above THE PHOTOS AND 'THIS BLOG IN THE AUTHOR OF THIS BOOK, MR. Marco Rossi Doria : http://marcorossidoria.blogspot.com.
MY POST
This now-famous book published in 2000 and reissued in 2002 by L'Ancora del Mediterraneo, summarizes the experiences of Marco Rossi Doria, the author, took place over twenty years of practice professional, as a primary school teacher, was carried out in different places, touching even Africa. This sort of anthology recounts his experiences as a major primary school teacher before, and teacher of the road, while the , experiences duran you where R bones Doria became the "bones" starting volontariame nte and starting virtually from scratch, from his native Naples, where the city has had, from the beginning, very busy, and that the has seen the return, after years of hiding, to undertake a new set rtante project, which is still actively in progress, "CHANCE - Masters of St sparse.
DO THE MASTER OF BUSINESS , then, is a rethinking of to report 
teaching adult-child, but through the stories of experiences z and occurred along that twenty years from Rossi Doria, who is the son of the inexhaustible Manlio Rossi Doria, agronomist, university professor and socialist senator ch and fought against the excessive power of Federeconsorzi through the National Assoc iazione p er's Interests the South, where he was president. The same sp
iritis with heart of Manlius was inherited by his son Tues co, which, however, if the first sent to the peasants and workers of the earth, so that a proper land reform surrendered their right to dignity The second directs the to teaching, experienced as a real mission. The teaching of
Rossi Doria father to son is geared toward children elementary school and English quarters of Naples, home of the the CHANCE project, in fact.
The book opens with a preface by Tullio De Mauro, currently Professor. Professor of Linguistics at lla Sapienza of Rome and former Minister of Education.
include a new and unconventional aspect of himself first as a student of high school and other important memories, De Mauro mica track an overview of what Rossi Doria proposed in the book, which has become a classic in the field of teaching, and that any teacher should have at least read.
E 'faced, in fact, the concept of to empowerment, defined as "transfer of power to be able to do something" (p. 6), and that all or the book, as well as all the work of' author, is based on this concept that "should such night the goal of those who want to teach, because" the 'empowerment, "says De Mauro," is the touchstone of a good teaching "(ibid.) . It notes further: "in these pages Marco Rossi Doria never tires of repeating that in ... real life skills them even the most wretched and dull and unruly young scoundrel of the English quarters or arcade, and to leverage on those real powers "to lead them on the road to recovery and achievement of other, more complex powers" (p. 8). I found it very
used the Spaziante read this interesting introduction on the overall content of the book, and much more, it was the reread the conclusion, because it allowed me to integrate good steps on focal points such as empowerment and life skills, ie ic omportamenti positive, by which you can meet the challenges of life. The experience
M Rossi Doria arch presents in the book does not start from the beginning of his career as a teacher when a young twenty-one, he began to teach, leaving unfinished his university studies, but from a "bracket" experienced in 1988 when, for reasons of health , had moved to Sudan where, while continuing to teach, had been living at the time as a pause for reflection on his life, his work and the reasons that prompted him to undertake a "job" so delicate deciding immediately that " the age of indeterminacy, but all my friends that prolonged, it was already over "(p. 30). To this question
and because he "just wanted decide no doubt ... that to do well in an unjust world is not nearly as politics ... and that instead we need a sort of ethics testimony, but persevering actions consist of the practice of a profession, daily, minute, repeated " (p. 30 ), the author who is a son, as I said before, a famous character intellectual, anti-fascist, southern and a 'Hungarian Jewish, upper-class city (taken refuge in America during adolescence to escape the Holocaust and "returned to live forever in a ruined city in southern Europe ... d IVIS by an iron curtain, with la sua città dell'infanzia inesorabilmente dall'altra parte di quella cortina” (ibidem) ), lo spiega chiaramente poco dopo, anticipando che certe domande, ad es., su quali motivazioni spingono a intraprendere questa prof essione o quanto e quali “storie di famiglia, dei fatti capiti o non capiti” (p. 31), degli anni d'infanzia, lo hanno indirizzato verso il mestiere di maestro “valgono per tutti…è certo: ognuno ha la sua storia e, nel nostro mondo, in cui è possibile scegliere, ogni storia di mestiere ha una qualche corrispondenza più profonda con le persone che l'hanno scelta”, (p. 31).
