CDD Dir Adolfo Tomasini - Via delle Scuole 10 Phone 091 751 65 82 e-mail: @ tomasini .adolfo locarno.

ch Conference of Directors of schools Municipal 6600 Locarno, 24 January 2006 Pedagogical and educational project for the organization of school periods offsi te Le plus beau métier du monde »est devenu plus one des difficiles et sont toutes les Conditions Réunies pour que l'enseignant if she feels a victime of Complot. Les parents, the minister, the hierarchy, les médias, les collectivités territor iales, les politiques et les même les élèves it respectent plus: concourt à tout ce que l'enseignant développé une paranoia aigua. Sans point d'appui pour défen dre if the succomb la lassitude, depresses the fuite dans les vacances, the care ful de la mutation ..., toutes les critiques alimentent attitudes here, lesquell es aggravent are découragement: Example de cercle parfait vicieux. Philippe Meir ieu, 1997 1. Between school and study environment off-site The period of off-site school for sections of elementary school - most of the se cond cycle - began in the early 70s and is certainly enthusiastic son of that ai r that immediately after '68, has helped to change basically the way we do schoo l - meaning here the meaning of the expression faire French class, whose meaning has multiple effects in terms of management of the group (the index is perhaps most striking), on educational choices (organization of school work , relationsh ip between knowledge, skills and ability to be ...) and the consequent education al choices. The theoretical framework is drawn from the various John Dewey, Mari a Montessori, Célestin Freinet, Adolphe Ferrière and many others to stay in our county and school master at the time, it is certain that a text like Theory of t he study environment - reflection 1 CDD sions on critical pedagogy contemporanea1 has represented for many young masters of a point of reference generator and varied experiences of extraordinary value educogenica. The text of Clausse - adopted, so to speak, some teacher education of those years (at least, those most sensitive to science education) - is a com pendium of numerous critical and practical experiences of various theoretical co nsiderations led to the four corners of the Western world from late 800 until th e 60s of last century. It is true that even the "fabulous" 70's pedagogy and sch ool, attempts to serious and rigorous application of this new way to act as teac hers were not very common, as often happens, even in this case between saying an d was doing half of the sea, because the attempt to advancing the paths of so-ca lled (inappropriately in part) meant active pedagogy in a dive anxiety, easily a lienate the school authority, manage trouble with parents who could not to under stand and recognize this new school. With regard to our county, one could say th at the study environment, in the most profoundly pedagogical term, had its heyda y in the first half of '900, with the brightest star represented by Mary Alberti groves - that the school authorities and the opposition conservative can say so mething ... - but with different experiences, some less known, especially in the context of greater school. He is not here to rewrite the site, updating a new t

heory of the study environment (or believe to have the capacity to do so) would nevertheless be useful to bend the problem to know why a practice that has never theless shown its strength has never failed seriously rooted in the territory. S till a small percentage of teachers are able to run the streets of active school - I still call it that, quite wrongly, to be able to label fishing heavily from Freinet - usually able to create a school that has a specific identity, that st udents attend with pleasure and where you learn skills outside the most widespre ad standard (increasingly downward, to be true or at least that's the impression ). But it is equally fair to say that the "congenital" difficulty expansion of t hese methods have been compounded in recent past, quite different constraints, p olitical and trade union, but also originating from different university departm ents dealing with science education Why is the ingrained habit - almost atavisti c - to which every specialist you feel anything but a primus inter pares.€With t he good result that educational science exist more on paper than in reality trai ning institutions and research: teaching and unfortunately the "methodology" are still often the master, in the most extreme ignorance (instrumental?) That teac hing and "methods" [approaches, as we use to say in more recent times, perhaps t o conceal their shame] have never solved half the problem: neither learning nor liberation. 1 ARNOULD Clauss, Philosophie de l'étude du milieu, 1961, Paris, Editions of Scrab ble, trans. com. Theory of the study environment - Critical Reflections on Conte mporary pedagogy, 1964, Florence, Italy New 2 CDD 2. The revolution of the 80s: the environment as the core organization of educat ional It's still in those years created and developed this great site called reform pr ograms of elementary school, an all-out action that will lead to the adoption of programs for the elementary school May 22, 1984 approved by the State Council, to replace old programs dating back to 1959 - and, unfortunately, had suffered v ery little influence by powerful pedagogical twenty who had blown in Europe deca des earlier. In its first phase - say, more or less from 82 '78 / 83 - new progr ams under development and experimentation grew around this spirit "Clauss. Reads the program to use the experimental (document 1981): The environment is not onl y the objective reality, or physical space, but all the meanings that the experi ence gained by the child to take him. The environment is therefore not limited o nly to its natural, economic and social aspect, or their mutual relations, but a bove aspects "objective" (separated or isolated disciplines or expanded to broad er areas) and is defined as the ' set of impressions, feelings, perceptions, con cepts, hypotheses, subjective knowledge or objective part of reality drawn from the boy. At operational level, the basic concept is represented by the following scheme: The environment as a platform for knowledge Read - Read Write - Writing Listening - Listening Speaking Talking Size Size his torical-geographical-historical geographical Size Size Size Size scientific scie ntific Calculate Art Art - Troubleshooting - Provide Calculate - Troubleshooting - Provide Representation - Classified - ... Representing - Sort ... ABLE TO DO ABLE TO DO KNOW KNOW ENVIRONMENT ENVIRONMENT

