DIDATTICA DELLE LINGUE E DELLE LETTERATURE CLASSICHE A. S. 2020 / 2021

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DIDATTICA DELLE LINGUE E DELLE LETTERATURE CLASSICHE A. S. 2020 / 2021 DIDATTICA DELLE LINGUE E DELLE LETTERATURE CLASSICHE a. s. 2020 / 2021 VERSO LA CITTADINANZA GLOBALE Liceo scientifico “Angelo Messedaglia” di Verona Classi 4Be 4D, indirizzo ordinario 1 INDICE 1. Presentazione dell’attività di studio p. 3 2. Edizione della Pro Archia (classe 4B) p. 6 3. Edizione della Pro Archia (classe 4D) p. 42 4. La cittadinanza nel Diritto romano p. 90 5. Lettere al futuro p. 93 6. Bibliografia e sitografia p.151 2 Verso la cittadinanza globale Classi IV sezioni B e D del Liceo Scientifico “A. Messedaglia” di Verona, a.s. 2020/2021. Docenti di lingua e cultura latina: Claudia Mizzotti e Lucia Olini. 1.Presentazione generale del percorso di studio. La storia dimostra che il concetto di cittadinanza è mobile1, si è evoluto e continua a evolversi in relazione al periodo storico, al territorio, alle civiltà e alle istituzioni: si adatta per rispondere ai fenomeni politici, sociali, culturali ed economici. Variano i contenuti stessi della cittadinanza, in termini di diritti e doveri dei cittadini, e variano i criteri per l’acquisizione della cittadinanza. La flessibilità nel tempo dell’istituto giuridico della cittadinanza, che dipende dalla necessità delle norme di rispondere alle esigenze contingenti, risulta evidente se si guarda al mondo antico come a un laboratorio nel quale sono state sperimentate molte forme esemplari, sul piano del diritto e della capacità concreta di trovare soluzioni ai problemi della vita. Le fonti dimostrano che Roma integra progressivamente i popoli conquistati, realizza un impero in cui le prerogative del civis romanus sono ambite e diventano comuni a un vastissimo territorio in cui i popoli, che appartengono a un’unica comunità, tuttavia non rinunciano a mantenere la propria eterogeneità culturale. Rifuggendo da forme di semplicistica attualizzazione, alle classi 4B e 4D del liceo Messedaglia, al quarto anno di corso della disciplina di “Lingua e cultura latina”, è stato proposto uno studio di caso, dal quale induttivamente ricostruire un quadro storico e giuridico più ampio, sulle coordinate diacroniche e sincroniche, da mettere a confronto con il mondo attuale. Il caso esaminato è quello del poeta greco Aulo Licinio Archia, difeso da Cicerone nel 62 a.C. - l’anno successivo al consolato in cui l’Arpinate aveva sventato la congiura di Catilina - dall’accusa di aver usurpato il diritto di cittadinanza romana. La lettura dell’orazione Pro Archia (di cui ciascuna classe ha prodotto una propria edizione, corredando il testo di ogni capitolo di un’introduzione, un apparato di note e un questionario di analisi e di contestualizzazione) ha evidenziato che, accanto a categorie di individui esclusi dall’esercizio dei diritti (donne e schiavi, ad esempio), «la discriminazione tra nativi e stranieri nel riconoscimento dei diritti è in netta contraddizione con la “rivoluzione copernicana” da cui ha avuto origine la modernità filosofica e politica»2. I peregrini a Roma, ma anche i meteci ad Atene, non godevano di alcun diritto politico, non potevano cioè esprimere il loro parere e dare il loro contributo alla formazione della volontà collettiva, alle decisioni politiche e alla promulgazione delle leggi che loro stessi, in quanto residenti, dovevano 1 Mattiangeli 2010, p. 10. 2 Pazé 2019, p. 279. 3 rispettare. Anche per quanto concerne i diritti civili, la loro posizione era di debolezza, di subalternità e per questa ragione potersi dire cives romani era un traguardo ambito per i molti che, originari delle province, esercitavano lo ius migrandi prima di Caracalla e della Constitutio. In molti si spostavano per sfuggire a situazioni di disagio economico, guerre, catastrofi naturali oppure sceglievano la mobilità per offrire e mettere a frutto, secondo la legge della domanda e dell’offerta, le loro qualità. Alla categoria dei “migranti qualificati” appartiene appunto il poeta Archia: a partire dall’età ellenistica diventano numerose le figure non solo di mercanti e faccendieri, ma anche di logografi, filosofi, medici, astrologi, musici e artifices di vario tipo, publicani e giuristi che migrano3, entrano nell’orbita di Roma e sfruttano le loro qualità peculiari, apprezzate dalla comunità, per ottenere vantaggi e tutele, aprendo forse la strada per forme di integrazione che siano slegate da presupposti di censo e di qualificazione personale ed estese in seguito erga omnes, non solo cioè limitate a categorie specifiche. Si sa che agli antichi fu estraneo il concetto di “diritti umani” così come lo intende il mondo contemporaneo4; tuttavia è noto che la philantropia è virtù peculiare della paideia nel mondo greco, così come intorno alla nozione complessa di humanitas, cara a Cicerone e più volte evocata proprio