discussion of the results of a participatory actionresearch carried out in two Italian Comprehensive Schools, demonstrating how the EAR teaching methodology has contributed to consolidate and develop some important citizenship competences, in particular inclusive cooperation, empathy, active listening and civic-mindedness.
Keywords:
Title: Metodo dialettico e teatro per un'educazione civica sostenibile. Analisi e valutazione di una metodologia didattica
Abstract: L'articolo presenta una metodologia didattica di educazione civica caratterizzata dall'impiego congiunto del metodo dialettico (o socratico) e delle tecniche teatrali per poi riflettere sull'efficacia dell'approccio didattico alla luce della sua sperimentazione in aula con gli studenti. La metodologia didattica è stata elaborata nell'ambito del progetto europeo Forming active European Citizens through the dialectical method and theater (EAR) al fine di promuovere le abilità, le attitudini, le conoscenze e i valori menzionati nel Quadro di competenze per la cultura democratica del 2018. Il contributo si sofferma sulla discussione dei risultati di una ricerca-azione partecipativa condotta in due Istituti Comprensivi italiani andando a dimostrare in che modo la metodologia didattica EAR abbia contribuito a consolidare e sviluppare alcune importanti competenze di cittadinanza, in particolare la capacità di cooperazione inclusiva, l'empatia, l'ascolto attivo e il senso civico.
Keywords:
Title: Méthode dialectique et théâtre pour une éducation civique durable.Analyse et évaluation d'une méthodologie didactique
Abstract: L'article présente une méthodologie didactique de l'éducation civique caractérisée par l'utilisation conjointe de la méthode dialectique (ou sociale) et des techniques théâtrales, puis réfléchit à l'efficacité de l'approche didactique de la lumière de son expérimentation en classe avec les élèves.La méthodologie didactique a été développée dans le cadre du projet européen de citoyens européens actifs à travers le projet de méthode dialogue et de théâtre (EAR) afin de promouvoir les compétences, les attitudes, les connaissances et les valeurs mentionnées dans le cadre des compétences de la culture démocratique de 2018. La contribution se concentre sur la discussion des résultats d'une recherche participative menée dans deux instituts italiens. La méthodologie didactique de l'oreille a contribué à consolider et à développer certaines compétences de citoyenneté importantes, en particulier la capacité de coopération inclusive, l'empathie, l'écoute active et le sens civique. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Title: Método dialéctico y teatro para una educación cívica sostenible.Análisis y evaluación de una metodología didáctica
Abstract: El artículo presenta una metodología didáctica de la educación cívica caracterizada por el uso conjunto del método dialéctico (o social) y las técnicas teatrales y luego reflexionar sobre la efectividad del enfoque didáctico a la luz de su experimentación en el aula con los estudiantes.La metodología didáctica se ha desarrollado como parte del proyecto europeo que forman ciudadanos europeos activos a través del proyecto Dialectrical Method and Theatre (EAR) para promover las habilidades, actitudes, conocimientos y valores mencionados en el marco de habilidades para la cultura democrática de 2018. La contribución se centra en la discusión de los resultados de una acción de investigación participativa realizada en dos institutos comprensivos italianos. La metodología didáctica del oído ha contribuido a consolidar y desarrollar algunas habilidades importantes de ciudadanía, en particular la capacidad de cooperación inclusiva, la empatía, la escucha activa y el sentido cívico. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Title: Método e teatro dialético para uma educação cívica sustentável.Análise e avaliação de uma metodologia didática
Abstract: O artigo apresenta uma metodologia didática da educação cívica caracterizada pelo uso conjunto do método dialético (ou social) e das técnicas teatrais e, em seguida, refletem sobre a eficácia da abordagem didática à luz de sua experimentação na sala de aula com os alunos.A metodologia didática foi desenvolvida como parte do europeu, formando cidadãos europeus ativos por meio do projeto Dialetrical Method and Theatre (EAR), a fim de promover as habilidades, atitudes, conhecimentos e valores mencionados na estrutura de habilidades para a cultura democrática de 2018. A metodologia didática do ouvido contribuiu para consolidar e desenvolver algumas habilidades importantes de cidadania, em particular a capacidade de cooperação inclusiva, a empatia, a escuta ativa e o sentido cívico. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Aitken, G. & Sinnema (2008). Effective pedagogy in social sciences: Best Evidences Synthesis Iterazion [BES]. Wellington: Ministry of Education.
