Le interazioni tra pari in classe: Una review della letteratura, un’illustrazione empirica e qualche indicazione per le insegnantiLe interazioni tra pari in classe: Una review della letteratura, un’illustrazione empirica e qualche indicazione per le insegnanti
DOI:
https://doi.org/10.7346/-fei-XX-03-22_19Parole chiave:
gruppo dei pari, tutoraggio tra pari, classe, interazione sociale, sapere professionale dell'insegnanteAbstract
L’articolo è incentrato sui rischi e sulle opportunità di apprendimento che si possono sviluppare all’interno del gruppo dei pari in classe. La discussione si basa su una disamina della letteratura esistente e sui dati raccolti nel corso di una ricerca video-etnografica in due scuole primarie dell’Italia del Nord. L’analisi della letteratura rivela che molti studi nel settore hanno adottato una prospettiva focalizzata esclusivamente sui risultati del lavoro tra pari, tralasciando il processo che ne è alla base. Altri studi si sono invece focalizzati sulle pratiche concrete all’interno del gruppo, sottolineando come le interazioni tra pari (a) siano potenzialmente ricche di opportunità di apprendimento e (b) non siano estranee a pratiche di rifiuto ed esclusione. Attraverso un’illustrazione empirica, l’articolo sottolinea questa ‘doppia valenza’ delle pratiche tra bambini e quindi la loro rilevanza pedagogica. L’articolo propone infine alcune indicazioni per la pratica professionale delle insegnanti.
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