Prove tecniche di comunità educante

The school experience during the COVID-19 pandemic represented, beyond the rhetoric of accountability, a tangible opportunity to rediscover and reassert the deeper meaning of the educational community.\r\nIn a suspended time, where traditional pedagogical and didactic frameworks were profoundly challenged, a dual urgency emerged with clarity: on one hand, to ensure feasible forms of educational continuity; on the other, to attend to the relational, emotional, and affective needs of students. Far from a purely transmissive model of teaching, teachers and educators were called to rethink their role as educational listeners, cultivating a form of proximity that could exist even at a distance.\r\nIn this context, digital technologies were not merely tools for distance learning, but assumed a crucial role in building meaningful relationships and fostering inclusive learning environments capable of enhancing participation, dialogue, and student agency. The pandemic experience thus stands as a significant reflective threshold a transformative moment to reimagine the school as a space of care, shared responsibility, and authentic learning.