A REVIEW AND 
I COSC Ienzo
Why, then, there is good to be a teacher? Rossi Doria the opportunity to remain on a plateau in Sudan, for a time, in an Italian school to teach king "in Italian children and non-educated with good manners who are guests here and n ulla have to do with the world and with the life of Ephraim "(p. 28), is cause for reflection Commission on twelve years have passed from master. Reflection scaturit from a different reality found clear mind other than inside the school walls, protected by its reassuring, and what it is, instead, out of them co his country n, d the Muslim religion, the its inhabitants, its markets, its b hildren, like Ephraim Naana, the protagonist of the observation of Rossi D oria, a thirteen year old boy, black as ebony, which has the good fortune as few as a country, to work as an apprentice to the market to attend school, you learn sufficient notion ni for r pote manage his work and his life. From small
Ep hraìm had attended the evangelical school where he first learned the sufficient knowledge. Sufficient but not exhaustive, because according to the boy himself, how to teach, according to his point of view, was satisfactory in all subjects, except in mathematics at the school of Evangelicals, was "stupid like frogs who are still in the ditch to get caught: tables and calculations without geometry with all the things explained before, without question and without a doubt, true, no direct or inverse formulas to memorize in order to place areas and volumes, no parallel kilograms ... no square roots or cube , no algebra with the letters ... nessu n theorem, without having to find out ... no ... no os preserve or write the arguments to arrive at the answer, as it wilt the Islamic school where I go. My teacher to see those things mathematical evangelicals will laugh for six days, "(pp. 26-27).
fact, that affe rmation wake of Ephraim is consistent with another asserted pendent action included a couple of pages earlier in the book: "At my school the teacher of the Koran is also to include the mathematical geometry, arithmetic and algebra. These two subjects are the study of the Koran and the study of mathematics, he mixes together ... We learn the Quran and mathematics, so here I'll just example (Ephraim is for Marco Rossi Doria). Always a surah by heart, yet written to memory, and the measure has its numbers, we take the digits of this number, which is indicated in the book, the m escolar, then immediately we have to perform multiplication, division, and all other calculations "(pp. 22-23). For questions king, this insightful teacher, the boy continued, "there who loves a or a ... The teacher says: Sura-eighteen, you speak, Ephraim - Why do we have to write after the surah but first what we have to recite. But even before complaining ... I say this: - Eighteen is the number of the sura, eighteen can I divide it into equal par you for one, two, three, six, nine ... Then the teacher asks me to run just the multiplication in mind among all the numbers to which the eighteen of the sura is divided ... "(pp. 23-24).
Even back in Sudan, Rossi Doria has found the defects of a method that does not work, contrary to the merits of another Muslim implemented by the teacher, who clearly loves his work and applies his heart and mind to conduct targets, while boys or even have the lucky fortune, like Ephraim, to work and have the consent of the father to attend school, with all the sacrifices involved.
The INSEGNAMENT OR AS A VOCATION
The sacred fire of the teaching vocation, the knowledge that c make sure you do not have the wrong job is clearly and fully explained by 'author: "When it happens ... it presents an opportunity, an opportunity to get a better look at ourselves. If we do, is an inside job that begins: trying to really know ... because you've got a way and not another in this world ... Why education is an m Estie dannatamente serio e che ha a che fare molto seriamente con chi siamo: si tratta prioritariamente di incontro, di relazione umana e la qualità dell'incontro tra chi insegna e chi impara, tra chi educa e chi è educato è certamente biunivoca, ma soprattutto ha a che fare moltissimo con quel che, da dentro, ci ha spinto a insegnare. Davanti ai più piccoli e ai più giovani, presto o tardi, per quanto si voglia o si possa rim andare la domanda, ci si trova disarmati come davanti a sé stessi e ci s i chiede di nuovo…chi sono io?”, (pp. 32-33).
Le soprastanti parole di Rossi Doria, secondo me, sono una lucida analisi di riflessioni che ogni insegnante and, in general, every educator, you should ask, because the question "why I chose to do this job?" is a request for clarification with themselves that they are all places, sooner or later, whatever job you have chosen traits. And he is right to point out that Rossi Doria education is a damn hard job!
