Oltre la dispersione scolastica e i destini predeterminati. Il caso di Taranto.

The phenomenon of school drop-out is correlated with pre-existing situations. With the aim of combatting and preventing it, this contribution addresses the pedagogical/didactic problem of choosing of a destiny different from the one imposed by the family or by the socio-cultural context of belonging, through the use of qualitative analysis as a dialogic and critical-ecological approach. Some dimensions emerge that suggest investing affectively in the teaching-learning processes and encouraging the writing of a common memory in school classes. Given the multidimensionality of the phenomenon and the need to orientate teaching towards critical-transformative paradigms in an ecological perspective, supported by specifically methodological architectures, the contribution documents the results of the project “TAS-Tornare a Scuola”, financed with Refin (Research for Innovation) funds from the Puglia Region and carried out in some schools in the province of Taranto.