In the context of primary school motor activities, it is not uncommon that the educational relationship is at least trialectic (Eichberg, 2010), that is it responds to a plurality of educators whose interaction and synergy entails significant repercussions on the teaching efficacy, and, ultimately, on the quality of education. The plurality of the persons involved can become a resource, if the participation organization is truly integrated, thought and handled with reference to the children’s educational needs. Since the ’70s – even though the regulatory framework has changed – motor education in primary school – after its name has been changed from elementary school to primary school, and the application of national indications, rather than national programs – has always maintained a hybrid status, with a strong territorial connotation. The article explores, through a qualitative study, cases of integrated projects deepening the perspective of the relationship/allignment between curricular teachers and external experts.

Integrated school-community projects to promote motor activity through possible alignment with professionals

BORGOGNI, Antonio;DIGENNARO, Simone
;
2016-01-01

Abstract

In the context of primary school motor activities, it is not uncommon that the educational relationship is at least trialectic (Eichberg, 2010), that is it responds to a plurality of educators whose interaction and synergy entails significant repercussions on the teaching efficacy, and, ultimately, on the quality of education. The plurality of the persons involved can become a resource, if the participation organization is truly integrated, thought and handled with reference to the children’s educational needs. Since the ’70s – even though the regulatory framework has changed – motor education in primary school – after its name has been changed from elementary school to primary school, and the application of national indications, rather than national programs – has always maintained a hybrid status, with a strong territorial connotation. The article explores, through a qualitative study, cases of integrated projects deepening the perspective of the relationship/allignment between curricular teachers and external experts.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11580/61399
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