Insegnanti e studenti. Orientamenti valoriali, aspettative, agire di ruolo

[Autom. eng. transl.] The material gathered in the various phases of the PRIN survey reveals interesting ideas for interpreting the role of the school experience as a chance of life and, in particular, the function that teachers today play as significant adults. From the qualitative interviews (to teachers-parents-students in a triangulated way) a scholastic situation emerges characterized by a generic well-being at school, but also by mutual indifference (or misunderstanding) between teachers and students. On the one hand, teachers have internalized the rejection of the model of authority (heirs of the so-called generation of 68 that has de-legitimized the authority of adults in the name of criticism of authoritarianism), on the other hand, students implement situational strategies of navigation in the world school, ranging from general satisfaction to relational discomfort, looking for a way to go and often in the absence of precise requests to be made to the school. The process underway in today's school, of decentralization of the Magister, brings as a consequence a centrality attributed to the student and a revision from within of the role assumed by the teachers: the teacher as a vehicle of knowledge, or as a manager of situations. Difficulties are encountered instead in the orientation, because often the teacher does not have the legitimacy of the family to influence school choices and does not even possess the appropriate skills to take into account the complexity of options and situations. Teachers direct, in fact, not through information stocks that pass to users, nor through their lifestyle, which only minimally constitutes a model / example to follow, but through a passion for the subject. In an open and reticular scenario, in which how and what is learned comes more and more from out-of-school processes, while the teacher remains the best learning specialist available to the younger generations - it undoubtedly has an accompanying function, putting in light the transition from an educational model based on transmission to a model based on coaching. The qualities required by the teacher-coach students appear to be: scientific preparation, clarity of opinions, willingness to speak, loyalty and trust, security in the organization.