3 CDD As I said, writing in the first 84 programs of study, the definition was broader environment, and started the famous definition of culture on English by the ant hropologist Sir Edward Burnett Tylor (1832-1917) in 1871: The culture, or civili zation [...] is that complex whole, one whole that includes knowledge, belief, a rt, morals, law, custom and any other capabilities and habits acquired by man as a member of a society. The role of the study environment, its implementation in primary schools, should be based on three pillars: 1. Create the necessary cogn itive contexts. It may seem trivial, but it is difficult to have something to te ll if you know little. Our brain is able to earn and establish an immense amount of knowledge, provided that the conditions of learning are adequate. I always r emember with pleasure that my kindergarten teacher - in the late 50s - had propo sed a route on the music, lasted a long time, but extremely varied: much knowled ge, such as "Flight of the Bumblebee" by Rimsky- Korsakov, I learned so ... In t his regard, however, attention must be paid to the fact that there are essential skills, knowledge except those that are linked to the concept of culture as set out above. In other words: Making 'The Flight of the Bumblebee "by Rimsky-Korsa kov I can not necessarily recognized as citizens of Western Europe (but knowing something like that ... yes). On the contrary we can not ignore some primary con cepts - the names of the months, seasons, days of the continents and some of the nation, and so on ... These things must be taught, or at least make sure that a ll the know-nothing can be taken for granted! 2. Make sense of her being at scho ol: a rigid interpretation of the programs can easily lead to the fragmentation of everyday into a thousand shards of the child can not read the link. Hence the move to boredom and repetitiveness is easily done. 4 CDD 3.€Be the characteristic element that links the disciplines (interdisciplinarity ): development of a project will provide students with important elements that c ontribute to improve the essential skills. It is in this context that the conten ts become essential. If, for example, to address a particular unit of the route you should submit a short written text such activity becomes paramount. In other words: it is basic to know - that I know? - The cultural and historical reasons that led to the depopulation of the valleys in the Second World War, but it is essential to learn to write brief text written. Do not forget, ultimately, that the contract which governs the activities of the class - and clearly demonstrate d daily by the attitude of the teacher - is that you are at school to learn. Unf ortunately, over the years has done nothing but slogans emphasize certain age, w ithout that in practice it could to strengthen professional expertise and withou t - especially - that those of slogans filled the mouth was then leading the fou r walls of his classroom (or school during the mountain ...). One of the sacred ways of saying the time was that learning to learn is certainly more important t han learning altogether. Nice phrase. But he's right as usual Meirieu (1997): À la Sorbonne, a parterre devant de milliers d'inspecteurs, on a même entendu avec la foi a minister proclaim convert qu'il faut du nouveau Désormais, à l'école, "apprendre à apprendre "... The n'ignore sûrement pas que cette idée de Montaign e et dates du Ratio Studiorum (Fondateur texte de la pédagogie jesuita dont the final version parut en 1599), qu'elle est développée depuis plus d'siecle a péda gogiques par les militants de l ' Éducation nouvelle ... On n'est pas non plus s ans savoir que cette même formulas remise en question est précisément par de trè s nombreux chercheurs here constatent the difficulté à acquérir une méthode cont ent indépendamment de son. Mais tout est bon, en matière educational, pour donne r à la population the sentiment que l'on fait quelque chose. Imaginerait-on a Mi nistre de la santé, les meilleurs spécialistes des Traitements devant les plus s ophistiqués, faire de la saignée praise? To return to the main object of this do cument, the so-called week of mountain school was founded in those early '70s, p

