A peer experience in a mountain school

Abstract

This article intends to offer some considerations on the relevance of schools in the inland areas and presents practical ideas born while working on the ground during a decades-long teaching in a mountain school. The goal of this this paper is therefore to review possible actions/projects arising from a peerto- peer path conceived and implemented in a small village school. Personal growth processes are intertwined with a project carried out with the CLIL methodology. The constant focus is on accurate, wide-ranging programming that has not harnessed the participants in rigid patterns from a lecture while applying the dictates of the law 107, always leaving the operative freedom to the teachers involved. In so doing, this research presents several opportunities to open up to the territory by educating for change. It peers into an increasingly unpredictable future that requires the construction of active and conscious life projects. Innovation and tradition, school and context, professionalism and human beings are the background of this experience, that re-discovers the richness of teaching in a school of the internal areas of the South. At the end of the peer tutoring course, all the actors, all of us, have become a “little grown up”. After some time, the study of schools in inland areas is still largely to be written. This paper intends to offer an overview of the strategies that are being implemented and to stimulate further reflections in the field.