DaD: tutti bocciati? Professionalità docente e rapporti di cura nell’esperienza dei genitori

Abstract

Researches and reports on Remote Learning are constantly increasing and demonstrate the importance that the topic holds also for the teachers’ professionalism. This is an operational situation that highlights a context of complexity characterized by multiple criticalities. Nevertheless, some didactic micro-projects have faced the pandemic phenomenon and have created well-being and inclusion conditions. The paper presents the developments of a research path aimed at identifying the distinctive elements within an educational experimentation that during the pandemic created well-being conditions for children and families. Through the provision of a questionnaire addressed to the parents of the pupils in an experimental class and the carrying out of a group interview, emerge the elements that characterize the care action developed by the teachers, with a teaching practice aware of families and children needs.