Scuola e nuovi scenari familiari: tra complessità e forme di alleanza educativa

Abstract

School and family represent the first and most important educational agencies in the life of every individual. Both institutions have been affected, in recent decades, by profound transformations that have undermined their respective roles, functions and authority. Today, the multiplicity of family models and the difficulties of the current school system in responding to the increasingly varied requests of the subjects and of the socio-economic reality have contributed to the crisis of an extremely delicate and complex relationship between family and school. In addition to the “extreme” but increasingly frequent tragic episodes of parents attacking teachers and headmasters, there are increasingly widespread forms of dissatisfaction and relational conflict between parents and teachers that have negative effects on the training processes of the younger generations. The present contribution, also in the light of current school regulations, will seek to shed light on the most effective methods and strategies for building forms of co-responsibility between the school and the family institution, starting from the awareness of one's own role and that of others and mutual trust on the part of all the figures involved. In particular, there are two types of family, immigrant and homogenitorial families, increasing in our country and more at risk of being subjected to stereotypes and discrimination.