L’educazione civica e l’approccio storico-educativo: tra Public History e didattica

Recently, civic education has been introduced as a cross-disciplinary subject in Italian primary and secondary schools. Among the manifold suggestions its introduction indicates, there is certainly the merit of stimulating the more than decennial debate about school and territory: a debate which, in this period, has been increased by anti-covid 19 limits, by laws adopted for regulating the so-called communities’ educative agreements (in Italian, patti educativi di comunità) and by contrasting reflections about the relationship between school, society and market (for being synthetic). The paper aims at proposing some first thoughts about how history of education and the historic-educative approach (almost of all, the Public History one) can contribute to define some paths in civic education. A particular concern is devoted to the way this approach can be used in primary and pre-primary teachers’ academic training.