{"id":865,"date":"2018-06-20T13:14:55","date_gmt":"2018-06-20T13:14:55","guid":{"rendered":"https:\/\/eumoschool.eu\/?p=865"},"modified":"2018-08-24T12:30:58","modified_gmt":"2018-08-24T12:30:58","slug":"case-study-2-environment","status":"publish","type":"post","link":"https:\/\/eumoschool.eu\/it\/case-study\/involving-the-wider-environment\/case-study-2-environment\/","title":{"rendered":"CASO STUDIO 2"},"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":"

Una nuova studentessa si \u00e8 unita alla classe nel settembre 2016. La classe si era formata circa un anno prima ed era molto affiatata. La nuova arrivata aveva delle difficolt\u00e0 ad interagire con il nuovo gruppo e si sentiva sotto pressione.<\/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 2 - 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-2-environment\/\" \/>\n<meta property=\"og:locale\" content=\"it_IT\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"CASO STUDIO 2 - EUMOSCHOOL\" \/>\n<meta property=\"og:description\" content=\"[:it]Una nuova studentessa si \u00e8 unita alla classe nel settembre 2016. La classe si era formata circa un anno prima ed era molto affiatata. La nuova arrivata aveva delle difficolt\u00e0 ad interagire con il nuovo gruppo e si sentiva sotto pressione. [:en]A new female student joined the class in September 2016. The class had been together for a year, since the 5th grade, and had mostly forged as a class community. The new student had difficulties being in a new group and was often distressed.[:de]Eine neue Sch\u00fclerin kam im September 2016 in die Klasse. Die Klasse war seit der 5. Klasse ein Jahr zusammen und hatte sich meist als Klassengemeinschaft gebildet. Der neue Sch\u00fcler hatte Schwierigkeiten, in einer neuen Gruppe zu sein und war oft verzweifelt.[:hu]\u00c1llami iskola, 6 \u00e9s 19 \u00e9v k\u00f6z\u00f6tti \u00e9letkor\u00fa di\u00e1kokkal. Az iskola egy nagyobb v\u00e1ros (t\u00f6bb, mint 300 000 lakos\u00fa) belv\u00e1ros\u00e1ban tal\u00e1lhat\u00f3, \u00c9szak-nyugat Rom\u00e1ni\u00e1ban.[:tr]6-19 ya\u015f aral\u0131\u011f\u0131nda \u00f6\u011frenci alan devlet okulu Inner city school, in a large city (over 300,000 inhabitants) in north-western Romania[:ro]\u00cen clas\u0103 a venit o elev\u0103 nou\u0103 \u00een septembrie 2016. Clasa fusese \u00eempreun\u0103 timp de un an, din clasa a 5-a \u0219i comunitatea clasei era destul de bine \u00eenchegat\u0103. 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