With the arrival of the Covid-19 pandemic in Italy, people's daily lives, interactions and social relationships have had to adapt to the introduction of new and stringent rules by the government. There have been periods in which the virus has circulated more and, for this reason. In this circumstance, it was also decided to close the schools, introducing a new way of teaching, that is, distance learning. Distance teaching, both for teachers and for students, took place in one's home, through the use of technological devices (such as computers, tablets, smartphones) and an Internet connection. This different methodology led to an equally different way of communicating, in distinct spaces and often at different times, as the lessons could take place both live and asynchronously. This change has led people to change their way of living everyday, trying to find a new balance to cope with this new emergency situation. This study aimed to understand how the actions - both individually and collectively - of people inside and outside the school context have influenced the course of the pandemic in schools and in their daily life. The main questions of the research were: How has this change been addressed by the social actors of the school context? How was it managed? What kind of interventions have been implemented? Were there any conflicts or negotiations between the subjects during the interactions? Has their daily and private life changed? To answer these questions, two neighboring primary schools were considered, in the area of north-eastern Italy, within which a reasoned sample was chosen, made up of parents and teachers. In order to explore people's emotional experiences, it was decided to use the face-to-face interview method. From these, dimensions of meaning have emerged that have allowed the understanding of changes in the daily life of individuals and in the organization of a new form of teaching. Shortcomings in the Italian school system were highlighted, inherent in the lack of availability of technological equipment, Internet connection, provision of spaces for remote lessons and others. Overall, the research shows that the two schools approached the pandemic with two different organizational styles. The first school was characterized by a strong managerial presence, which allowed a clearer and more precise organizational structure, both for teachers and for parents. On the contrary, the second school did not present defined rules in teaching planning, which is why the teachers acted independently and differently, on the basis of personal choices, sometimes creating conflicts with the pupils' families. Furthermore, some ways in which teachers and families have adapted to different situations were highlighted, for example by spending moments of free time at home through common activities and maintaining a daily routine. Furthermore, we have seen how much communication and the dynamics of mutual solidarity have also had a certain relevance in this period of time. The results of the research show how, despite the different roles covered by the subjects inside and outside the school context and despite the different attitudes and opinions, the various experiences have been united by one factor in particular: mutual trust. This allowed for the strengthening of emotional bonds within interpersonal relationships.
Con l’arrivo della pandemia da Covid-19 in Italia, la quotidianità, le interazioni e le relazioni sociali delle persone si sono dovute adeguare all’introduzione di nuove e stringenti regole da parte del governo. Vi sono stati periodi in cui il virus è circolato di più e, per tale motivo, sono state stabilite delle chiusure totali del Paese. In tale circostanza, si è deciso anche di chiudere le scuole, introducendo una nuova modalità di fare lezione, ossia la didattica a distanza. La didattica a distanza, sia per insegnanti che per studenti e studentesse, si è svolta nella propria abitazione, mediante l’utilizzo di dispositivi tecnologici (come computer, tablet, smartphone) ed una connessione ad Internet. Questa differente metodologia ha condotto ad un modo altrettanto diverso di comunicare, in spazi distinti e in tempi spesso differenti, in quanto le lezioni potevano svolgersi sia in diretta che mediante modalità asincrone. Questo cambiamento ha portato le persone a modificare il loro modo di vivere la quotidianità, cercando di trovare un nuovo equilibrio per far fronte a questa nuova situazione emergenziale. Tale studio si è proposto l’obiettivo di comprendere in che modo le azioni - sia a livello individuale che collettivo - delle persone interne ed esterne al contesto scolastico abbiano influenzato il corso della pandemia negli istituti scolastici e nella loro vita quotidiana. Le principali domande della ricerca sono state: Com’è stato affrontato questo cambiamento dagli attori sociali del contesto scolastico? Con quali modalità è stato gestito? Che tipo di interventi sono stati attuati? Vi sono stati conflitti o negoziazioni tra i soggetti nel corso delle interazioni? La loro vita quotidiana e privata è cambiata? Per rispondere a tali quesiti, si sono prese in considerazione due scuole primarie limitrofe, della zona del nord-est Italia, all’interno delle quali si è scelto un campione ragionato, composto da genitori ed insegnanti. Al fine di esplorare i vissuti emotivi delle persone, si è scelto di utilizzare il metodo dell’intervista