Quando la Storia risuona in classe. Strategie didattiche e relazionali per facilitare il dialogo e costruire una coscienza collettiva

Abstract

If History is a terrain of challenge and confrontation, it can just as powerfully become a terrain of encounter, insofar as dialogical learning opportunities are set up. We present here the results of an exploratory research, conducted during the school year 2020-21, involving History teachers selected as reflective teachers. At the core of our investigation, the analysis of the topics considered the hottest during History class and the investigation of the teaching and relational strategies that can foster a participatory approach of students. The analysis of the results was guided by Hartmut Rosa's (2019) model of resonance, where the teacher's involvement, the subject matter, and the students' reactions and participation constitute the essential elements of an effective teaching experience. The results reveal several aspects of the teaching profession that can foster classroom dialogue around History.