Abstract

The author examines two primary school environments certified as 'difficult' ones; she gives voice to the subjects by means of a qualitative research which does not ignore the role played by emotional experiences in revealing situations, but which, at the same time, applies the chosen methodology in a rigorous way. The goal is to improve the environment in which the process of learning-teaching takes place, therefore pointing out key points upon which act to trigger a changing action. By choosing tools which enable an exploration of a phenomenological kind, and taking into account also the influence that they can have in the making of the searched reality, the investigation brings to light some central categories in the students' emotional experiences. By taking into account the relationships which takes place between the categories located as meaningful ones, the essays ends by laying the ground for a new research-action which involves first of all the teachers with some operative suggestions.

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