The focus of the sociological studies on educational phenomena becomes more evident and it is transverse to the development’s four stages of Sociology of Education (Besozzi, 2013, 7a ed.), that examines the function of the educational system for the development of a society’s human (Becker, 1964), cultural and social capital (Bourdieau, 1986). The educational system has turned its status (and modus operandi), from an institution aiming at transmitting knowledges into a “learning environment”, rich in relationships and training experiences, which fosters people’s acquisition of knowledges and skills (key skills, AN) useful to cope with society’s requests (Loiodice, Presentazione in Dato et al., 2007). Therefore, within the learning society, educational systems expand their function, as they are capable of supporting empowermentmechanisms (Colasanto, Presentazione in Colombo, 2010). Having to stimulate individual’s capacity self-determination, the educational system will have to be methodologically aimed at making students empowered, i.e. enriched by their power (Dato, 2007), able to make conscious life plans and to cope with requests of a discontinuous society. If we only tell to the people that they have the power to affect their life, without at the same time preparing a set of experiences where they can affirm their abilities, this attempt will turn out to be an empty guidance (Bandura, 2003). The sociological study can focus on the ability of the educational system of a “late-modern society” (Giddens, 1991) to turn the students from vagabonds into tourists (Bauman, 2002), that don’t put their destiny into other people’s hands (Putton, 1999). Assuming that empowerment is a process that develops both the ability to act positively and productively within one’s own context, and to make conscious choices (Loiodice, Presentazione in Dato et al., 2007), this paper is going to introduce the Portfolio 2 – Portfolio formativo e di auto-orientamento (Severino e Cascino, 2014): it is an instrument made within an action to reduce school disengagement (PON 2007-2013 – Progetti F3) through selfreflective, self-evaluating and self-orientate activities (Varani, 2006). Portfolio 2 aims at activate an empowerment process in the students, with an emphasis on key skills. In this sense, the paper is going to introduce the study’s results of the effects of Portfolio 2 on high school students’ sense of self-efficacy.
The educational system that orientates to self-orientate
Severino S.;Polopoli C.;Cascino G.
2016-01-01
Abstract
The focus of the sociological studies on educational phenomena becomes more evident and it is transverse to the development’s four stages of Sociology of Education (Besozzi, 2013, 7a ed.), that examines the function of the educational system for the development of a society’s human (Becker, 1964), cultural and social capital (Bourdieau, 1986). The educational system has turned its status (and modus operandi), from an institution aiming at transmitting knowledges into a “learning environment”, rich in relationships and training experiences, which fosters people’s acquisition of knowledges and skills (key skills, AN) useful to cope with society’s requests (Loiodice, Presentazione in Dato et al., 2007). Therefore, within the learning society, educational systems expand their function, as they are capable of supporting empowermentmechanisms (Colasanto, Presentazione in Colombo, 2010). Having to stimulate individual’s capacity self-determination, the educational system will have to be methodologically aimed at making students empowered, i.e. enriched by their power (Dato, 2007), able to make conscious life plans and to cope with requests of a discontinuous society. If we only tell to the people that they have the power to affect their life, without at the same time preparing a set of experiences where they can affirm their abilities, this attempt will turn out to be an empty guidance (Bandura, 2003). The sociological study can focus on the ability of the educational system of a “late-modern society” (Giddens, 1991) to turn the students from vagabonds into tourists (Bauman, 2002), that don’t put their destiny into other people’s hands (Putton, 1999). Assuming that empowerment is a process that develops both the ability to act positively and productively within one’s own context, and to make conscious choices (Loiodice, Presentazione in Dato et al., 2007), this paper is going to introduce the Portfolio 2 – Portfolio formativo e di auto-orientamento (Severino e Cascino, 2014): it is an instrument made within an action to reduce school disengagement (PON 2007-2013 – Progetti F3) through selfreflective, self-evaluating and self-orientate activities (Varani, 2006). Portfolio 2 aims at activate an empowerment process in the students, with an emphasis on key skills. In this sense, the paper is going to introduce the study’s results of the effects of Portfolio 2 on high school students’ sense of self-efficacy.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
