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Date Thu, 21 May 2020 11:01:01 +0300

ON TRAINING ASSESSMENT FOR A.S. 2019/2020 ---- The closure of the Schools for contagion containment measures from Covid 19 has resulted in the continuity of the CONTINUITY of educational action and despite the commendable effort of all teachers and teachers to maintain pedagogical continuity and an emotional relationship affective with their pupils that helped them give meaning and meaning to the disruptions brought in everyone's life by the pandemic, marked a deep fracture in learning paths. ---- School is, in fact, a specific space and physical place, but not separated from the world and not in antithesis with it, where each student and each student not only learn to experience, but also to process the same through the universe of symbolic and cultural codes of knowledge that are called disciplines at school. School is a structured time, once thought of, an educational time that supports personalities and bodies that enter into relationship. School sociality is a special sociality because in relationships that structure in its space time you learn in synchronicity yet everyone in their own time.
In this space and in this time of educational relationships, because relationships that rebuild, depending on the multiplicity of looks on the world, the universes of culture, boys and girls, children and girls enter every day: they are a space and a public time where you learn precisely because you are together.
The pandemic has disrupted the daily experience that our pupils do every day, marking a boundary between their private spaces and that special public space where they learn to mean the complexity of the world, experimenting and remeaning it. It is not true that the school has continued and continues: the "Dad" imposed and overlapping for decree to science and consciousness of teachers who had already put strategies and resources in place, was an experiment of through some functional modes of teaching, but with the limit of bringing everything back to another space, if not "privatistic" (on platforms often intended for business and the absence of privacy), certainly more subjective and closed. Space retired, becoming a variant of the private area, that of a sociality lived through a screen, of a word interrupted by imperfect connections. We also know from the monitoring and empirical data that the space that kept inside the most fragile, the most needy of points and bodies, in many cases, disappearing, lost them (ISTAT data report 33,8 % nonexistent connections or precarious - since it reaches 41,6 % in the South).
Distance teaching has amplified the dimensions, both in terms " qualitative " and " quantity ", of school dispersion. It has accentuated distances, exacerbated the effects of old and new poverty, as well as the constraints due to the economic and cultural status of the families of each of our pupils and our pupils, where we should " remove economic and social obstacles which, limiting In fact, freedom and equality of citizens, prevent the full development of the human person " (Art. 3 of the Italian Constitution).
It follows from this that a numerical scale evaluation, as provided for in Ministerial Ordinance No. 11 of 16/5/2020 just approved, would not translate the complexity of the multiple meanings that boys and girls, children and girls have given to the experience of social spacing and the impossibility of being directly reached by the school and the peers group Good morning.
The absolutely atypical school year that is closing requires a training evaluation, adapted to the real processes made possible by the situation. Therefore, an assessment capable of taking into account, with qualitative / descriptive instruments and not with measurements meeting the "objectivity" criteria already shaky in normal times, let alone in abnormal times like these.
This is why I am
THE COLLEGE OF TEACHERS OF THE __________________________________ reunited on the day __________ from hours __________ to hours ______________,
Articles 3, 33 and 34 of the Italian Constitution; Article 7 of the Dlgs. 297/1994; Articles 2 and 4 of the DLG. vo 62/2017;
the health emergency and activities carried out through distance teaching;
The willingness of the teachers of this institution to end this school year amputee-force amputated by doing " seriously ", as " seriously " have operated, taking into account the presence of Bes, DSA and disadvantaged pupils,
that the final evaluation, even with reference to what has been done during the school closing period for the Covid 19 emergency, is organized priority in a synthetic / descriptive judgement in which observations on the cognitive (and emotional) learning paths of each student or pupil based on the information collected and previous work done in the first part of the current school year and also taking into account any previous school years.


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