Riassunto: Scopo di questo contributo è mostrare la ricchezza quantitativa e qualitativa di un filone di studio della storiografia educativa italiana degli ultimi trent'anni quale quello della storia locale o «territoriale» dell'educazione, della scuola e dell'istruzione. Sulla base di una ricostruzione storiografica delle principali monografie di taglio locale e territoriale, si pone l'attenzione sull'innovatività di questo settore di ricerca, che ha sperimentato nuove fonti e metodologie d'indagine in relazione ai temi e oggetti di studio ritenuti centrali dagli storici della scuola e dell'educazione stranieri ed italiani a partire dagli anni Ottanta. Tale filone si sta rivelando così capace di rinnovare ed aggiornare sempre più profondamente le conoscenze in merito alla genesi e sviluppo della storia della scuola sul piano legislativo, istituzionale e della cultura materiale ed appare pronto a raccogliere la sfida del confronto storiografico a livello internazionale. A supporto dell'argomentazione, il contributo è corredato da un'ampia bibliografia (comunque non esaustiva), che rientra pienamente all'interno del contenuto del testo.Parole chiave: Storia della scuola; storia locale della scuola; storiografia educativa e scolastica italiana; storia dell'educazione; internazionalizzazione della ricerca storico-educativa. Abstract:This contribution aims to demonstrate the qualitative and quantitative wealth of a field of research of Italian educational historiography carried out over the last thirty years: the local or «territorial» history of education, schools and schooling. Based on the historiographical reconstruction of key local and territorial monographs, attention is placed on the innovative character of this field of research, which has experimented new sources and investigation methods focusing on the central topics and subjects of study considered by foreign and Italian school and education historians since the 1980s. This field of study continues to demonstrate its ability to renew and further advance our knowledge of the genesis and development of school history in legislative, institutional, material and cultural terms, and appears ready to accept the challenge of international historiographical dialogue. Supporting this reasoning, the paper is accompanied by a broad (yet not exhaustive) bibliography, fully coherent with the contents of the work.

This contribution explores the historical and educational context in Italy after the Second World War, focusing on the pedagogical and educational innovation of the Movimento di Cooperazione Educativa (Educational Cooperation Movement, MCE), founded to promote the techniques of Freinet, and in particular Bruno Ciari, teacher, politician and driving force behind national school renewal in Italy. Using printed sources and archives from the period, the paper looks at the social and pedagogical experiment developed by Bruno Ciari between 1966 and 1970 and promoted in the city of Bologna through «Pedagogic Februaries»; these involved a series of events, conferences and training initiatives, organised with the cooperation of key universities, targeting teachers and families in order to develop an innovative, shared school culture. From the egodocuments of a preschool teacher who worked with Bruno Ciari in the city of Bologna, we enter the heart of the renewal of teaching practices, highlighting the tormented process of change in the teaching profession, in favour of a school that would be a true alternative to the traditional model and open to the democratic demands of all society.

The contribution explores the Public History of Education activities carried out at the University of Bologna, characterized by the organization of exhibitions and thematic exhibitions as well as research-training actions with schools, aimed at enhancing the historical-educational heritage and collective school memory.

El ensayo se propone investigar la contribución del movimiento internacional de escuelas al aire libre a los pupitres escolares. La necesidad de un entorno educativo eminentemente al aire libre condujo a la búsqueda de nuevas soluciones tecnológicas más adecuadas que las del tradicional ambiente escolar interior. A partir de la bibliografía existente sobre pupitres escolares en la segunda mitad del siglo XIX y sobre escuelas al aire libre en la primera mitad del siglo XX, se identifican algunos casos de innovación tecnológica a nivel internacional. Utilizando catálogos comerciales de material escolar, fuentes de archivo inexploradas, patentes y fotografías, se hará hincapié en las innovaciones tecnológicas y pedagógicas de los pupitres escolares de exterior en Italia, aún poco conocidas.