This work aims to deepen the activity and evaluation processes both from a methodological and practical point of view (activities, processes, relevant legislation), and from a historical point of view (evolution of the context, of the debate, protagonists). The basis of this approach is the awareness of how the history of evaluation is a dynamic and constantly evolving process, in which certain figures played a key-role who, before others, felt the need for a critical reflection of the methods and practices in use. In particular, the figure of Alberto Manzi represented, in the opinion of the writer, a disruptive element in the scholastic landscape of the late 1970s, whose thought and action had a significant impact on the debate of the following decades. Moreover, this work aims to emphasize how his approach postulated the idea that the basis of learning was direct experience and observation of facts. In the first part of this work, therefore, the methods of evaluation are presented, from a historically pedagogical perspective from the beginning of the docimological research to today. On a theoretically methodological level, this section uses the evaluative research of Black & Wiliam, Santelli Beccegato & Varisco, Grion & Restiglian and analyzes the approach to evaluation of Italian educators such as Visalberghi and Calonghi. In the second part, however, I aim to focus on the methodological reflections of the main figures of the debate, with a particular focus on that of Alberto Manzi, but with a necessary contextualization of the latter in regarding the debates that have also developed around the figures of Don Lorenzo Milani and Mario Lodi. In this, as well as in the last part of the work, the sources consulted (in particular thanks to the availability of the Alberto Manzi Study Center in Bologna, which provided unpublished material) enriched the thesis with the voices of the protagonists: interviews, books, articles of newspapers and writings by Alberto Manzi and other teachers have made it possible to reach a real understanding of the facts and events narrated. Finally, in the third and final chapter, in addition to the description of the professional development that led Manzi to take positions in contrast with the legislation of the time, a starting point for critical reflection on contemporary trends is proposed. In fact, the clash that Maestro Manzi had with the Superintendency, which culminated in a suspension of salary, caused numerous questions in public opinion, which gave rise to new concepts on the purposes and tools of evaluation that emerged in the following years. As for the results of the study conducted, if it is impossible to establish - and it would probably be idle to ask - what Alberto Manzi would have thought of today's legislation, it is however evident that the research on the issues he posed has never subsided. The current evaluation purposes are, in fact, very different from those envisaged at the dawn of docimological studies, and today undoubtedly postulate the idea that the child is also an active protagonist of the evaluation moment. Proof of this is the fact that, starting from the Indicazioni Nazionali of 2012 and as reiterated also in the Ministerial Ordinance no. 172/2020, formative assessment is indicated as the most appropriate way to help and support the teaching and learning process. In this perspective, a central role is now assumed by the student's self-assessment and by the tool of feedback from peers and the teacher: in this sense, the need for an active role of the student represents a fil rouge with regard to the intuitions not only of Manzi, but also of Don Lorenzo Milani and Mario Lodi.
Il presente lavoro ha quale obiettivo quello di approfondire l’attività ed i processi valutativi tanto sotto il profilo metodologico e della prassi (attività, processi, normativa di riferimento), quanto sotto il profilo storico (evoluzione del contesto, del dibattito, protagonisti). Alla base di tale approccio vi è la consapevolezza di come la storia della valutazione sia un processo dinamico, nell’ambito del quale hanno giocato un ruolo chiave alcune personalità che, prima di altre, hanno avvertito l’urgenza di una riflessione critica rispetto ai metodi ed alle prassi in uso. In modo particolare, la figura di Alberto Manzi ha rappresentato, ad avviso di chi scrive, un elemento dirompente nel panorama scolastico della fine degli anni ’70, il cui pensiero e la cui azione hanno avuto un impatto non trascurabile sul dibattito dei decenni successivi. Nondimeno, il presente lavoro vuole sottolineare come il suo approccio postulasse l’idea per cui alla base dell’apprendimento vi fosse l’esperienza diretta e l’osservazione dei fatti. Nella prima parte del presente lavoro, pertanto, si presentano i metodi e le modalità di valutazione, in ottica storico-pedagogica, che si sono avvicendate dall’inizio delle ricerche docimologiche a oggi. Sul piano teorico-metodologico, in tale sezione vengono utilizzate le ricerche in ambito valutativo di Black & Wiliam, Santelli Beccegato & Varisco, Grion & Restiglian e si analizza l’approccio alla valutazione di pedagogisti italiani quali Visalberghi e Calonghi. Nella seconda parte ci si sofferma, invece, sulle riflessioni metodologiche delle principali figure del dibattito, con un focus particolare su quella di Alberto Manzi, ma con una necessaria contestualizzazione di quest’ultimo nell’ambito dei dibattiti sviluppatisi anche attorno alle figure di Don Lorenzo Milani e Mario Lodi. In questa, così come nell’ultima parte del lavoro, le fonti consultate (in particolare grazie alla disponibilità del Centro Studi Alberto Manzi di Bologna, che ha fornito materiale inedito) hanno arricchito la tesi con le voci