Conference Program

The increasing attention devoted by educational research to school leaders—now widely recognised as strategic actors in the functioning and innovation of educational systems—suggests the importance of a historical re-examination of their role. From this perspective, a diachronic approach invites us to consider how, even prior to the full establishment of school autonomy, certain leadership figures exerted a significant influence on the organisational and managerial structures of educational institutions, on the construction of teachers’ professional identity, and on the development of democratic teaching practices. Reinterpreting these experiences from a historical-educational perspective therefore means not only reconstructing past organisational models, but also understanding how particular pedagogical visions, leadership styles and forms of coordination have contributed over time to the shaping of democratic professional cultures within a dialogical relationship between past and present.For these reasons, this paper focuses on the figure of Giancarlo Cerini, who served as a primary school teacher, headteacher, researcher at the Regional Institute for Educational Research, Experimentation and In-Service Training (IRRSAE) of Emilia-Romagna, technical inspector at the Italian Ministry of Education, and was undoubtedly among the key protagonists of the season of school reforms from the 1980s onwards. Among his most notable contributions are the drafting of the National Guidelines for the Curriculum (2012) and the Pedagogical Guidelines for the Integrated 0–6 Education System (2021). In the current national context, characterised by an intense debate on democratic schooling, analysing Cerini’s contribution may prove particularly relevant. This study aims to provide a historical and theoretical overview of the formative role played by Cerini during his tenure as headteacher between 1979 and 1984, a period during which he developed democratic operational practices characterised by a deeply open and participatory leadership style, fostering cooperation among teachers, families and local institutions. Through the analysis of printed and archival sources—many of which have so far remained unexplored—the paper examines several specific experiences that highlight the democratic practices implemented during Cerini’s leadership. Although the role and professional identity of school leadership have evolved over time, these experiences may still represent a valuable point of reference today, as they embody an anticipatory and innovative conception of school governance.