Vol. 27 No. 2 (2025): n° 2 luglio-dicembre 2025
Dossier “La lettura ad alta voce e silenziosa nei contesti di educazione formale, informale e non formale”

Leggere ad alta voce, per “sentirsi oltre le sbarre”

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  • Claudia Chellini,
  • Caterina Mazza,
  • Alessia Rosa
Claudia Chellini
Istituto Nazionale di Documentazione, Innovazione e Ricerca Educativa
Caterina Mazza
Istituto Nazionale di Documentazione, Innovazione e Ricerca Educativa
Alessia Rosa
Istituto Nazionale di Documentazione, Innovazione e Ricerca Educativa
DOI: https://doi.org/10.36253/rief-18216

Published 2026-01-02

Keywords

  • picture books,
  • shared reading aloud,
  • narrative,
  • alternative detention facilities,
  • criminal justice of mothers with young children

How to Cite

Chellini, C., Mazza, C., & Rosa, A. (2026). Leggere ad alta voce, per “sentirsi oltre le sbarre”. Rivista Italiana Di Educazione Familiare, 27(2), 105–118. https://doi.org/10.36253/rief-18216

Copyright (c) 2025 Claudia Chellini, Caterina Mazza, Alessia Rosa

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

This contribution examines the pedagogical value of narrative and shared reading aloud within the PRIN “CAMBIARE” Project, which focuses on the criminal justice processes involving incarcerated mothers with their children. Adopting a qualitative and researchtraining approach, workshops based on picture books were implemented in alternative detention facilities and early childhood education settings. The study explores the ways in which narrative can operate as an educational mediator for the elaboration of lived experience, identity construction, and social inclusion. The experiences presented in the article show how shared reading aloud can support reflective processes of re-elaboration of experiential discontinuities within the analysed contexts.

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