This study attempts to assess the early education system of Italy (from 1870 to 1918) and shows what effect the early features had upon the lives of the Italian children.

This paper explores gender differences in learning and presents findings from a qualitative study into the effectiveness of teaching methods as regards boys’ learning. The applied part of the paper uses site-specific data collected from a state primary school in northern Italy which suggests that the methods employed by teachers is teacher-centered rather than student-centered. The data collected through observation, interview and questionnaire was measured against criteria formulated from experts in the field of boys’ education and analyzed through both an historical and cultural lens. The historical and social factors reveal noteworthy parallels between the approach to pedagogy and Italian culture. The results of the analysis indicate that the Italian methods observed were at times effective while also deficient. This same approach which continues in the middle and high schools is less effective as the other factors in the school arrangement change. The paper concludes with reasons for modifying the teaching method from strictly content, teacher-centered to one which also taps into additional intelligences and takes a more student-centered approach in order to raise motivation and effectiveness of learning which will in turn raise international performance levels and give the Italian student a competitive edge in the international academic arena.

O presente trabalho tem como objetivo recuperar uma parte da história da Associação Cultural Ítalo-Brasileira do Rio de Janeiro (ACIB-RJ). Dentre os feitos desta instituição, para a divulgação e a promoção da língua italiana no Estado do Rio de Janeiro, esta pesquisa destaca o caso da Escola Municipal Itália que, entre os anos de 1992 e 2012, ofereceu o ensino do italiano nas aulas de língua estrangeira, por meio de um acordo entre o Consulado Italiano do Rio de Janeiro, ACIB-RJ e a Secretaria Municipal de Educação do Rio de Janeiro. Partindo da pergunta norteadora desta pesquisa, procurei entender como se deu o processo de implementação e de ensino do italiano na Escola Municipal Itália (1992-2012), apoiados pela ACIB-RJ. Dentro desta investigação, busquei mapear as condições oferecidas ao corpo docente para o ensino do italiano, a natureza dos materiais didáticos utilizados, as dificuldades encontradas pelos professores, bem como identificar as contribuições que o ensino da língua italiana levou à comunidade escolar pesquisada. Além da elaboração de um panorama do ensino do italiano na Escola Itália, busquei identificar, nas entrevistas obtidas com o auxílio da metodologia da história oral, (MEIHY; HOLANDA, 2007; ALBERTI, 2005), as percepções identitárias e os estereótipos relacionados às comunidades de origem ou às comunidades com as quais os colaboradores desta pesquisa entraram em contato. No capítulo de análise, os dados foram divididos em três categorias: (1) História da Associação Cultural Ítalo-Brasileira; (2) O ensino da língua italiana na Escola Municipal Itália (1992- 2012); (3) Identidades e estereótipos no discurso dos entrevistados. O segundo eixo temático, da análise dos dados, foi relacionado com os documentos oficiais do governos federal e do governo municipal do Rio de Janeiro, relativos ao ensino de língua estrangeira (LE) e ao referido papel cultural deste ensino na sala de aula de LE. Na terceira parte da análise, os dados obtidos foram relacionados ao conceito de identidade proposto pelo sociólogo Zigmunt Bauman (2005) e ao de estereótipo proposto por (CROCHIK, 2006; LIPPMANN,1922; HILGARD et. al., 1989). Como será perceptível, nesta dissertação, a ACIB-RJ foi criada com o objetivo de difundir a língua italiana, oferecendo aos descendentes de italiano do Rio de Janeiro o ensino da língua de seus ancestrais. Além da divulgação da língua e da cultura italianas, a instituição buscou facilitar a integração entre os membros da colônia italiana e o Consulado da Itália no Rio de Janeiro. Será possível notar, ainda, que o ensino da língua italiana contribuiu em diversos âmbitos da vida dos estudantes e da comunidade escolar, que já apresentava uma forte herança italiana. Este trabalho buscou contribuir para o registro e a documentação de uma parte da história da ACIB-RJ e da iniciativa da promoção da identidade e da cultura italianas na Escola Municipal Itália, em Rocha Miranda, na cidade do Rio de Janeiro. Por fim, com a investigação do período em que o italiano foi ensinado na Escola Municipal Itália, procurou-se refletir, também, sobre o ensino da língua italiana como LE no contexto da escola pública. / The present work aims to recover a part of the history of