artly at the behest of some common luckier (for being in my neighborhood, I reme mber the institution of Ascona, who was a early in Ticino to exploit its stable at that Rhodes: to be fair, more so than with bucolic hiking and strictly educat ional purpose ...) and partly at the behest of some more or less taught young an d drunk (I I include among the latter: with the full support of my boss at the t ime I organized a network of exchanges and experiences that Fusio, rediscovering the "colony climate" Mogno and acting as a trailblazer in the City of Locarno w as the spring of 19,762). But even in this - in perfect line with what was happe ning and has happened in the classroom - the standardization of the idea was qui ckly transformed into "something else" undefined, unproductive, sometimes 2 That experience is a book published in those years the Learning Center Canton. 5 CDD harmful. Since the 80s the school mountain spreads like wildfire, becoming an à la page: many municipalities purchase stable here and there, owners who no longe r knew what to make of their burdens - because the summer camps were entered int o crisis - they sense the deal and carry out the restoration, there are even tho se who build from scratch. The soaring cost of rent. Develop such courses and sk i weeks or less green, until the County decides to adjust the matter and to inst itutionalize and regulate periods outside school premises. So much for sobriety and sense of proportion, the Regulations of the Law on the kindergarten and elem entary school on July 3, 1996 even includes an entire chapter - the II - the sch ool off-site, through as many as 11 articles provides, requires, down, he theori zed, ... Reading the chapter is of some interest to understand why a practice st arted with the noblest ideals is (often) turned into a residence "elsewhere" nei ther more nor less than a sort of reunion between friends . Let us see, then, th is treatise of education who became a legal and regulatory verb: Definition Article 60 The school is located outside of a living educational clas ses primary school in a suitable place, usually in the canton,€enough to ensure a proper community life and conduct of school activities. The periods of school out of the office have the following objectives: (a) (b) (c) (d) (e) Duration of classes approved Article 62 Article 63 1I 2The Objectives Article 61 assist the process of socialization of students; promote awareness among student s and between students and teachers; actually implement the rules that govern ev eryday life education and community; know a particular environment, studying the geography, history, nature and achievements of 'man, while increasing the sport , drawing on particular environmental resources. periods of school offsite normally last a week. Town Hall, proposed by the Board , may adopt different solutions. 1The holding periods of off-site school is reserved as a rule, the classes of the sec ond cycle. 2Eccezioni may be granted by the inspector. 1Nei which are common in established periods of off-site school, teachers are re quired to participate with your class, according to the timetable set by managem ent. Participation does not entail any additional compensation, except for parttime teachers present for the entire stay. 2Eventuali exemption for reasons of f

orce majeure may be granted upon written request of the Town Hall. 3For teachers part time, the task of participating in off-site school periods must be fulfill ed by both, preferably in co-presence for the duration of stay, if this is not e veryone's participation is limited to half-time. Participation of teachers Article 64 Frequency of students Article 65 The participation of school pupils to periods out of the office is mandatory. 6 CDD Dispensation of pupils Article 66 Waiver of frequencies from school out of the o ffice may be granted by the Directorate for medical reasons, psychological or fa mily: in this case, and if possible, exempt the student attends school in the ho me, with students of a 'other section, performing the activities set by the lect urer. 1The Program Article 67 program of school activities off-site inspector is sent from the Town Hall, acco mpanied by the following: (a) (b) (c) (d) (e) A description of the building or p remises; daily organization, length of stay and dates ; classes involved, how th e rescue and first aid. 2Nelle places where there is a director, the council is exempted from submission of the program. 3Nei cases where the periods of school out of the office are always he ld on the same site, the information) and e) are sent only once. Preparation Tea ching Art lecturer in section 68 (respectively in the case of joint holders the teachers part-time teachers) is responsible for the educational preparation and organization of all activities planned outside the school premises. 2Egli to the Director or, where it exists, the inspector a detailed program of activities, i ncluding any explanatory documents. 3L'autorizzazione for sports details can be obtained from the Office of Physical education. During the school out of the off ice holder is secured to the teacher in collaboration with a suitable person. Th e support staff and service must be insured against accidents and civil liabilit y, the head of the school out of the office is required to ensure that this prov ision is obsequious. 1The Auxiliary and service insurance regulations Article 69 Article 70 For what concerns us more particularly, Article. 61 is certainly the most import ant because it tries to find the core of the educational problem in the search f or evidence that can ensure compliance with the aims of the school established b y law. Interestingly, at least four goals in five should be part of the genetic code of any serious professional education so it is not clear why the legislatur