For my part, as a teacher myself, I believe that p er play a kind of profession you're forced to feel the same way vocation that attracts many to the religious vows ead EDIC to missionary activities and a bit 'as it is, in almost to the case, the episode of Rossi Doria working in Sudan. And it shows much better when, after a few pages, the author describes one of his first experiences as a teacher in Naples in 1981, when, priv 
or experience, just 22 years, with only teaching diploma, she found herself faced with enormous responsibilities in a school of 1700 pupils and 80 teachers, with an old school director, dutiful, like the old days, despite suffering from Parkinson's disease . Teacher in a city like Naples, where "all things seem to still shining but in most cases appear as they are: poorly made and poorly placed. Poorly developed and poorly placed, but everything, absolutely everything: the air INEE aqueduct road signs buildings raised for twenty years without any damage criterion, everywhere you turn bad and bad and see the place again ... "(p. 7 0).
Mal mass and misplaced is the great school converted from a convent, two apartments and an old pasta factory. All places of a city, Naples, like many other "equip themselves to survive" (p. 72), where mothers, grandmothers, young, aunts of pupils Rossi Doria are "all dressed in black, many of which left alone in their beds "for the murder victims" entered "in their lives suddenly without appeal "(ibid.).
A school in Naples like a crib aluminum, but that does not carry rust, and is ruled by heroin that will put God knows how many small children Rossi Doria, together with an early cigarette. A school in which the
director is careful to look at the timely arrival of the teachers who sign on time and with the black pen.
A school whose secret rio compliments a lot, puts the cards can t or be okay, but underneath it "does its commerce as well as the nature of things for so many offices still public "(p. 78), where a lot" and the director does a great deal does the Secretary "(p. 79).
A school which requires a young teacher, his first experience of losing their innocence once and immediately know the sorrow and surprise, dictating his thoughts to the author that, in order to this chaos of thoughts does not see any other way that buying a notebook and write them helplessly witnessing every morning, the loss of innocence in a place where the secretary, the college friend of the secretary, the deputy, the Secretariat apply cates, the caretakers and her colleagues are all adults from which he must distance, which must try to unravel "the real signs of how these adults who are filled with words of acts of gestures that should be a place conceived and nurtured will toward the children or at least "(p. 79), as he understood, before set foot, Rossi Doria. A reality
staggered and corrupt, then, that the author has found ato overlooked, but which, despite everything, when in class with her young students as before, a large class, much like those current of 31 students, with their white aprons and their blue ribbon, you work and you forget everything.
A class in which there is Patrick, a girl so beautiful that, according to his mother, "said the moves" (p. 102), ie epilepsy, which is in addition ad una classe di 30 piccoli scugnizzi che “sembrano pronti davvero ad un assalto…che già si spingono si dicono le parole, parolacce terrificanti, due terribili salgono sui banchi uno accenna a un calcio” (ibidem). Ed è sol o il primo giorno!
Sarà in mezzo a questa bolgia di piccoli selvaggi che Marco Rossi Doria dovrà insegnare, come riferisce il bidello Eduardo, detto il vampiro, u omo corrotto e sfaccendato, prima di tutto l'italiano perché “non è la loro lingua materna e devono imparar la lingua santa d'I talia a leggere e a scrivere e a far di conto e poi viene tutto il resto” (p. 106).
E, ancora, l'autore si renderà conto che, nonostante le ansie sul come si deve fare scuola o come si dovrebbe fare, racconta delle sue inadeguatezze, perché forse non è all'altezza della situazione, per le invidie e i sospetti che gli occhi degli altri colleghi gli trasmettono quando sono puntati addosso, l'autore scopre/scoprirà che, a furia di chinarsi, di accovacciarsi all'alte zza dei bambini, tanto più piccoli, il m aestro si mette sempre più “con gli occhi di fronte agli occhi a turno di ognuno ed è lo sguardo alla stessa altezza che costruisce pazienza, aiuta a portare le cose a compimento è il fare le cose da vicino; sì che so not great and that are higher but I put myself here now: this is the closeness that allows p aca 
King the motion of their bodies and the voice that cries "(p. 109). E 'be a little among the children, a step back in time, its memory, to revive the memories and emotions of the past, q hen it was the same age when his mother accompanied us to school, When you first cried for ch is n on we were still accustomed to the discipline and star in the pews, still, without playing, silent to listen to the teacher to learn, study, etc..
