Remote education with recent immigrant pupils: practices, solutions, relations

Abstract

The introduction of remote education in primary and lower secondary schools as an emergency teaching and learning solution in the context of the Covid-19 pandemic is an unprecedented and little-explored topic: against the background of an intercultural experience developed in Florence, the following content delves into the dynamics of remote education with recent immigrant pupils
to shed light on its relational implications. This paper builds upon the results of an empirical study, supported by participatory and
qualitative research methods: while outlining the experience observed, it aims to contribute to pedagogical reflections on educational processes in emergency contexts, and to the production of relevant operational models.