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'Scuola Diffusa' y educación ampliada como práctica socio-educativa para la inclusión. Un estudio cualitativo = “Scuola Diffusa” and Widespread Education as a Socio-Educational Resilience Practice for Inclusion. A qualitative study

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http://hdl.handle.net/10256/25962

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Título:: 'Scuola Diffusa' y educación ampliada como práctica socio-educativa para la inclusión. Un estudio cualitativo = “Scuola Diffusa” and Widespread Education as a Socio-Educational Resilience Practice for Inclusion. A qualitative study
Tema:: Educació inclusiva -- Itàlia -- Reggio Emilia; Inclusive education -- Italy -- Reggio Emilia
Descripción:: 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; 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 modelo educativo que parecen facilitar prácticas y experiencias inclusivas, a saber: el aprendizaje cooperativo, el aprendizaje a partir de intereses y situaciones reales, así como el apoyo social en pequeños grupos con diferentes profesionales involucrados. Ello requiere de procesos de formación para abordar estrategias y prácticas que permitan compartir distintas unidades y objetivos curriculares conjuntamente con agentes sociales y comunitarios del territorio
Fuente:: Revista Electrónica Interuniversitaria de Formación del Profesorado (REIFOP), 2025, vol. 28, núm. 1, p. 77-92; Articles publicats (D-PS); Landi, Laura Jornet, Alfredo Bertolini, Chiara Esteban Guitart, Moisès 2025 Scuola Diffusa' y educación ampliada como práctica socio-educativa para la inclusión. Un estudio cualitativo Revista Electrónica Interuniversitaria de Formación del Profesorado (REIFOP) 28 1 77 92
Idioma:: Spanish; Castilian
Relación:: info:eu-repo/semantics/altIdentifier/doi/10.6018/reifop.639611; info:eu-repo/semantics/altIdentifier/eissn/1575-0965
Autor/Productor:: Landi, Laura; Jornet, Alfredo; Bertolini, Chiara; Esteban Guitart, Moisès
Editor:: Asociación Universitaria de Formación del Profesorado (AUFOP)
Derechos:: Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0); https://creativecommons.org/licenses/by-nc-nd/4.0/; info:eu-repo/semantics/openAccess
Fecha:: 2025-01-08
Tipo de recurso:: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; peer reviewed
Formato:: 16 p.; application/pdf

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4. < dc:creator > Bertolini, Chiara </ dc:creator >
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1. < title > 'Scuola Diffusa' y educación ampliada como práctica socio-educativa para la inclusión. Un estudio cualitativo = “Scuola Diffusa” and Widespread Education as a Socio-Educational Resilience Practice for Inclusion. A qualitative study </ title >
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3. < creator > Jornet, Alfredo </ creator >
4. < creator > Bertolini, Chiara </ creator >
5. < creator > Esteban Guitart, Moisès </ creator >
6. < subject > Educació inclusiva -- Itàlia -- Reggio Emilia </ subject >
7. < subject > Inclusive education -- Italy -- Reggio Emilia </ subject >
8. < description > 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 </ description >
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8. < dcterms:abstract > 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 </ dcterms:abstract >
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  1. < dc:title > 'Scuola Diffusa' y educación ampliada como práctica socio-educativa para la inclusión. Un estudio cualitativo = “Scuola Diffusa” and Widespread Education as a Socio-Educational Resilience Practice for Inclusion. A qualitative study </ dc:title >
  2. < dc:creator > Landi, Laura </ dc:creator >
  3. < dc:creator > Jornet, Alfredo </ dc:creator >
  4. < dc:creator > Bertolini, Chiara </ dc:creator >
  5. < dc:creator > Esteban Guitart, Moisès </ dc:creator >
  6. < dc:subject > Educació inclusiva -- Itàlia -- Reggio Emilia </ dc:subject >
  7. < dc:subject > Inclusive education -- Italy -- Reggio Emilia </ dc:subject >
  8. < dc:description > 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 </ dc:description >
  9. < dc:description > 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 modelo educativo que parecen facilitar prácticas y experiencias inclusivas, a saber: el aprendizaje cooperativo, el aprendizaje a partir de intereses y situaciones reales, así como el apoyo social en pequeños grupos con diferentes profesionales involucrados. Ello requiere de procesos de formación para abordar estrategias y prácticas que permitan compartir distintas unidades y objetivos curriculares conjuntamente con agentes sociales y comunitarios del territorio </ dc:description >
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  1. < field name =" bin " > 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 </ field >
  </ element >
</ metadata >

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