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FrancoAngeli Journals

Articoli/Articles

N. 2 (2025)

Narrazione, cooperazione e life design nella scuola media: percorsi per promuovere Progetto di Vita, benessere e inclusione

DOI
https://doi.org/10.3280/ess2-2025oa21096
Inviata
23 settembre 2025
Pubblicato
11-12-2025

Abstract

Il concetto di Progetto di Vita sta assumendo crescente rilevanza nei contesti educativi, in particolare nella scuola secondaria di primo grado, fase in cui gli studenti iniziano a costruire identità, aspirazioni e competenze socio-emotive. Il presente studio ha valutato l’efficacia di un percorso didattico di 8-10 settimane, fondato su educazione narrativa, life design e attività cooperative, finalizzato a potenziare autodeterminazione, engagement scolastico, benessere soggettivo e clima di classe inclusivo. La ricerca, condotta con approccio mixed methods in una scuola di Napoli, ha coinvolto circa 100 studenti (11-14 anni), inclusi alunni con Disturbi Specifici dell’Apprendimento (DSA). Sono stati utilizzati strumenti quantitativi standardizzati (KIDSCREEN-10, BPNSFS, SEM, LCQ) e strumenti qualitativi (interviste narrative, diari riflessivi dei docenti). I risultati evidenziano un incremento significativo nei punteggi relativi a benessere, engagement e soddisfazione dei bisogni psicologici di base, accompagnato da narrazioni che testimoniano una maggiore consapevolezza di sé, un rafforzato senso di appartenenza e un più ampio riconoscimento reciproco. Lo studio dimostra come l’integrazione di pratiche narrative e cooperative possa favorire lo sviluppo del Progetto di Vita e migliorare la qualità della vita scolastica, con effetti particolarmente positivi sugli studenti con DSA.

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