dei protagonisti: interviste, libri, articoli di giornale e scritti di Alberto Manzi e di altri Maestri hanno permesso di giungere a una reale comprensione degli eventi narrati. Infine, nel terzo e ultimo capitolo, oltre alla descrizione delle vicissitudini professionali che portarono Manzi ad assumere delle posizioni in contrasto con la normativa dell’epoca, si propone uno spunto di riflessione critica rispetto alle tendenze contemporanee. Infatti, lo scontro che il maestro Manzi ebbe con il Provveditorato provocò numerosi interrogativi nell’opinione pubblica, interrogativi da cui scaturirono nuove concezioni sulle finalità e strumenti della valutazione che emersero negli anni seguenti. Quanto ai risultati dello studio condotto, se risulta impossibile stabilire -e risulterebbe probabilmente ozioso chiedersi- cosa Alberto Manzi avrebbe pensato della normativa odierna, risulta però evidente come la ricerca attorno ai temi che egli pose non si sia mai più sopita. Le finalità valutative attuali risultano essere, infatti, molto diverse da quelle prospettate agli albori degli studi docimologici, ed oggi indubbiamente postulano l’idea che il bambino sia protagonista attivo anche del momento valutativo. Prova ne è il fatto che, a partire dalle Indicazioni Nazionali del 2012 e come ribadito anche nell’Ordinanza Ministeriale nr. 172/2020, la valutazione formativa è indicata come la modalità più adeguata ad aiutare e sostenere il processo di insegnamento e apprendimento. In tale prospettiva, un ruolo centrale viene oggi assunto dall’autovalutazione dello studente e dallo strumento del feedback dei pari e dell’insegnante: in questo senso, la necessità di un ruolo attivo dello studente rappresenta un fil rouge rispetto alle intuizioni non solo di Manzi, ma anche di don Lorenzo Milani e Mario Lodi.
"Fa quel che può. Quel che non può, non fa". La valutazione pedagogica di Alberto Manzi.
BERTASINI, FRANCESCA
2021/2022
Abstract
This work aims to deepen the activity and evaluation processes both from a methodological and practical point of view (activities, processes, relevant legislation), and from a historical point of view (evolution of the context, of the debate, protagonists). The basis of this approach is the awareness of how the history of evaluation is a dynamic and constantly evolving process, in which certain figures played a key-role who, before others, felt the need for a critical reflection of the methods and practices in use. In particular, the figure of Alberto Manzi represented, in the opinion of the writer, a disruptive element in the scholastic landscape of the late 1970s, whose thought and action had a significant impact on the debate of the following decades. Moreover, this work aims to emphasize how his approach postulated the idea that the basis of learning was direct experience and observation of facts. In the first part of this work, therefore, the methods of evaluation are presented, from a historically pedagogical perspective from the beginning of the docimological research to today. On a theoretically methodological level, this section uses the evaluative research of Black & Wiliam, Santelli Beccegato & Varisco, Grion & Restiglian and analyzes the approach to evaluation of Italian educators such as Visalberghi and Calonghi. In the second part, however, I aim to focus on the methodological reflections of the main figures of the debate, with a particular focus on that of Alberto Manzi, but with a necessary contextualization of the latter in regarding the debates that have also developed around the figures of Don Lorenzo Milani and Mario Lodi. In this, as well as in the last part of the work, the sources consulted (in particular thanks to the availability of the Alberto Manzi Study Center in Bologna, which provided unpublished material) enriched the thesis with the voices of the protagonists: interviews, books, articles of newspapers and writings by Alberto Manzi and other teachers have made it possible to reach a real understanding of the facts and events narrated. Finally, in the third and final chapter, in addition to the description of the professional development that led Manzi to take positions in contrast with the legislation of the time, a starting point for critical reflection on contemporary trends is proposed. In fact, the clash that Maestro Manzi had with the Superintendency, which culminated in a suspension of salary, caused numerous questions in public opinion, which gave rise to new concepts on the purposes and tools of evaluation that emerged in the following years. As for the results of the study conducted, if it is impossible to establish - and it would probably be idle to ask - what Alberto Manzi would have thought of today's legislation, it is however evident that the research on the issues he posed has never subsided. The current evaluation purposes are, in fact, very different from those envisaged at the dawn of docimological studies, and today undoubtedly postulate the idea that the child is also an active protagonist of the evaluation moment. Proof of this is the fact that, starting from the Indicazioni Nazionali of 2012 and as reiterated also in the Ministerial Ordinance no. 172/2020, formative assessment is indicated as the most appropriate way to help and support the teaching and learning process. In this perspective, a central role is now assumed by the student's self-assessment and by the tool of feedback from peers and the teacher: in this sense, the need for an active role of the student represents a fil rouge with regard to the intuitions not only of Manzi, but also of Don Lorenzo Milani and Mario Lodi.File | Dimensione | Formato | |
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https://hdl.handle.net/20.500.12608/40064