THE HEART OF THE SITUATION
E 'where Rossi Doria intervenes, in the midst of the situation, and reminds the reader that there are many teachers who no longer believe, "there are no default routes, safe precepts and reassuring "(p. 57). Serving new categories of reference such as empowerment, just or, which is nothing but "a complex construct that refers to a set of knowledge, relational methods, skills that allows individuals and groups to establish objectives and to develop strategies to achieve using existing resources. This definition transculturle "continues Rossi Doria "suggests the ingredients needed to set in motion an active process, which aims to tackle a difficult situation ... and tells us that we always see the children and young people as potential actors, and creative resources, active participants and not the object of measures and devices. What's more, every time we ourselves create, build and manufacture together with the children eai kids a common field of action, a power, a power operated with "(pp. 57-58). In practice, the concept of empowerment does not erase the "was nzione adult education" (ibid.), but always encourages educators to decline, however, a measure of the children with whom ever, and in any case, they to do with what they are and that express, regardless of plans and ideas down before the educational work alive.
Empowerment brought or Rossi Doria, intends to act on the resources of the report, the continuous movement of skills and knowledge in a continuous progress in the search for a solution to the problems that arise as they proceed in a real "work in progress continuously" (p. 58).
A proposal likely to continue, according to the logic of empowerment, then, the author shows us p. 61, when he suggests that "first of all we must be able to emotionally engage the children: the relationship in some way above the understanding or at least la condiziona potentemente… se la relazione educativa prende a funzionare, anche il curriculare funziona meglio e se nel gruppo-classe si instaura una buona relazione tra i pari l'effetto domino nei processi di apprendimento si duplicheranno e diventeranno sempre più rapidi… E' la relazione la chiave di volta, il centro. La logica dell'empowerment dà gli ingredienti, aiuta ad attivare le risorse, permette di dare un ordine di priorità ma a partire dalla relazione” (pp. 61-62).
Ed è proprio questo che Rossi Doria fa con la sua Associazione, posta nel cuore dei quartieri spagnoli, i quartieri di malaffare di Napoli dove, dopo anni, l'autore è tornato, nel 1998, più than ever convinced to play his work, his "vocation", chiaritasi now, like that of "master of the road" of these neighborhoods does not reign but only the underworld but also has a strong tradition of production as well as a network of services that live side by side to everything else "(p. 163). This
Association of Masters of the Road "which promoted through Rossi Doria, the project CHANCE , housed in a single open room on the road, on the walls there are posters under glass at the entrance There is a kitchen. And 'the headquarters of the volunteer to which the author has addressed since is known around the neighborhood as it does for small factories, develops it and then look for the streets. "He has the necessary preconditions," noted Rossi Doria. "The people who founded it have been for years, by choice, workers in a factory stock of the neighborhood. They know what they're talking ... They (those in the neighborhood) Wisdom manufacturing also resilient and therefore viable, able to grow. The Association wants to assist in ques "(p. 164).
Resilience. Another term proposed in the book, to be put to re sa lto. "The greatest virtue of children and young people ... A Latin verb that means to bounce, jump back ... The physics tells us that resilience is the relationship between the work required to break a finger of a certain material and the section of the same finger, is the ownership of the materials to withstand impact without breaks rsi. For some time, resilience has become a category that describes the ability of humans to cope with a daily life situation precarious ria, alarming or threatening or a state of things that keeps him away from the possibilities and opportunities in life instead he gives to others. Something
want to hit the courage to break it. And resilience is resisting intense but only for a moment and bounced back, and the virtue of the "back" feature that prevents the soul will break at that time and in the many moments that will "(p. 160) 
. And that is exactly what makes dealing with the Association of LOST N And, with its -stop social ", in the only room open to the street, where in and out of continuous, people of all types, "from workers, employed and unemployed people of all kinds, teachers, youth workers and street educators, volunteers, social scientists, officials, smugglers, writers, photographers, including foreigners and crazy neighborhood. And children and teenagers. Continuously. many children and many children "(p. 166). A Marco Rossi Doria seems to have found here, the heart of the entire Naples. A place where the author is, with good reason, convinced that he can re-learn his trade from scratch, starting from the beginning, because it is a place where children come to attract attention or play sports, paint, mold, or execute tasks that otherwise would not do.