the Italian-Brazilian Cultural Association in Rio de Janeiro (ACIB-RJ). Among the achievements of this institution for the dissemination and promotion of the Italian language in the state of Rio de Janeiro, this research highlights the case of the Italy Municipal School which, between 1992 and 2012, provided the teaching of Italian in foreign language classes through an agreement between the Italian Consulate in Rio de Janeiro / ACIB-RJ and the Municipal Secretary of Education of Rio de Janeiro. Given the main issue of this research, I tried to understand how the process of implementation and teaching of the Italian language at the Italy Municipal School (1992- 2012) came about, supported by ACIB-RJ. Within this research, I tried to map the conditions offered to the faculty in order to teach Italian, the nature of the didactic material used, the difficulties encountered by teachers and identify the contributions that the teaching of the Italian language brought to the school community researched. In addition to the panorama of the instruction of Italian in Italy School, I sought to discern during interviews, obtained with the help of the oral history methodology (MEIHY; NETHERLANDS, 2007; ALBERTI 2005), the identity perceptions and stereotypes related to their home communities or to the communities which came into contact with the associates of this research. In the analysis section, the data was divided into three categories: (1) History of the Italian-Brazilian Cultural Association; (2) The teaching of the Italian language in Italy Municipal School (1992-2012); (3) Identities and stereotypes in the speech of the respondents. The second main theme was related to the official documents of the federal government and the municipal government regarding foreign language (FL) education and the mentioned cultural role of these teachings in a FL classroom. In the third part of the analysis, the data obtained was related to the concept of identity proposed by sociologist Zygmunt Bauman (2005) and the concept of stereotype proposed by (CROCHIK, 2006; LIPPMANN, 1922; HILGARD et. al., 1989). As will be apparent in this work, the ACIB-RJ was created with the purpose of propagating the Italian language, offering Italian descendants from Rio de Janeiro an education on the language of their forefathers. Besides disseminating the Italian language and culture, the institution sought to facilitate the integration between members of the Italian colony and the Consulate of Italy in Rio de Janeiro. It is also possible to notice that the teaching of the Italian language has contributed in various spheres of life of the students and the school community, which already had a strong Italian heritage. This work aimed to contribute to the recording and documentation of part of ACIB-RJ\'s history, as well as the enterprise of promoting the Italian identity and culture in Italy Municipal School in Rocha Miranda, in the city of Rio de Janeiro. Finally, with the investigation of the period when Italian was taught at Italy Municipal School, this work sought to reflect on the teaching of Italian as a FL in the context of public school.

O presente trabalho tem como objetivo recuperar uma parte da história da Associação Cultural Ítalo-Brasileira do Rio de Janeiro (ACIB-RJ). Dentre os feitos desta instituição, para a divulgação e a promoção da língua italiana no Estado do Rio de Janeiro, esta pesquisa destaca o caso da Escola Municipal Itália que, entre os anos de 1992 e 2012, ofereceu o ensino do italiano nas aulas de língua estrangeira, por meio de um acordo entre o Consulado Italiano do Rio de Janeiro, ACIB-RJ e a Secretaria Municipal de Educação do Rio de Janeiro. Partindo da pergunta norteadora desta pesquisa, procurei entender como se deu o processo de implementação e de ensino do italiano na Escola Municipal Itália (1992-2012), apoiados pela ACIB-RJ. Dentro desta investigação, busquei mapear as condições oferecidas ao corpo docente para o ensino do italiano, a natureza dos materiais didáticos utilizados, as dificuldades encontradas pelos professores, bem como identificar as contribuições que o ensino da língua italiana levou à comunidade escolar pesquisada. Além da elaboração de um panorama do ensino do italiano na Escola Itália, busquei identificar, nas entrevistas obtidas com o auxílio da metodologia da história oral, (MEIHY; HOLANDA, 2007; ALBERTI, 2005), as percepções identitárias e os estereótipos relacionados às comunidades de origem ou às comunidades com as quais os colaboradores desta pesquisa entraram em contato. No capítulo de análise, os dados foram divididos em três categorias: (1) História da Associação Cultural Ítalo-Brasileira; (2) O ensino da língua italiana na Escola Municipal Itália (1992- 