Problemi teorico-metodologici dell'osservazione pedagogica nella scuola: analisi di un caso di motivazione alla lettura

The present reflection belongs to a wider action research plan born from partnership between the Department of Arts (University of Bologna) and the officially recognised school "Vladimiro Spallanzani". In September 2018 I started an ethnographic observation of the activities in the school. This school has decided to open the doors to the researchers, in order to promote the teachers' professional self-reflection competence. In this article I propose a specific case observation dealing with a project about reading, involving the five classes of the primary school. The empirical element is assumed as an observational case, not as a confirmation of theories about reading. This analytic report is introduced by an epistemological and methodological reflection, whose aim is to contextualize the way of use of the empirical data and to establish a theoretical frame about the role of the empirical dimension in research, especially in the field of General Pedagogy.