Alton-Lee, A. (2003). Quality teaching for diverse learners in schooling: best evidences synthesis. Auckland: Ministry of Education.
Boal, A. (1992). Games For Actors and Non-Actors. London: Routledge. 390 Francesco Fabbro.
Boyatzis R.E. (1998). Transforming qualitative information: thematic analysis and code development. Sage: Thousand Oaks.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101
Chevalier, J. M., & Buckles, D. (2013). Participatory action research: Theory and methods.
Council of Europe. (2018). Referenced Framework of Competences for Democratic Culture. Volume 1. Context, concepts and model. Strasbourg: Council of Europe Publishing.
Dewey, J. (1916). Democracy and Education: an Introduction to the Philosophy of Education. New York: McMillan.
Education Endowement Foundation (2018). Meta-cognition and self-regultated learning. London: Education Endowement Foundation.
European Commission/EACEA/Eurydice (2017). Citizenship Education at School in Europe 2017. Eurydice Report. Luxembourg: Publications Office of the European Union.
European Commission/EACEA/Eurydice (2020). Equity in school Education in Europe. Structures, policies and students performance. Eurydice report. Luxembourg: Publications Office of the European Union. for engaged inquiry. London: Routledge.
Freire, P. (1971). La pedagogia degli oppressi. Milano: Mondadori.
Hammersley, M. & Atkinson, P. (1995). Ethnography: Principles in Practice. London: Routledge.
Higgins, S., Hall, E., Baumfield, V. & Moseley, D. (2005). A meta-analysis of the impact of the implementation of thinking skills approaches on pupils. Research Evidence in Education Library, EPPI Centre, Social Science Research Unit, Institute of Education, University of London. https://clinicadellacrisi.homeblog/2020/04/07/il-diritto-universale-al-respiro-mbembe-sulcovid-19/
Isham, C. (2019). Features of EAR methodology – dialectical method and theatre techniques - aligning with evidence on effective classroom practice. Walsall: IEC. Mbembe, A. (2020, 7 Aprile). Il diritto universale al respiro. URL (verificato il 20/01/2021): Mbembe, A. (2020, April 13). The Universal Right to Breathe. URL (verificato il 20/01/2021): https://critinq.wordpresscom/2020/04/13/the-universal-right-to-breathe/
Midha, G. (2010). Theatre of the oppressed. A manual for educators. Amherts: University of Massachusetts.
Mortari, L. (2021). La politica della cura. Prendere a cuore la vita. Milano: Raffaello Cortina Editore.
Organisation for Economic Co-operation and Development (2015). Immigrant learners at school: easing the journey towards integration. Paris: OECD Publishing.
Plato & Bloom, A. (1991). The Republic of Plato. 2nd ed. New York: Basic Books.
Rivoltella, P. C. (2015). Didattica inclusiva con gli EAS. Brescia: Editrice La scuola.
Save the Children (2017). Sconfiggere la povertà educativa in Europa. URL (verificato il 20/01/2021): https://www.savethechildren.it/sites/default/files/files/uploads/pubblicazioni/sconfiggere-la-poverta-educativa-europa.pdf
Tarozzi, M. (Ed.) (2015). Dall’intercultura alla giustizia sociale. Per un progetto pedagogico e politico di cittadinanza globale. Milano: Franco Angeli.
Wiliam, D. (2011). Embedded Formative Assessment. Bloomington: Solution Tree Press.
Yin, R. K. (2003). Case Study Research: Design and Methods. 3rd. Edn. Thousand Oaks-London-New Delhi: Sage. 391