Is the school available for everyone? In other words, does it allow every child, young man and woman to easily access and, most importantly, to stay in there? What are the characteristics of accessible schools? May the children find welcoming environments in the classrooms if their family serves the underworld, they live in a context of socio-cultural deprivation and they may have developed a learning difficulty due to these circumstances (or even due to biological issues)? To address these questions, some reflections, which arise from an action research experience that has been carried out in Campania for the last 18 years, are shared in this paper. Specifically, the investigation is part the Integra Project and it started on 2005 involving children from Camorra families. Therefore, after a brief description of the research background, the aim of the paper is to identify what gave the children the possibility to create trajectories of change, but also to highlight which good practices may be transferable to similar contexts or situations.

Vietato l’accesso. Una ricerca- azione partecipativa sull’inclusione nei contesti multiproblematici

FAUSTA SABATANO
2022-01-01

Abstract

Is the school available for everyone? In other words, does it allow every child, young man and woman to easily access and, most importantly, to stay in there? What are the characteristics of accessible schools? May the children find welcoming environments in the classrooms if their family serves the underworld, they live in a context of socio-cultural deprivation and they may have developed a learning difficulty due to these circumstances (or even due to biological issues)? To address these questions, some reflections, which arise from an action research experience that has been carried out in Campania for the last 18 years, are shared in this paper. Specifically, the investigation is part the Integra Project and it started on 2005 involving children from Camorra families. Therefore, after a brief description of the research background, the aim of the paper is to identify what gave the children the possibility to create trajectories of change, but also to highlight which good practices may be transferable to similar contexts or situations.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11386/4812959
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