Linee di ricerca della storiografia scolastica in Italia: la storia locale

Abstract

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.

Learning Sciences from the Past: Recovery, Study, and Cataloging of a Historical Natural History School Museum

“…Regarding the Italian scenario, which represents the geographical and cultural background of this work, it is interesting to note that contemporary historiography, as stated by D'Ascenzo [67,68], considers the Italian school museums developed since the 19th century, e.g., [69][70][71], as a historical-educational heritage (also called school heritage [72]). The latter comprises not only teaching collections but also libraries and archives, e.g., [73][74][75], which still need to be correctly preserved and made known to students and teachers.…”

“…The latter comprises not only teaching collections but also libraries and archives, e.g., [73][74][75], which still need to be correctly preserved and made known to students and teachers. To achieve this goal, Meda and D'Ascenzo [67,76] underlined the establishment of educational museums, mostly based on academic institutions [77], entirely devoted to preserving and displaying the school heritage such as the Museo della Scuola e dell'Educazione "Mauro Laeng" in Rome, e.g., [78], the Museo dell'Educazione in Padua, e.g., [79], the Museo della Scuola e del Libro per l'Infanzia in Turin, e.g., [80], the Museo Didattico e della Didattica in Piacenza, e.g., [81], the Museo della Scuola "Paolo e Ornella Ricca" in Macerata, e.g., [82,83], and the Museo della scuola e dell'educazione popolare in Campobasso, e.g., [84]. Furthermore, it is noteworthy the establishment of the Italian Society for the Study of the Historical-Educational Heritage (Società Italiana per lo Studio del Patrimonio Storico-Educativo, SIPSE) in 2017, aiming to recover, safeguard, and make accessible to scholars and the general public the school heritage kept in local museums, centers for documentations, and educational institutions, e.g., [85,86].…”

Learning Sciences from the Past. Recovery, Study, and Cataloging of a Historical Natural History School Museum

“…Regarding the Italian scenario, which represents the geographical and cultural background of this work, it is interesting to note that contemporary historiography, as stated by D'Ascenzo [67,68], considers the Italian school museums developed since the 19th century, e.g., [69][70][71], as a historical-educational heritage (also called school heritage [72]). The latter comprises not only teaching collections but also libraries and archives, e.g., [73][74][75], which still need to be correctly preserved and made known to students and teachers.…”

“…The latter comprises not only teaching collections but also libraries and archives, e.g., [73][74][75], which still need to be correctly preserved and made known to students and teachers. To achieve this goal, Meda and D'Ascenzo [67,76] underlined the establishment of educational museums, mostly based on academic institutions [77], entirely devoted to preserving and displaying the school heritage such as the Museo della Scuola e dell'Educazione "Mauro Laeng" in Rome, e.g., [78], the Museo dell'Educazione in Padua, e.g., [79], the Museo della Scuola e del Libro per l'Infanzia in Turin, e.g., [80], the Museo Didattico e della Didattica in Piacenza, e.g., [81], the Museo della Scuola "Paolo e Ornella Ricca" in Macerata, e.g., [82,83], and the Museo della scuola e dell'educazione popolare in Campobasso, e.g., [84]. Furthermore, it is noteworthy the establishment of the Italian Society for the Study of the Historical-Educational Heritage (Società Italiana per lo Studio del Patrimonio Storico-Educativo, SIPSE) in 2017, aiming to recover, safeguard, and make accessible to scholars and the general public the school heritage kept in local museums, centers for documentations, and educational institutions, e.g., [85,86].…”

La contribución de las escuelas al aire libre a la innovación tecnológica del pupitre entre tradición y modernidad

“…También en Italia, la construcción del estado nacional a partir de la segunda mitad del siglo XIX implicó un complejo proceso normativo y material ligado a la expansión de la escolarización, dentro de edificios y aulas escolares dotados de herramientas didácticas (carteles, libros de texto, cuadernos, etc.) y de un mobiliario específico, como el pupitre escolar, ya objeto de atención historiográfica en las últimas décadas (De Giorgi, 2005Meda, 2016aMeda, , 2016bMeda, , 2018aMeda, , 2018bPruneri, 2014), incluso gracias a la investigación local y microhistórica (Barausse, Ghizzoni, & Meda, 2018;D'Ascenzo, 2016;) y a las promovidas por los museos escolares que han sacado a la luz las especificidades locales en el diseño, las elecciones y el uso de los pupitres (Sanzo, 2021). En el plano normativo, el Reglamento nº 4336 de 15 de septiembre de 1860 indicaba el mobiliario de las aulas sin especificar un modelo concreto de pupitre, dejando que fueran las administraciones municipales, que tenían a su cargo la gestión de las escuelas primarias, las que lo definieran por sí mismas.…”