Il curriculum di scienze motorie e sportive nelle scuole superiori italiane e l'inclusione sociale

According to the Lisbon Treaty and wide scientific literature, Sport is recognized as a social and educational tool. This paper assesses the Physical Education and Sport (pes) curriculum of the high school in Italy focusing on the issue of social inclusion by means of two complementary methodologies: an analysis of the official documents defining the curriculum at National level, and interviews to stakeholders to gain various points of view on the curriculum implementation. The study, conducted within the European project Do It Yourself ! A participative approach to increase participation and engagement of high school students in Physical Education and Sport classes (diypes), if on the one hand confirms the social role Sport can have in integrating disadvantaged students in the ministerial guidelines, on the other hand, it shows that it does not lead to social inclusion per se, if not intentionally oriented to this aim. A further reflection of the various actors involved is needed in order to promote the potentiality of teaching pes as a means towards social inclusion.

L'articolo analizza il curriculum di Scienze Motorie e Sportive per le scuole superiori italiane, con particolare riferimento al tema dell'inclusione sociale, tramite un'analisi dei documenti ufficiali e interviste a diversi attori sociali. Lo studio è stato condotto nell'ambito del progetto europeo Eramsus+ "Do It Yourself! A participative approach to increase participation and engagement of high school students in Physical Education and Sport classes" (DIYPES)