faccia a faccia. Da queste, sono emerse delle dimensioni di senso che hanno permesso la comprensione dei mutamenti nella quotidianità degli individui e nell’organizzazione di una nuova forma di didattica. Si sono evidenziate carenze del sistema scolastico italiano, inerenti alla mancanza di disponibilità di strumentazione tecnologica, connessione ad Internet, messa a disposizione di spazi adibiti allo svolgimento delle lezioni a distanza ed altre ancora. In generale, la ricerca mostra come le due scuole abbiano affrontato la pandemia con due stili organizzativi differenti. La prima scuola si è caratterizzata da una presenza dirigenziale forte, che ha permesso un assetto organizzativo più chiaro e preciso, sia per le insegnanti che per i genitori. Al contrario, la seconda scuola non ha presentato regole definite nella pianificazione della didattica, motivo per cui le insegnanti hanno agito in maniera autonoma e differenziata, sulla base di scelte personali, creando talvolta contrasti con le famiglie degli alunni. Altresì, sono state messe in luce alcune modalità con le quali le insegnanti e le famiglie si sono adattate alle differenti situazioni, per esempio trascorrendo momenti di tempo libero in casa attraverso attività comuni e mantenendo una routine quotidiana. Inoltre, si è visto quanto, anche la comunicazione e le dinamiche di solidarietà reciproca, abbiano avuto una certa rilevanza in questo arco di tempo. Gli esiti della ricerca fanno vedere come, nonostante i diversi ruoli ricoperti dai soggetti all’interno e all’esterno del contesto scolastico e nonostante i diversi atteggiamenti ed opinioni, le varie esperienze siano state accomunate da un fattore in particolare: la fiducia reciproca. Questa ha permesso il rafforzamento dei legami emotivi entro le relazioni interpersonali.
Costruire fiducia. Gli stili organizzativi delle scuole primarie in tempi di pandemia.
MORESCO, GLORIA
2021/2022
Abstract
With the arrival of the Covid-19 pandemic in Italy, people's daily lives, interactions and social relationships have had to adapt to the introduction of new and stringent rules by the government. There have been periods in which the virus has circulated more and, for this reason. In this circumstance, it was also decided to close the schools, introducing a new way of teaching, that is, distance learning. Distance teaching, both for teachers and for students, took place in one's home, through the use of technological devices (such as computers, tablets, smartphones) and an Internet connection. This different methodology led to an equally different way of communicating, in distinct spaces and often at different times, as the lessons could take place both live and asynchronously. This change has led people to change their way of living everyday, trying to find a new balance to cope with this new emergency situation. This study aimed to understand how the actions - both individually and collectively - of people inside and outside the school context have influenced the course of the pandemic in schools and in their daily life. The main questions of the research were: How has this change been addressed by the social actors of the school context? How was it managed? What kind of interventions have been implemented? Were there any conflicts or negotiations between the subjects during the interactions? Has their daily and private life changed? To answer these questions, two neighboring primary schools were considered, in the area of north-eastern Italy, within which a reasoned sample was chosen, made up of parents and teachers. In order to explore people's emotional experiences, it was decided to use the face-to-face interview method. From these, dimensions of meaning have emerged that have allowed the understanding of changes in the daily life of individuals and in the organization of a new form of teaching. Shortcomings in the Italian school system were highlighted, inherent in the lack of availability of technological equipment, Internet connection, provision of spaces for remote lessons and others. Overall, the research shows that the two schools approached the pandemic with two different organizational styles. The first school was characterized by a strong managerial presence, which allowed a clearer and more precise organizational structure, both for teachers and for parents. On the contrary, the second school did not present defined rules in teaching planning, which is why the teachers acted independently and differently, on the basis of personal choices, sometimes creating conflicts with the pupils' families. Furthermore, some ways in which teachers and families have adapted to different situations were highlighted, for example by spending moments of free time at home through common activities and maintaining a daily routine. Furthermore, we have seen how much communication and the dynamics of mutual solidarity have also had a certain relevance in this period of time. The results of the research show how, despite the different roles covered by the subjects inside and outside the school context and despite the different attitudes and opinions, the various experiences have been united by one factor in particular: mutual trust. This allowed for the strengthening of emotional bonds within interpersonal relationships.File | Dimensione | Formato | |
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https://hdl.handle.net/20.500.12608/11061