I benefici educativi della lettura ad alta voce nei Dialogic Literary Gatherings: esperienze e prospettive a partire dal progetto REFUGE-ED
DOI:
https://doi.org/10.7347/EdL-01-2025-03Parole chiave:
inclusione, SEAs, lettura alta voce, apprendimento dialogico, Riunioni Letterarie Dialogiche, lettura ad alta voce, incontri letterari dialogici, inclusione educativa, azioni educative di successo (SEAs)Abstract
La pratica della lettura all’interno dei Dialogic Literary Gatherings (DLG) si sta affermando come uno dei modelli educativi più efficaci per promuovere le competenze linguistiche, il pensiero critico, l’autostima e l’inclusione sociale. Questo articolo delinea un quadro teorico basato sui contributi di Vygotskij, Bruner, Freire, Habermas e Flecha, descrive il funzionamento dei DLG e sintetizza le principali evidenze empiriche raccolte da progetti come INCLUD-ED. Strategie per l’inclusione e la coesione sociale in Europa a partire dall’educazione, REFUGE-ED. Pratiche efficaci in materia di istruzione, salute mentale e supporto psicosociale per l’integrazione dei bambini rifugiati e REVERS-ED. Tendenze delle disuguaglianze educative nel tempo e interventi di successo che contribuiscono a invertirle. Particolare attenzione viene data all’esperienza di implementazione in Sicilia (Palermo, Acate e Vittoria) nell’ambito del progetto REFUGE-ED, coordinato per l’Italia dall’Università di Firenze in collaborazione con il CISS di Palermo. La formazione degli insegnanti e la co-creazione di attività educative si sono rivelate cruciali per il successo dell’iniziativa. I risultati mostrano miglioramenti significativi nelle competenze linguistiche, una riduzione dei pregiudizi culturali e il rafforzamento di ambienti educativi non violenti. L’articolo sottolinea l’importanza di diffondere i DLG come pratica educativa per contrastare le disuguaglianze e promuovere la cittadinanza attiva.
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Copyright (c) 2025 Tiziana Chiappelli, Sabina Leoncini
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