Archive | 2019
I processi educativi nella pianificazione paesaggistica in Italia
Abstract
Educational Processes in Landscape Planning in Italy Landscape education embraces areas and activities, which are not strictly related to formal educational environments. In this sense, landscape planning experiences emerge as opportunities for developing the multi-level relationship community-landscape, fostering different educational paths for the actors involved in the planning process. Using qualitative methods in the analysis of educational paths, actors and instruments, through a review of the Italian regional landscape plans, the paper shows the changing use of the concept of landscape (from instrumental to values-oriented meanings) and the processes of recognition undermining citizens’ rights to landscape, which question the achievement of ‘democratic landscapes’ at the local scale. Through the analysis of top-down and bottom-up educational processes, embedded in the participatory policies which shape the landscape plans, the research underlines the need of strengthening the educational processes included in landscape planning experiences and the urgency of re-defining the ethical dimension of the relation community-landscape.\xa0 Les processus educatifs dans l amenagement du paysage en Italie L education paysagere englobe des domaines et des activites qui ne sont pas strictement lies aux environnements educatifs formels. Dans ce sens, les experiences d amenagement du paysage apparaissent comme des occasions de developper la relation a plusieurs niveaux entre la communaute et le paysage, en favorisant differents parcours educatifs des acteurs impliques dans le processus de planification. Par le biais des methodes qualitatives dans l analyse des parcours, des acteurs et des instruments educatifs et a travers un reexamen des plans paysagers regionaux italiens, l article montre l evolution de l utilisation du concept de paysage (des significations instrumentales aux significations basees sur la valeur) et les processus de reconnaissance qui compromettent les droits des citoyens au paysage, ce qui remet en question la realisation des paysages democratiques a l echelle locale. A travers l analyse des processus educatifs descendants et ascendants, integres dans les politiques participatives qui faconnent les plans de paysage, la recherche souligne la necessite de renforcer les processus educatifs impliques dans les experiences de planification du paysage et l urgence de redefinir la dimension ethique de la relation communaute-paysage.