In recent months there has been a lot of talk about school, in the pages of newspapers and in televised debates, in daily conversations and in the statements of politicians. But how?
Benches on wheels, lack of staff in schools at the beginning of the year, measures of social distancing, distance learning or face to face, were among the most discussed topics; certainly important, but one wonders if the substance, if the real questions are these.
Crises teach nothing in themselves, but they break into our way of life by deconstructing it and putting under the magnifying glass what we took for granted, of course. This is why they bring with them the possibility of questioning ourselves about the meaning of what we do to imagine an after that is not the simple re-proposition of the first, but can insert into everyday life what we have managed to grasp as essential.
One fact became clear in this year 2020: the schools and teachers are there. The researches, many of which are reported in this volume, have revealed the willingness of teachers to get involved by reinventing themselves. Albeit in a framework with lights and shadows that suggests elements of reflection at different levels, the conditions that made this response possible can be summarized in meeting with colleagues in a context of community of practice strongly characterized in terms of mutual support and research. /professional training.
We are currently still in an emergency health situation. The desire to get out gives hope for a newfound normality that will re-establish the pre-pandemic conditions. It is desirable, but when it comes to education it is correct to ask whether this is enough.
Many reasons for reflection come from the contributions present in the volume, both in the "Research" section and in the "Experiences and reflections" section, in addition to the interesting notes in the "Research" section.