nel testo dell’orazione esaminata, si valorizzano cultura, educazione, mitezza dei modi, equanimità e generosità. La philantropia e l’humanitas prefigurano valori a cui anche oggi attribuiamo importanza nel nostro consorzio civile, e che possiamo riconoscere in documenti normativi internazionali che superano i confini dei singoli Stati e ci fanno cittadini del Pianeta. E poiché lo stesso Cicerone affermava5 che i diritti (iura) di coloro che sono cives in una stessa res publica devono essere certamente pari (certe paria esse debent) indipendentemente dalle qualità naturali degli uomini (ingenia hominum), che non possono invece essere pari, abbiamo provato a costruire nelle classi un percorso sul tema del ius civitatis, della cittadinanza, fra il passato lontano e le urgenze presenti. La prospettiva assunta è stata quella di una cittadinanza globale in una res publica planetaria: si tratta di un orizzonte d’attesa che nell’Agenda 2030 viene prefigurato e sciolto in un una serie molto articolata di goal e di target, benché ad oggi sia ancora da ottenere una piena declinazione nell’ambito delle legislazioni vigenti degli Stati che pure condividono gli obiettivi dell’Agenda. In nome della sostenibilità, sono proponibili e praticabili i communia, «cose che sono utili a chi le riceve e non creano danno a chi le dà»6, obblighi di carattere 3 Cfr. Migranti, e lavoro qualificato nel mondo antico 2019. 4 Vincenti 2009, p. 60 ss. 5 Cicerone, De re publica, I, 32, 49. : Quare cum lex sit civilis societatis vinculum, ius autem legis aequale, quo iure societas civium teneri potest, cum par non sit condicio civium? Si enim pecunias aequari non placet, si ingenia omnium paria esse non possunt, iura certe paria debent esse eorum inter se, qui sunt cives in eadem re publica. Quid est enim civitas nisi iuris societas? 6 Cicerone, Dei doveri, 1, 52. 4 generale condivisi da tutti i popoli, riconosciuti anche al di là dell’appartenenza alla singola piccola patria? L’auspicio è che le generazioni future non abbiano più ad affermare «nos autem, cui mundus est patria velut piscibus equor, exilium patiamur iniuste»7 perché i diritti di una piena cittadinanza globale saranno estesi a tutto il pianeta, avranno abbattuto ogni steccato e ogni barriera, rendendo anacronistica ogni forma di esclusione, di discriminazione e di esilio. Si ringraziano le colleghe Maria Teresa Salvi e Giovanna Spitaleri che hanno collaborato alla realizzazione del percorso. UdA per un Liceo scientifico di ordinamento – classe quarta AMBITO MATERIA CONTENUTI Competenze Lingua e Ricerca di testi classici online; selezione e uso dei di cultura latina materiali: attendibilità delle fonti; il plagio e la cittadinanza: violazione del diritto d’autore; la didattica blended e imparare ad l’uso delle risorse digitali nella DDI; la messa a argomentare, punto di un’edizione digitale: impaginazione, uso di cittadinanza vari font e loro significato, il modello di citazione. digitale Applicazione del metodo della peer review. Agenda 2030 Lingua e Le disuguaglianze nel mondo antico: la schiavitù e la cultura latina condizione femminile. Lingua e La letteratura “migrante” nel panorama odierno della letteratura letteratura in lingua italiana: I. Scego, La linea del colore, italiana Bompiani, Milano 2020; M. Mazzucco, Io sono con te. (classe 4B) Storia di Brigitte, Einaudi, Torino 2016. Costituzione, Lingua e Un processo in tema di cittadinanza: l’orazione Pro normativa cultura latina Archia di M. Tullio Cicerone: lettura e analisi del testo nazionale e allo scopo di realizzarne un’edizione. internazionale Lingua e Il testo regolativo. Il testo argomentativo epistolare. letteratura Conferenza online del prof. Corrado Bologna sul tema italiana “La Costituzione come memoria e progetto (classe 4B) dell’identità italiana, fra storia e letteratura”. Diritto Diritto romano: la civitas a Roma (intervento della dott.ssa Marta Beghini); la cittadinanza nella Costituzione e nelle leggi dello Stato; Ius sanguinis, Ius soli, ius culturae; la Costituzione europea e la cittadinanza europea; il concetto di cittadinanza globale; processi migratori, meccanismi di integrazione. Sono qui presentati due capitoli (il VII e il IX) dell’orazione Pro Archia tratti dall’edizione digitale completa che ciascuna della classi ha realizzato: per ogni capitolo gli studenti hanno realizzato un’introduzione, hanno riportato il testo latino, steso un apparato di note e formulato un questionario. Seguono una relazione a seguito dell’intervento di carattere giuridico della dott.ssa Beghini sull’istituto della cittadinanza a Roma, alcune lettere al futuro realizzate da studenti. 7 Dante, De vulgari eloquentia 1, 6, 3. 5 2.Edizione della Pro Archia (classe 4B) M. TVLLI CICERONIS PRO A. LICINIO ARCHIA POETA ORATIO Testo latino all’indirizzo https://www.thelatinlibrary.com/cicero/arch.shtml
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