e felt the need to be so tedious - unless it was animated dall'insulsa convictio n that repetita Juvante. 7 CDD For the sole purpose vaguely related to the specific objectives of the period of off-site school, it is interesting to note the evolution from pilot programs to those officers, to this Regulation: 1981: program to use the experimental environment is not only the objective real ity, or physical space, but all the meanings that the experience of the child ta kes for him. The environment is therefore not limited only to its natural, econo mic and social aspect, or their mutual relations,€but exceeds aspects "objective " (separated or isolated disciplines or expanded to broader areas) and is define d as the set of impressions, feelings, perceptions, concepts, hypotheses, subjec tive knowledge or objective part of reality drawn from the boy. 1984: The progra m for elementary school teaching should relate as closely as possible to the env ironment, allowing students to experience the usefulness and the practicality of what they learn. The environment in which it was thought by developing the prim ary curriculum should not be reduced to where students live and the school is lo cated. It is above all cultural and human environment, whether in language, valu es, traditions, standards, technical achievements: the experience that the stude nt has made in life provided him with the first elements of culture. 1996: Schoo l offsite (RLSiSe) know a particular environment, studying the geography, histor y, nature and man's achievements; A did not doubt we are facing a pressing the down-slope qualitative and conceptu al, which helps to perpetuate the unhealthy practice of teaching fragmented disc iplines. To all this we might add that the institutionalization of the school of f-site - the formal act that affects the vast majority of schools that are organ izing the "mountain school, green or white that is - has increased costs by almo st inescapable presence on the ground assistant-masters, monitors and specialize d teaching staff ad hoc pace of the real possibility of adding a week to Airolo Arzo or privileged on a promontory of the road leading from September to June. A nd there are parents who want to advance the timetable of the week greenery of i ts children so they can organize the holiday ... honey. Without children underfo ot. 8 CDD 3. The proposed Olivone: an opportunity to be seized The Alpine Foundation for Life Sciences of Olivone (An innovative project in the context of interregional and inter-level training to safeguard the outlying and mountainous, as it defines) is configured as an opportunity for creative recove ry and modern theories pedagogy that could be a rich source of inspiration for i nstitutions and their teachers. As early as 2007 can be organized in Olivone, st ructures of the foundation, periods of school out here that can make use of adeq uate logistical facilities and, above all: a set of knowledge in life sciences t hat allow an organic development and harmonic routes TEACHING certainly charm, a group of specialists in different fields of life sciences, but also available t o advise teaching staff, laboratories, contacts, natural areas, libraries, docum entation centers, available ... schools and their teachers. However, in order to capitalize on the experience of Olivone and, if possible, to make it consistent with the spirit that had inspired the design of "new" elementary school program s, I consider indispensable the need to include the period of school offsite in Olivone an educational project that reinforces the educational value of travel B leniesi and that, at this point, recoveries for real nature of those goals that socioaffettiva Regulation focuses on: supporting the process of socialization of students, knowledge among students and between students and teachers, the pract

ical application of educational standards that govern daily life and community. Here there are two cards, designed by Dr. Ario Conti (FASV) that optimally illus trate the possible paths of study environment which lends itself both to the con struction of rigid educational tours, both modifications and variations dependin g on the capabilities and the interests of teachers holding. As you can see even through a scenic view and more or less superficial, these tracks work include c ontainers of meaning that are made and, while rich, varied and transdisciplinary , showing, in a pragmatic manner, the complexity in terms of motivation can not remain indifferent. Starting from the high point of the school week offsite, you can plan activities that develop throughout the school year and offer the possi bility to address pathways sensible, harmonious, full of ideas on what disciplin ary and methodological. On these beams sense then we can support the teaching of some specific skills that are unique, such as mother tongue and mathematics. Th e diagrams presented below are illustrative. 9 CDD The plant human activity. Production chain from the high trees to finished produ cts. Architect engineer Carpenter Carpenter ... ... ... .. House construction (frames , roofs, ...) Bridges ... ... MOBILE fine wood Card No.1/06 TRANSPORT AND COMMUNICATION Tractor Truck - Rail-roads Ship - by water of WOOD W ORK Helicopter - by air - forest - forestry forest roads, regional, cannot., Nat. .. .. rail The wooden building BETWEEN PAST (History) and Future Weatherman-Ing.forestale Swissmeteo The mountain resorts ForestersTimber-Dealers 1800 OTHER WORKS WALNUT BODY Transport SAWMILL SHELTERS avalanche-protection-Protection of forest villages ... ... ... ... ... ... ... ... ... ... ... ... ... .. LARCH FIR PLANT BRANCHES CUT ELM THE SNOW SEASONS-cycle and seasonal nature of the role of hibernation ... .. -Pr otection and construction safety hazards Alpine rivers ... (water cycle) forest engineer Engineer Biologist ... ..

