Uno, nessuno, centomila: sguardi, bisogni e risorse che abitano la scuola. Dalla rimozione del disagio alla promozione del benessere

[Autom. eng. transl.] Different are the sources that, at national and international level1, return the photograph of a school system strongly connoted, if not even sometimes overwhelmed, by that paradigm of complexity that seems to represent today the constitutive figure of the social and cultural scenarios of our time Despite the effort made daily and with undoubted educational passion by many teachers, the effort they experienced in dealing with and effectively leading the class group (fatigue that sometimes risks translating into a general feeling of helplessness) has developed into recent years as an increasingly widespread reality, beyond the plane of pure sensationalism or the news, of easy impact on public opinion. It is clearly understandable how this phenomenon constitutes a broad, delicate subject of investigation. It is only in a ' generative and change-oriented perspective, which can find space for ideas and educational experiments inn ovative, favored by that spirit of knowledge that guides the action of every good researcher and that every teacher knows how to do when he fully plays his role.