ResumoA presente contribuição ilustra um projeto realizado no Brasil e na Itália para contrastar o insucesso escolar. O programa, denominado Fenix, propõe-se remover as dificuldades de aprendizagens nos primeiros graus escolares, onde são colocadas as bases para o sucesso futuro. A intervenção inspira-se em teorias da resiliência, agindo em modo sistemático no desenvolvimento cognitivo, emotivo-afetivo e relacional. As atividades, dirigidas a pequenos grupos de estudantes em dificuldade, utilizam uma aproximação lúdica e o uso de softwares. Os resultados evidenciam a eficácia do projeto em ambos os contextos, com progressos sistemáticos do grupo experimental no âmbito cognitivo, motivacional, linguístico e matemático.Palavras-chave: Dificuldades de aprendizagem; resiliência; software; escola primária. DIFFICULTIES OF LEARNING AND EDUCATIONAL FAILURE: AN INTERNATIONAL COOPERATION BETWEEN ITALY AND BRAZIL AbstractThe following contribution illustrates a project realized in Brazil and in Italy intended to defeat the scholastic failure. The program, called Fenix, aims at removing the learning difficulties related to the first school grades, where the basis for the future success is set. The intervention is inspired by the resilience theories, acting systematically on the cognitive, emotional-affective and relational development. The activities, oriented to small groups of students with difficulties, are based on a ludic approach and the use of software. The results underline the project effectiveness in both the contexts, with systematic progresses of the experimental group in the cognitive, motivational, linguistic and mathematical fields.

The Effect of Conflict Cognitive Strategy in Inquiry-based Learning on Preservice Teachers' Critical Thinking Ability (L'effetto della strategia cognitiva del conflitto sull'apprendimento centrato sull'abilità di pensiero critico degli insegnanti in formazione)

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Foster care is a condition of welcoming children with families in serious difficulty, legally regulated, aimed at guaranteeing to minors a suitable space for growth, and to families of origin the possibility of overcoming the problems so as to consent the return of the children. It is a challenging educational condition, to be deepened with research. The complexity of the backgrounds of origin and the co-presence of multiple risk factors in fact generate in children and young people in foster care, important difficulties in development, which foster families have to cope with, also with the support of specialists, services and associations. However, the skills that caregivers come to build over the years are valuable, deserving of pedagogical insights, so that good practices of positive parenting can be valued and shared. In this paper we will report the results of a survey, carried out with a national sample of 323 foster families. The study makes it possible to investigate the reasons for the custody prevision, the relationships with families of origin, the difficult life trajectories of the children in foster care (transitions, placements, discontinuities, years of foster care, continuation of relationships after foster care). In this way it is possible to identify the needs highlighted by the minors, the relevant problems that emerge and the promising strategies adopted by the foster families.

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