The year 2020 was characterized, primarily, by the pandemic emergency from Covid-19 which generated an unprecedented social, political, economic and justice crisis on a global level, which we are still experiencing today. In this context, in Italy we have seen, however, starting from 2020, a “great return” in the school curricula of Childhood, Primary, Lower and Upper Secondary: that of Civic Education as a mandatory teaching subject and transversal to teaching, in line with the provisions of the UN 2030 Agenda and the 17 SDGs. The article presents the Civic Education curriculum in Primary school, critically reflecting on the need to educate to an idea of ”complex” sustainability. An educational experience is reported and discussed in a third grade of Primary school, which intended to explore the 2030 Agenda through the “How to save the planet” project, following an integrated approach that actively involved children, families and teachers.
Il 2020 è stato caratterizzato, prioritariamente, dall’emergenza pandemica da Covid-19 che ha generato una crisi a livello globale non solo sanitaria, ma sociale, politica, economica, di giustizia senza precedenti, che stiamo tuttora vivendo. In questo sfondo, in Italia abbiamo assistito, peraltro proprio a partire dal 2020, ad un “grande ritorno” nei curricola scolastici di Infanzia, Primaria, Secondaria Inferiore e Superiore: quello dell’Educazione Civica come disciplina di insegnamento obbligatoria e trasversale agli insegnamenti, in linea con quanto previsto dall’Agenda 2030 dell’ONU e dai 17 SDGs. Il contributo presenta il curricolo di Educazione Civica nella scuola Primaria, riflettendo criticamente attorno alla necessità di educare ad un’idea di sostenibilità “complessa”. Si riporta e discute un’esperienza didattica in una classe terza di scuola Primaria, che ha inteso esplorare l’Agenda 2030 attraverso il progetto “Come salvare il pianeta”, seguendo un approccio integrato che ha coinvolto attivamente bambini, famiglie e docenti.
Lo Sviluppo Sostenibile nel nuovo curricolo di Educazione Civica: un’esperienza didattica nella scuola Primaria
VALERIO FERRO ALLODOLA
2021-01-01
Abstract
The year 2020 was characterized, primarily, by the pandemic emergency from Covid-19 which generated an unprecedented social, political, economic and justice crisis on a global level, which we are still experiencing today. In this context, in Italy we have seen, however, starting from 2020, a “great return” in the school curricula of Childhood, Primary, Lower and Upper Secondary: that of Civic Education as a mandatory teaching subject and transversal to teaching, in line with the provisions of the UN 2030 Agenda and the 17 SDGs. The article presents the Civic Education curriculum in Primary school, critically reflecting on the need to educate to an idea of ”complex” sustainability. An educational experience is reported and discussed in a third grade of Primary school, which intended to explore the 2030 Agenda through the “How to save the planet” project, following an integrated approach that actively involved children, families and teachers.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
