Corresponsabilita scuola-famiglia e cura educativa dei genitori: una riflessione a partire dai Decreti Delegati degli anni Settanta

During the 1970s, the new idea of the educating community suggested by the Faure Report (1972) accelerated the process of school transformation in Italy by also involving the family. On the other hand, family and school were the two main polemical targets of the protesting youth movements, hippies and students, who accused these two institutions considered closed and obsolete communities (Pironi, 2020). In this scenario, the Delegated Decrees issued in 1974 suggested transforming the school into a democratic community placed in relation with the wider social community (Susi, 2012) and in which decisions were taken by all components, i.e. families, students and teachers (Rizzi, 1975). Although the encounter between the school community and the family community promoted by the Decrees was desirable, contemporary literature grasped the limits of this initiative, highlighting how this encounter between the two most important educational agencies was complex and at times artificial (Corradini, 1976). Even today, the relationship between school and family appears difficult and the most recent pedagogical debate on the issue of school-family co-responsibility describes this difficulty in building alliances as a real educational emergency of late modernity (Buonanno, Dusi, 2023; D'Addelfio, Vinciguerra, 2022; Mulè, 2022; Zini, 2020; Pati, 2019). In the context of these reflections and starting from the Decrees of the 1970s, this contribution intends to launch a study on school-family co-responsibility, in order to offer new perspectives on the educational care of families, promoting experiences and paths of educational support to parenthood to be experimented within a renewed school.