Una pratica provocatoria: romanzi, cura e altre cose infantili (e femminili)

This paper critically examines the proposal of shared reading aloud as a didactic method in early childhood services and throughout primary and secondary education (Batini, ed., 2023). It explores the effects of this practice on educators and teachers who must decide whether to adopt it or not, and to what extent they should implement it with conviction, considering its efficacy, alignment with prescribed learning outcomes, and social acceptability. The proposal to use shared read-aloud as a didactic method in early childhood services and educational settings elicits contrasting reactions. Many advocates firmly believe in the effectiveness of this practice, while others raise doubts and concerns about its applicability. These concerns include doubts about students’ ability to comprehend complex narratives, the need to emphasize individual study skills, the potential for conflating intellectual and corporeal aspects of reading, and the potential loss of classical literary works to age-appropriate texts. Some of the main arguments against read-aloud include: Children too young to understand: Some argue that children and students, especially the younger ones, are not yet cultured enough to directly comprehend what is read aloud. It is suggested that the mediation of an adult is necessary to guide interpretations and protect their minds from possible manipulative influences of stories. Need to develop study skills: Some assert that it is important to dedicate more time to individual study to develop reading proficiency and the ability to understand complex texts autonomously. Impact on mind and corporeality: Concern is raised that read-aloud blurs intellectual functions with bodily aspects, such as breathing and digestion, which have traditionally been separated in the philosophical tradition. Substitution of classics with children’s texts: There is a fear that read-aloud of simpler and age-appropriate books may lead to a loss of interest in classic literature and culture. Reduction of student autonomy: Some believe that read-aloud may diminish the students’ independent mastery of reading and create dependence on guided readings by others. Impact on the teacher’s credibility and authority: Reading aloud for students might influence the teacher’s image, as it can be interpreted as an act of service and care rather than an intellectual or creative role. The article further questions the impact on autonomy when reading aloud for others, suggesting potential loss of credibility and authority as educators. Additionally, the paper ponders the implications of bibliovariety when selecting texts for shared reading, potentially sidelining classical literature and academic texts. The argument also delves into the role of female voices in reading aloud, exploring the devocalization of logos and its connection to metaphysical thought. Finally, the paper encourages educators to consider the role of care and service in their profession, presenting shared reading as an act of care and political resistance against dominant teaching approaches. In conclusion, the article raises thought-provoking questions about the potential transformations and challenges in education brought about by shared reading aloud, inviting educators to critically reflect on the purpose and essence of their profession.