2012); (3) Identidades e estereótipos no discurso dos entrevistados. O segundo eixo temático, da análise dos dados, foi relacionado com os documentos oficiais do governos federal e do governo municipal do Rio de Janeiro, relativos ao ensino de língua estrangeira (LE) e ao referido papel cultural deste ensino na sala de aula de LE. Na terceira parte da análise, os dados obtidos foram relacionados ao conceito de identidade proposto pelo sociólogo Zigmunt Bauman (2005) e ao de estereótipo proposto por (CROCHIK, 2006; LIPPMANN,1922; HILGARD et. al., 1989). Como será perceptível, nesta dissertação, a ACIB-RJ foi criada com o objetivo de difundir a língua italiana, oferecendo aos descendentes de italiano do Rio de Janeiro o ensino da língua de seus ancestrais. Além da divulgação da língua e da cultura italianas, a instituição buscou facilitar a integração entre os membros da colônia italiana e o Consulado da Itália no Rio de Janeiro. Será possível notar, ainda, que o ensino da língua italiana contribuiu em diversos âmbitos da vida dos estudantes e da comunidade escolar, que já apresentava uma forte herança italiana. Este trabalho buscou contribuir para o registro e a documentação de uma parte da história da ACIB-RJ e da iniciativa da promoção da identidade e da cultura italianas na Escola Municipal Itália, em Rocha Miranda, na cidade do Rio de Janeiro. Por fim, com a investigação do período em que o italiano foi ensinado na Escola Municipal Itália, procurou-se refletir, também, sobre o ensino da língua italiana como LE no contexto da escola pública. / The present work aims to recover a part of the history of the Italian-Brazilian Cultural Association in Rio de Janeiro (ACIB-RJ). Among the achievements of this institution for the dissemination and promotion of the Italian language in the state of Rio de Janeiro, this research highlights the case of the Italy Municipal School which, between 1992 and 2012, provided the teaching of Italian in foreign language classes through an agreement between the Italian Consulate in Rio de Janeiro / ACIB-RJ and the Municipal Secretary of Education of Rio de Janeiro. Given the main issue of this research, I tried to understand how the process of implementation and teaching of the Italian language at the Italy Municipal School (1992- 2012) came about, supported by ACIB-RJ. Within this research, I tried to map the conditions offered to the faculty in order to teach Italian, the nature of the didactic material used, the difficulties encountered by teachers and identify the contributions that the teaching of the Italian language brought to the school community researched. In addition to the panorama of the instruction of Italian in Italy School, I sought to discern during interviews, obtained with the help of the oral history methodology (MEIHY; NETHERLANDS, 2007; ALBERTI 2005), the identity perceptions and stereotypes related to their home communities or to the communities which came into contact with the associates of this research. In the analysis section, the data was divided into three categories: (1) History of the Italian-Brazilian Cultural Association; (2) The teaching of the Italian language in Italy Municipal School (1992-2012); (3) Identities and stereotypes in the speech of the respondents. The second main theme was related to the official documents of the federal government and the municipal government regarding foreign language (FL) education and the mentioned cultural role of these teachings in a FL classroom. In the third part of the analysis, the data obtained was related to the concept of identity proposed by sociologist Zygmunt Bauman (2005) and the concept of stereotype proposed by (CROCHIK, 2006; LIPPMANN, 1922; HILGARD et. al., 1989). As will be apparent in this work, the ACIB-RJ was created with the purpose of propagating the Italian language, offering Italian descendants from Rio de Janeiro an education on the language of their forefathers. Besides disseminating the Italian language and culture, the institution sought to facilitate the integration between members of the Italian colony and the Consulate of Italy in Rio de Janeiro. It is also possible to notice that the teaching of the Italian language has contributed in various spheres of life of the students and the school community, which already had a strong Italian heritage. This work aimed to contribute to the recording and documentation of part of ACIB-RJ\'s history, as well as the enterprise of promoting the Italian identity and culture in Italy Municipal School in Rocha Miranda, in the city of Rio de Janeiro. Finally, with the investigation of the period when Italian was taught at Italy Municipal School, this work sought to reflect on the teaching of Italian as a FL in the context of public school.

