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Questo contributo riguarda la dispersione scolastica in Italia e in Europa. Partendo dall’analisi dei documenti prodotti a livello europeo, si intende ricostruire come si connota l’abbandono scolastico a livello nazionale e internazionale, indagandone le cause, le politiche dirette a contenerlo e l’efficacia delle misure messe in campo per contrastarlo. Successivamente, viene proposta una sintetica rassegna della letteratura dedicata, per meglio comprendere l’evoluzione del fenomeno così recente da non essere ancora del tutto definito e acquisire così una visione dello stato dell’arte.

The contribution aims to reflect on the importance and, above all, on the future of reading education in the digital age. The entry into the world of reading is a kind of birth because it requires an educational relationship, encouraging, facilitating, and able to promote the growth and maturation of boys and girls as autonomous readers, competent, critical, and passionate. For this reason, we will try to outline a possible path of reading education through the use of storytelling and, in particular, of reading aloud and playful activities, in the belief that the pleasure of listening to a story and the joy of playing can find meeting points that accompany children on a path of growth that does not necessarily have to pass through an exclusionary choice, but that allows us to offer children of pre-school and school-age a way that is as complete as possible and inclusive of the many playful and educational realities.

This paper presents the permeability and contamination between non-formal, informal and formal contexts as the core of the educational ecosystem. In the “inter-field” between capabilities and education, the paper focuses on the theme of co-responsibility and agentive responsibility: in this way it is possible to build a welfare of capabilities, such as to favor the free realization of people’s potential. From this point of view, educational practices must be able to recognize the agency of informal networks and encourage collaboration between formal and informal networks, in view of the establishment of flexible and open educational ecosystems capable of co-existing with the complexity of modern societies. In this perspective, educational processes play a decisive role in transforming learning and knowledge into choices and decisions, in the dual awareness of the person as an end in itself and of the pluralism of values.