Limiti e vantaggi della convergenza di immagini del bambino. Il superiore interesse del minore ad essere visto ‘diversamente’ da insegnanti e genitori

Abstract

The paper deals with the theme of the relationship between schools and families in terms of participation, listening and comparison, which together are essential to ensure a balanced environment for the child’s development. As a continuous and reciprocal exchange between the different figures involved in child’s growth and development should be considered as the quality factors of educational services, it is essential, and in the best interests of the child, that educators become aware of the link between a child’s well-being and the convergence of reference adults. But is convergence an imperative? And is it always advantageous? Or can a certain amount of divergence be beneficial to the child? Alongside the effort to recognize common goals and shared references, it is possible to elaborate different images of childhood and individual children. This issue raises many crucial questions with regard to educational togetherness: can non-converging viewpoints be a source of modifiability and transformation? Can dissonant images sometimes be more beneficial to the child’s interests rather than a flattened image of who the child is, or could be? Are parents supported more effectively if their view alone of the child is accepted or if they are helped in an appropriate way to see their child from a different perspective?