Il corso universitario di storia tra oralità e scrittura

Here’s a refined version of the translation in a more academic style: "The study of the transmission of history during the fascist period within universities proves particularly productive, as it was during these years that Italy's historical 'epistemic community' definitively consolidated, through academic instruction, a normative consensus concerning the academic, institutional, and scientific structuring of the discipline. By conducting a comparative analysis of the topics addressed at several major universities, the average longevity of certain themes, the methodological frameworks of the courses, and the recommended readings, it is possible to preliminarily establish a broader reflection on the historian’s role as an educator in a field—history—that is relatively young in academic terms, both within the European and, more specifically, the Italian context. University courses can indirectly provide insight into the relationship between the scholar and the 'public' role assumed in fulfilling their educational and didactic duties. The study examined the materials related to 'history' courses at several universities—Milan, Padua, Bologna, Perugia, Rome, Naples, and Catania—in both the Faculties of Humanities and Political Sciences. In this light, university courses serve a dual purpose: on the one hand, they mirror the intellectual endeavors of the instructors under study, while simultaneously providing a tangible reflection of the relationship that historians established with their profession, which was inextricably linked to the construction of the 'nation.'" The paper studies the transmission of history during the fascist period within universities. During these years, Italy's historical 'epistemic community' definitively consolidated, through academic instruction it built a normative consensus concerning the academic, institutional, and scientific structuring of the historical discipline. By conducting a comparative analysis of the topics addressed at several major universities, the average longevity of certain themes, the methodological frameworks of the courses, and the recommended readings, it is possible to preliminarily establish a broader reflection on the historian’s role as an educator in a field—history—that was relatively young in academic terms, both within the European and, more specifically, the Italian context. University courses can indirectly provide insight into the relationship between the scholar and the 'public' role assumed in fulfilling their educational and didactic duties. The study examined the materials related to 'history' courses at several universities—Milan, Padua, Bologna, Perugia, Rome, Naples, and Catania—in both the Faculties of Humanities and Political Sciences. In this light, university courses serve a dual purpose: on the one hand, they mirror the intellectual endeavors of the instructors under study, while simultaneously providing a tangible reflection of the relationship that historians established with their profession, which was inextricably linked to the construction of the 'nation.'

Lo studio della comunicazione della storia nel periodo fascista all’interno delle Università è particolarmente fruttuoso poiché in questi anni in Italia si venne definitivamente precisando da parte della “comunità epistemologica” storica, anche attraverso l’insegnamento accademico, un consenso di carattere normativo intorno alla strutturazione accademica, istituzionale e scientifica della disciplina. Tramite il raffronto a campione dei temi trattati in alcune grandi Università, della longevità media di alcune tematiche, dell’impostazione metodologica dei corsi e dei libri consigliati in lettura si può preliminarmente impostare una riflessione più generale sulla professione dello storico come docente di una materia, la storia, relativamente giovane accademicamente nel contesto europeo ed, in particolare, italiano. I corsi universitari possono indirettamente restituire uno spaccato del rapporto che lo studioso ebbe con il ruolo “pubblico” assunto nel momento in cui affrontava il proprio compito educativo e didattico. Lo studio ha analizzato le dispense inerenti ai corsi di “storia” in alcune Università - Milano, Padova, Bologna, Perugia, Roma, Napoli, Catania - sia nelle Facoltà di Lettere che in quelle di Scienze Politiche. All’interno di quest’ottica i corsi universitari rivestono, perciò, una duplice importanza: se da un lato essi possono essere lo specchio dell’attività intellettuale dei docenti presi in considerazione, al contempo essi restituiscono un’immagine concreta del rapporto che gli storici stabilirono con la propria professione, legata indissolubilmente al costruirsi della “nazione”.