Un “quadro” per la formazione scolastica

Abstract

The perception of a context of relations “occurs” on the open border-line between its container (the frame) and its content (the picture). In fact all that becomes “flattened” on the frame risks to be taken for granted and risks to have a major influence on the context.
Such influence appears in spite of the definition or the self-definition that a context takes up. Therefore the risk for a formative school context appears when we don’t see in it the ever present deformative potentiality of what is called formative. For these reasons we propose a “picture” which considers school as a context where we must not leave out those details, usually neglected, which contribute, in a remarkable way, to facilitate or to hinder the actual and original formative processes.