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It is well-known that teachers are required to have an experimental mentality leading them to constantly verify the educational efficiency of their teaching actions and make new hypotheses to improve. Actually, what really happens at school is that intuition is predominant because of the lack of time, so these hypotheses are quite dim, working procedures are the fruit of almost indefinite improvisation, and assessment does not fit the need for observing the benefits and results of learning or it is not even carried out at all. Therefore, it is required for school teachers to have a strong methodological competence in the field of teaching research. The Research Group at the University of Palermo reckoned that this kind of competence would improve thanks to a more direct teachers’ involvement in collecting their teaching practices and analysing them.

It is well-known that teachers are required to have an experimental mentality leading them to constantly verify the educational efficiency of their teaching actions and make new hypotheses to improve. Actually, what really happens at school is that intuition is predominant because of the lack of time, so these hypotheses are quite dim, working procedures are the fruit of almost indefinite improvisation, and assessment does not fit the need for observing the benefits and results of learning or it is not even carried out at all. Therefore, it is required for school teachers to have a strong methodological competence in the field of teaching research. The Research Group at the University of Palermo reckoned that this kind of competence would improve thanks to a more direct teachers’ involvement in collecting their teaching practices and analysing them.

In questo breve saggio, sono delineate alcune caratteristiche che la comunicazione reale tra genitori e figli dovrebbe possedere, secondo il personale punto di vista pedagogico dell’autore. A ben vedere, per realizzare questo compito, bisogna prima interpellare i genitori su quello che già sanno sul tema a motivo della loro quotidiana esperienza educativa vissuta a contatto con i loro figli preadolescenti (11-14 anni) e adolescenti (15-19 anni). Per questo, innanzitutto si riferiscono alcune idee sul tema in questione espresse nel contesto dei focus group dai genitori che hanno partecipato agli incontri pedagogici fatti in alcune scuole secondarie di primo e di secondo grado della nostra regione siciliana, in cui l’autore è intervenuto come relatore nell’àmbito del progetto “P.O.n.Te.”. Si riferiscono sinteticamente, in secondo luogo, alcune idee “di fondo” che giustificano e valorizzano la capacità di ascoltare in famiglia. Da ultimo, si propone una metodologia pedagogica dell’ascolto in famiglia (suggerimenti pratici, codice d’ascolto e tecniche di personalizzazione) con cui i genitori possono migliorare la loro capacità di ascoltare minimizzando, da un lato, gli scontri verbali, le incomprensioni, le mutue chiusure alla comunicazione interpersonale; e accorciando, dall’altro lato, le distanze che separano oggi le generazioni dei figli adolescenti da quelle dei genitori adulti. In this short essay, some features of real communication between parents and children are outlined, according to the personal pedagogical point of view of the author. It seems that, before of decribing these caracteristics, parents should first be outspoken on what they already know about this subject, because of their daily educational experience lived in contact with their pre-teens (11-14 years old) and teenagers (15-19 years) sons. For this, we first refer to some ideas on this topic expressed by the parents who participated in the focus groups provided for by the pedagogical meetings made in some secondary schools of Sicily; in this context, the author intervened as rapporteur within the scope of the "POnTe" project. Secondly, we refer briefly to some "background" ideas that justify and enhance the ability to listen in the family. Lastly, an educational technique of listening in the family (practical tips, listening code and customization techniques) in proposed; using this technique, parents can improve their listening skills by minimizing, on the one hand, disputes, misunderstandings, mutual closures to interpersonal communication; on the other hand, by shortening the distances that today separate generations of teenage children from those of adult parents.

L'attuale emergenza educativa invita a ripensare il significato dell'educazione, le sue finalità e i principi metodologici fondamentali. Si tratta di impostare correttamente la relazione educativa nel contesto problematico della società complessa. La proposta parte dall'idea di educazione alla libertà elaborata da Corallo e dalla personalizzazione didattica di Garcia Hoz. La metodologia educativa proposta costituisce la premessa per una formazione continua per l'intero arco della vita.