“Scuola Diffusa” y educación ampliada como práctica socio-educativa para la inclusión. Un estudio cualitativo

Abstract

En Reggio Emilia se ha consolidado un modelo educativo, «Scuola Diffusa», impulsado por la Oficina Educativa del Departamento de Educación del Gobierno Municipal de Reggio Emilia, que emergió como respuesta a las limitaciones derivadas del confinamiento producido por una emergencia sanitaria, y que ha modificado el ecosistema educativo de la ciudad ofreciendo amplias oportunidades educativas para la inclusión. Se basa en alianzas profundas entre diferentes actores sociales, educativos y comunitarios que codiseñan proyectos curriculares conectando múltiples contextos dentro de una comunidad, y que toman como punto de partida los intereses y necesidades de la vida cotidiana de los y las estudiantes. En este estudio, y utilizando métodos cualitativos para documentar la implementación del modelo en la ciudad de Reggio Emilia, abordamos la siguiente pregunta: ¿qué características del modelo“Scuola Diffusa”facilitan las prácticas inclusivas? Se identifican tres condiciones clave en el

In Reggio Emilia, thanks to the “Officina Educativa”, the educational department of the Reggio Emilia municipal government, "Scuola Diffusa", a specific model of Widespread Education, emerged as a response tothe constraints resulting from the lockdown due to a health emergency situation. It shaped the educational ecosystem of the town, offering extensive educational opportunities for inclusion. It is based on deep alliances between different social, educational and community actors who co-design curricular projects that connect multiple contexts within a community and take the learners’ everyday life interests and needs as a point of departure. In this study, and using qualitative methods to document the implementation of Widespread Education in the city of Reggio Emilia, we address the following question: What characteristics of Widespread Education facilitate inclusive practices?Three key conditions that seem to facilitate inclusive practices and experiences are identified in the educational model, namely: cooperative learning, learning from interests and real situations, as well as social support in small groups with the different professionals involved (teachersand educators). This requires training processes to address strategies and practices that allow different curricular units and objectives to be shared with areas of the territory.