This article summarizes the development of the formal system of adult education in Italy, focusing on the historical and political context and ratio of some its milestones: schools for adults, 150 hours (study-time entitlement for workers), CTPs (Permanent Territorial Centres for education and training in adulthood), CPIAs (Provincial Centres for adult education). This critical reviews shows that literacy and vocational training have gradually been imposed themselves as predominant guiding principle of training addressed to deprived adult population; meanwhile, it stressed that cultural, intellectual, ethical and civic refinement purposes are still waiting for a systematic and widespread institutional response. Indeed, while it is true that the existential dimension of adult education implements itself, above all, in non-formal and informal contexts, responding to subjective needs and aspirations, it is equally true that such contexts are exposed to the risk of commodification of education, cultural consumerism and, last but not least, inequality of access to resources.
Il contributo ripercorre, in sintesi, l’evoluzione del sistema formale di educazione degli adulti in Italia, focalizzandosi sul contesto storico-politico e sulla ratio di alcune tappe miliari: scuole per adulti, 150 ore, CTP, CPIA. Da tale rassegna emerge come alfabetizzazione e formazione professionale si siano progressivamente imposte come criterio guida prevalente dell’offerta formativa ad una popolazione adulta svantaggiata e, al contempo, come istanze di raffinamento culturale, intellettuale, valoriale e civico di tutti gli adulti siano ancora, per buona parte, in attesa di una risposta anche istituzionale, sistematica e capillare. Se è vero, infatti, che la dimensione di cifra più esistenziale dell’educazione degli adulti si invera in contesti non formali ed informali, rispondendo a bisogni e aspirazioni soggettivi, è altrettanto vero che tali contesti sono esposti a rischi di mercificazione della formazione, consumismo culturale e, non ultimo, disparità di accesso alle risorse.
Storia ed evoluzione del sistema formale di educazione degli adulti in Italia: contesti, provvedimenti, ratio formativa
Marescotti E.
2017
Abstract
This article summarizes the development of the formal system of adult education in Italy, focusing on the historical and political context and ratio of some its milestones: schools for adults, 150 hours (study-time entitlement for workers), CTPs (Permanent Territorial Centres for education and training in adulthood), CPIAs (Provincial Centres for adult education). This critical reviews shows that literacy and vocational training have gradually been imposed themselves as predominant guiding principle of training addressed to deprived adult population; meanwhile, it stressed that cultural, intellectual, ethical and civic refinement purposes are still waiting for a systematic and widespread institutional response. Indeed, while it is true that the existential dimension of adult education implements itself, above all, in non-formal and informal contexts, responding to subjective needs and aspirations, it is equally true that such contexts are exposed to the risk of commodification of education, cultural consumerism and, last but not least, inequality of access to resources.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
