The construction of meanings is an essential process within the school organization, as it allows stakeholders to make sense of their respective experiences and integrate them into their contexts (Weick, 1997). Indeed, in organizations, the transition from subjective perception to its objectification can lead to the identification of categories that can be articulated in a shared language. For this reason, analyzing sensemaking processes within the school organization can contribute to investigating the utility of vocabulary, specifically focusing on processes of inclusion (Booth & Ainscow, 2014). This study aims to outline the initial findings of a broader research project aimed at examining the actual coherence between the vocabulary of regulations and that used in documents produced by educational institutions. It acknowledges that the sharing of a language (Vygotsky, 1939) is indicative of a culturally shared vision from an inclusive perspective. Here, we present the quantitative analysis of lexical recurrence within Italian regulations related to school inclusion to trace its diachronic evolution. Subsequently, we will proceed with the analysis of school documentation to investigate evidence of the language actually used.
La costruzione di significati è un processo essenziale nell’ambito dell’organizzazione scuola, poiché consente agli stakeholders di dare senso alle rispettive esperienze e di integrarle nei loro contesti (Weick, 1997). Nelle organizzazioni, il passaggio da ciò che si percepisce soggettivamente alla relativa oggettivazione potrebbe tradursi nell’individuazione di categorie declinabili in un linguaggio condiviso. Per questo motivo, l’analisi dei processi di sensemaking all’interno della organizzazione scolastica può contribuire a un’indagine sull’utilizzo del lessico, focalizzando nello specifico l’attenzione sui processi di inclusione (Booth & Ainscow, 2014). Il presente lavoro intende illustrare i primi risultati di un più ampio progetto di ricerca volto ad indagare l’effettiva coerenza tra il lessico della normativa e quello dei documenti prodotti dalle istituzioni scolastiche, nella consapevolezza che la condivisione di un linguaggio (Vigotskji, 1939) sia indice di una comune vision culturale in chiave inclusiva. In questa sede, si presenteranno i dati dell’analisi quantitativa della ricorrenza lessicale all’interno della normativa italiana relativa all’inclusione scolastica per rintracciarne l’evoluzione diacronica e procedere, successivamente, all’analisi della documentazione scolastica, allo scopo di indagare le evidenze del linguaggio realmente utilizzato.
La costruzione di significati nei contesti scolastici: il linguaggio tra normativa e prassi per la promozione dell’inclusione __________________ The construction of meanings in educational contexts: language between regulations and practice for the promotion of inclusion
Flavia Capodanno
;Fausta Sabatano
;Paola Aiello
2024
Abstract
The construction of meanings is an essential process within the school organization, as it allows stakeholders to make sense of their respective experiences and integrate them into their contexts (Weick, 1997). Indeed, in organizations, the transition from subjective perception to its objectification can lead to the identification of categories that can be articulated in a shared language. For this reason, analyzing sensemaking processes within the school organization can contribute to investigating the utility of vocabulary, specifically focusing on processes of inclusion (Booth & Ainscow, 2014). This study aims to outline the initial findings of a broader research project aimed at examining the actual coherence between the vocabulary of regulations and that used in documents produced by educational institutions. It acknowledges that the sharing of a language (Vygotsky, 1939) is indicative of a culturally shared vision from an inclusive perspective. Here, we present the quantitative analysis of lexical recurrence within Italian regulations related to school inclusion to trace its diachronic evolution. Subsequently, we will proceed with the analysis of school documentation to investigate evidence of the language actually used.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.