Scuole, famiglie e territori. Possibilità e condizioni per nuove alleanze pedagogiche nella società contemporanea

Abstract

A successful relationship between school-family-territory can be the result of a process (neither guaranteed nor taken for granted), which invites to focus on the problematization and the management of factors that tend to facilitate or limit it, beginning to share meanings and foreshadowings. Overcoming the dichotomies of school-extracurricular and formal-informal education, the proposed triangulation moves from an exploration of political and theoretical assumptions that lay underneath the construct of partnership, characterised by lacks of imbalance and a constant search for a balance between the assumption of an educational responsibility and the tendencies towards delegation. If the school is entrusted with the task of assuming a mediating function, the dialogue and the comparison between the subjects involved in the partnership, added to the possible and (sometimes) conflictual goals attributed to it, lead to the recomposition of contemporary complexity starting from the cognition of pluralities that characterise familiar landscapes and local contexts.