In this Association there are those who follow and try to solve 'practices with judges, shall enter into places of detention and held taut wire between the families ... who runs for school, some for the places of production and trade, in the neighborhood and composite, flanked by the erratic and illegal activities ... or stop the desperate lack of jobs and resources "(pp. 168-169). It 's a constant and daily work of "translation and cultural mediation", as defined by the author, who asks: "What does the school to build a real encounter in order to offer really? E 'willing to change the language, to expand boundaries and laws? "(P.169).
appearance here in Teressa Rossi Doria is on children and young people are so equipped, the Association, gyms and creative workshops, courses computer, carpentry and DIY, photography, volleyball, gymnastics, dance and soccer, as well as places of study after school, and play every night, without preconceived barriers for entry to each: the doors are open to all and for the 'all day long. And 'one with the road, the place par excellence from which most of them.
There being, then, the terms and rules regarding the shared space, Rossi Doria is question p. 170 if "the school could not be even a little like the Association." And he himself has promoted the initiative, it seems, so here comes the project CHANCE-Masters Road, seeking to recover the teenagers who left school in order to induce them the recovery of a process of education, guiding them to reach for the title, as is the case of the fourteen which is discussed at the end of the book, chapter-postfazi one, entitled out of time, which, to time when Marco Rossi Doria wrote, was pregnant, but thanks to the care that the author and the Association have taken her, as other boys, was able to achieve a primary school, with great effort, but also with great satisfaction of its "educators-protective." "Account of being out of time: the baby arrives," writes the author, "she took fourteen years to the fifth grade because we have drawn strength, perhaps no longer with us, what could be done has been done, how many times have we pursued "(p. 232).
attitude Rossi Doria, in this passage, the epilogue of the book, always with an eye to the school and what they should be, or at least, looks like: with the English expression to learn from good practices, ie learning good practices, which are very much the international agencies and use of children, including the Association, Rossi Doria invites the public school to look around and compare, p roprio how do these agencies, to compete and accept "things good to be out of their baggage "(p. 171), to develop creatively and adapt them to their work environment, through trial and new evidence, which are inherent and inevitable, but propitious errors. With his project
CHANCE, Rossi Doria has shown that, despite all of this is just rare to school, some fourteen years as the result of the above has been obtained, some at the cost of continuous tracking and inexhaustible patience.
The proposal set out in the book from which the author intended to leave, concerned the compulsory kindergarten at least two years, to continue on a path that should last up to 16 years. Children are expected in this proposal, alongside a tutor on a personal basis, as indicated by local social services, for provide a stable reference point for adult, even in a functional reality of local initiatives, with cash prizes to those who perform their task more difficult in neighborhoods.
more important, also, must be assigned to the teacher prevalent class (in elementary) to co nsolidare an educational relationship more stable and defined, because at least the minimal acting skills, this being the age of latency.
classes, adds Rossi Doria p. 192, should not exceed 16 units, so as to enable work to consolidate the teacher, as mentioned above, because, more often than not, the reality these children are often uncontrollable, that do not go to school for days, maybe just for a whim of inspiration ("That teacher is ugly and disgusting to me and just," p. 202), until, in many cases, the abandonment rate (the case of drop-out, autoesclusisi from school, the most devastating and misfits).
Urge, then, a Copernican revolution with educational courses that offer a second chance, with teachers selected and who voluntarily choose this type of position, behind which there is a "strong training, psychological supervision, freedom and financial support, but gari in accordance with the common "(p. 207).
The proposals set out, as 
già preannunciato in questo libro, sono state sottoposte all'attenzione del Ministro della Pubblica Istruzione e inserite nel gruppo di lavoro del MIUR, convocato dal M inistero per “contribuire a indicare i criteri della professionalità docente e di un codice deontologico” (fonte: la rete), vista la vasta esperienza, acquisita in venticinque anni, dall'autore, nella scuola elementare, prima, e nell'attuazione del progetto CHANCE, poi, promoss o a Napoli da lui e dagli altri maestri di strada. Iniziativa encomiabile e unica nel suo genere.
Mi sento in dovere, per questo, prima di concludere, di augurare buon lavoro al Dottor Rossi Doria and all the Masters of the Road that are currently working on the project.
Mistress Lena.
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This post is a work for the University of Sacro Cuore di Brescia.
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's biography and the work of Dr. Marco Rossi Doria, he too is a blogger like many of us, is found at the following address: http:// marcorossidoria.blogspot.com
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