CHESTNUT Time-biological Olivone sawmills OLD STILL IN ACTIVE FIRST POWER PLANT OF Olivon e Season-Biological cycles (lunar ...) Chips ... ... ... ... ... REJECTS SAWDUST ... ... ... ... .. In the past-use as the absorbent in the stables ... In the present and future, n ew sources of caloric energy-building heating ... ... ... ... ... ... ... .... . .. ... ... ... ... ... ... ... Manufacture of paper ... ... ... ... ... ... ... ... ... .. PULP Past and present: Print-Journal Book, ... .... FOREST ROADS VISIT AND STUDY OF THE FOREST AS A LIVING ENTITY Link:. Lukmanier pastures. Museum "by Rev. Ca! Or". Patrician general. Uff for. approximately Acquarossa. Div Prof. trai Ac11/01/06 10 CDD The plant as a source of life for the life of the animal and man. Card No.2/06 Products of the-Cheese-Butter - ... ... .... Boggie Boggesi THE ALPS (July) The Bat (December) The Fair (September) harvest (August) HISTORY mountain life in the Alps-what is left? -What have we learned? -Signific ance of biological rhythms of man and nature. Meadows Meadows-fat-lean The Hay (June-July) The joint work husking The sowing (eg potatoes) TENS (May 1) (Nomadism mountaineer) HISTORY - Reflection on the past to understand the present and prepare for the f uture. What happened to us 50 years ago is still in non-industrialized world. Th e ETNOECOLOGIA. The 'Human Ecology BIODIVERSITY AND PLANT FLOWERS IN THE MEADOW IN FIELD AND NATURAL Lucomagno In the past, textiles, clothing, cordage, ropes, ... Finished product in the pas t and present human POWER flour, polenta, ... .. NATURAL SEED SPORE ------ Natural Selection Biotechnology HAY know this to plan future Molecular-Biology-DNA - the gene-GM plants (Field)

CHAIN OF PRODUCTION PLANT Corn, Wheat, Canola, Clover, Medicinal plants and in t he past Flax and Hemp SERRA BEGINNING OF LIFE = Dried flowers dried grass aromas, molecules, ... ... ... .. ANIMAL FEED MILK * WHO does life begin? Who created the seed? Practical work in the Laboratory of fasv 01.01.2007 What is life? * Processing of milk and its derivatives from milking the finished product = ENERG Y Tours: peasant-holdings on site-visit-SIDES azienta specialized tour company r etail MMM CHAPTER BIO INTEGRATED PRODUCTION PRODUCTION Ac11/01/06 CHAPTER POWER:-Dietitian, doctors, professionals-disease prevention-type diversi fication in the power-slow-food-products-natural organic products - ... ... ... .. 11 CDD 4. Finally This working paper is configured as a platform for conceptual eminently pedagogi cal character. The first such review to be done concerning the consent or dissen t in respect of this approach. It is not my intention to force the hands of coll eagues, of course. But I believe that a sincere explanation at this stage of wor k can represent a clear reference point for future work, otherwise we will be co nstantly confronted with the risk of fragmentation, which leads straight on the road a bit 'woolly the frustration of efforts. Because an account is considered the period of off-site school as a privileged moment and emotionally valuable to a project that began in September and ends in June, and another thing is to go to school mountain as if it were a school walk a bit 'special. Anyway it is an i mperative not to forget the admonition of Célestin Freinet - an unexpected sourc e, then - according to which "Ce n'est pas le jeu à l'enfant naturel est here, t he corn travail" but I often strong feeling that between spontaneity,€creativity and lack of discipline (teaching, learning and practice ...) we are cultivating and perpetuating the decline of the school that breeds ignorance and - since re cently - can no longer speak. In this sense, the supply of know-how, knowledge, skills and attitudes provided by the Foundation represents an added value, we mu st be able to understand better, even to succeed in an educational environment o ptimized to run to the streets of competence as capacity tackle a complex proble m or perform a complex task ("A competence is the Ability to Meet Demand for com plex or successfully carry out a complex activity or task) 3. Issues such as tho se proposed by these two boards have actually exemplifying many opportunities fo

r development and deepening, reaching areas of art and philosophy: we want to ac cept this challenge? Adolfo Tomasini Director of Local schools Locarno 3 From my speech during the session of the CSD was held in Lugano, November 21, 20 02. 12