Titre : L'image de la langue et de la civilisation françaises au sein de l'Éducation nationale italienne. Les représentations des acteurs du FLE des établissements scolaires de Modène.Résumé : Plusieurs études ont montré l'influence que les représentations d'une langue, d'un pays et de ses habitants peuvent exercer sur les apprenants de la langue en question, au niveau de l'attitude envers la discipline, de la motivation, de la disponibilité à vêtir un autre habit langagier et mental. Cette thèse reprend la définition et les caractéristiques du concept de représentation et naît du désir de trouver des réponses à des situations vécues en tant que professeure de FLE dans le secondaire en Italie. Nous nous sommes toujours demandée pourquoi les apprenants que nous avons connus, dans des établissements très différents, connaissaient si peu la langue, mais surtout le pays. S'agit-il d'un problème commun à tous les apprenants ? Pourquoi semblent-ils posséder les mêmes (non) connaissances que leurs camarades n'étudiant pas le français ? Dans ce travail, d'abord nous décrirons l'histoire de l'Éducation italienne et le parcours du français langue étrangère dans son sein. Une section sera consacrée aussi à l'illustration des étapes accomplies par la didactique des langues étrangères pour devenir une discipline. Notre enquête concerne les apprenants et les enseignants de différents établissements de la province de Modène, dans l'Italie du Nord. Dans ce territoire, influencé historiquement par la France au point de posséder un dialecte proche de cette langue, quelles sont les représentations des apprenants et des enseignants ? Quel type de didactique émerge-t-elle ? Quels sont les atouts et quelles sont les faiblesses ? Pour répondre à ces questions, nous avons interviewé par questionnaire 896 apprenants et 36 enseignants : questions fermées, ouvertes, à choix multiple, jeu de libres associations, invitation au dessin, activités de reconnaissance d'image et récit de propres opinions et expériences nous aideront à creuser pour trouver quelques réponses et suggérer, avec toute la modestie possible, quelques solutions éventuelles.Mots-clefs : représentations sociolinguistiques - stéréotypes - motivation - didactique - français langue étrangère - école secondaire supérieure - apprenants - enseignants. / Title: The image of French language and culture in Italian school. Representations of teachers and students (survey in Modena).Summary: Several studies have long shown the influence that the representation of a language, of a country, and of its people can have on those who are studying that language in terms of their attitude towards it, their motivation, their willingness to enter a different state of mind and language. This dissertation, which will trace the meaning and features of the concept of representation, originates from a deep need to provide an answer to a firsthand experience as a teacher of French as a foreign language in the secondary school: during the three years spent working in schools of different types, I started to wonder why most of the students I met knew the language very poorly and, most of all, knew hardly anything about the country whose language they were studying. Is this a common problem amongst students of FFL? Why do they seem to have the same lack of knowledge as their peers who are not studying French? In the present work I will first describe the history of the Italian system, and the events that characterized FFL teaching in the past. A broad section will focus on how foreign language teaching became a discipline. This investigation will concern students and teachers from the Province of Modena, Northern Italy, and it will include schools of very different types and backgrounds. What are the students' and teachers' representations in a territory like Northern Italy? A territory as thoroughly influenced by France as to have a dialect very much like the French language? What is the scenario, when French language teaching is about? Which are its strength and weaknesses? To answer these questions I asked 896 students 36 teachers to fill in a questionnaire composed of yes - no, open-ended, and multiple choice questions, free association games, suggested drawings, picture recognition activities and description of personal opinions and experiences. The analysis of these results will help me go deeper into these topics, answer some questions and humbly suggest some possible solutions.Keywords: sociolinguistic representations - stereotypes - motivation - languages attitudes - teaching - French as a foreign language - secondary school - teachers - student