{"id":863,"date":"2018-06-21T13:05:07","date_gmt":"2018-06-21T13:05:07","guid":{"rendered":"https:\/\/eumoschool.eu\/?p=863"},"modified":"2018-08-24T12:28:10","modified_gmt":"2018-08-24T12:28:10","slug":"case-study-1-environment","status":"publish","type":"post","link":"https:\/\/eumoschool.eu\/it\/case-study\/involving-the-wider-environment\/case-study-1-environment\/","title":{"rendered":"CASO STUDIO 1"},"content":{"rendered":"[et_pb_section bb_built=”1″ fullwidth=”on” _builder_version=”3.6″ background_color=”#7db6d2″ next_background_color=”#ffffff” global_module=”654″][et_pb_fullwidth_post_title global_parent=”654″ meta=”off” featured_image=”off” text_color=”light” _builder_version=”3.6″ title_font_size=”45px” title_font_size_tablet=”30px” title_font_size_phone=”25″ title_font_size_last_edited=”on|tablet” text_orientation=”center” custom_margin=”0px|||” custom_padding=”20px||20px|” animation_style=”fade” background_position=”top_left” background_repeat=”repeat” background_size=”initial”]\n

 <\/p>\n[\/et_pb_fullwidth_post_title][et_pb_fullwidth_menu global_parent=”654″ menu_id=”10″ submenu_direction=”downwards” fullwidth_menu=”on” _builder_version=”3.6″ background_color=”#2e6783″ text_orientation=”center” background_layout=”dark”]\n

 <\/p>\n[\/et_pb_fullwidth_menu][\/et_pb_section][et_pb_section bb_built=”1″ prev_background_color=”#7db6d2″][et_pb_row][et_pb_column type=”4_4″][et_pb_text _builder_version=”3.6″]\n\n\n\n\n\n\n\n\n\n
Paese<\/strong><\/td>\nUngheria<\/td>\n<\/tr>\n
Data\/Durata<\/strong><\/td>\nAnno scolastico 2016\/2017<\/td>\n<\/tr>\n
Soggetti interessati<\/strong><\/td>\nComunit\u00e0 scolastica<\/td>\n<\/tr>\n
Et\u00e0 degli studenti<\/strong><\/td>\nStudenti di et\u00e0 compresa fra i 13 e i 14 anni<\/td>\n<\/tr>\n
Contesto<\/strong><\/td>\nUna scuola pubblica di Paeseside, frequentata da numerosi studenti svantaggiati o con bisogni speciali.<\/td>\n<\/tr>\n
Tematica trattata<\/strong><\/td>\nIl sostegno del preside e dei colleghi \u00e8 fondamentale per implementare le tecniche della Didattica delle Emozioni.<\/td>\n<\/tr>\n
Descrizione del caso studio<\/strong><\/td>\nIl preside e la vicepreside della scuola hanno preso parte al programma sperimentale del progetto Eumoschool.<\/p>\n

Uno dei criteri utilizzati per selezionare le scuole che avrebbero dovuto prendere parte alla seconda fase di sperimentazione del progetto era, infatti, di avere almeno due insegnanti che avevano partecipato al programma di formazione, in modo che questi potessero sostenersi l\u2019un l\u2019altro.<\/p>\n

In questo caso, una delle insegnanti era anche il preside della scuola, mentre l\u2019altra la sua vice. Insegnavano anche in una delle classi della scuola, in cui sono state implementate le tecniche della Didattica delle Emozioni nel corso dell\u2019intero anno scolastico.<\/p>\n

La scuola si trova in un piccolo paese in cui vivono molte persone economicamente e socialmente svantaggiate. La maggior parte degli allievi della scuola non aveva mai parlato di emozioni n\u00e9 in classe, n\u00e9 a casa. Quindi, una volta avviato il programma della Didattica delle Emozioni, hanno dovuto creare pian piano un\u2019atmosfera in cui condividere le emozioni fosse del tutto normale. All\u2019inizio sembrava molto difficile, ma col tempo gli allievi si sono abituati. La scuola sembra avviata verso il coinvolgimento di una comunit\u00e0 pi\u00f9 ampia nel programma. Il fatto che la preside sia stata coinvolta nel progetto fin dall\u2019inizio ne ha garantito l\u2019implementazione. Nonostante siano state preside e vicepreside ad implementare le tecniche, anche gli altri colleghi sono stati incuriositi dai racconti dei bambini. Preside e vicepreside hanno anche organizzato un corso di formazione rivolto agli insegnanti in un periodo dell\u2019anno particolarmente favorevole per permettere loro di approfondire le altre tecniche senza caricarsi di ulteriori responsabilit\u00e0. Ci\u00f2 dimostra che l\u2019intento di diffondere la Didattica delle Emozioni fra gli insegnanti deve accompagnarsi alla capacit\u00e0 di riconoscere le esigenze del personale scolastico, in modo da vincerne le resistenze.<\/p>\n

Si \u00e8 tentato, inoltre, di presentare il progetto agli abitanti del paese attraverso la pubblicazione su un giornale locale di un articolo sulla Didattica delle Emozioni e sul suo utilizzo nelle scuole. Tale azione \u00e8 volta a creare una maggiore consapevolezza nei confronti dell\u2019educazione emotiva, coinvolgendo non solo gli allievi ed il personale docente, ma anche i genitori e la societ\u00e0 civile.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]","protected":false},"excerpt":{"rendered":"

Il sostegno del preside e dei colleghi \u00e8 fondamentale per implementare le tecniche della Didattica delle Emozioni.<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[17],"tags":[],"yoast_head":"\nCASO STUDIO 1 - EUMOSCHOOL<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/eumoschool.eu\/ro\/case-study\/involving-the-wider-environment\/case-study-1-environment\/\" \/>\n<meta property=\"og:locale\" content=\"it_IT\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"CASO STUDIO 1 - EUMOSCHOOL\" \/>\n<meta property=\"og:description\" content=\"[:it]Il sostegno del preside e dei colleghi \u00e8 fondamentale per implementare le tecniche della Didattica delle Emozioni. 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