Il ruolo dell'educazione per la governance del patrimonio culturale immateriale come bene comune = The role of education in the governance of the intangible cultural heritage as a common good

The role of education in the governance of the intangible cultural heritage as a common good. This contribution reflects upon the most effective form of goverment for the management of intangible cultural heritage as a common good and identifies a way in the local dimension, in a community management of the cultural assets. From an educational point of view, it's about promoting social relationships, reciprocity, mutual aid and the awareness of citizens of having power and the ability to be actors in the process of management. We come to outline this role of education after making clear the definition of common good and of intangible cultural heritage, and explainig how this can be considered a common good and managed with a model of governance. Through a case of study (the Disciplinary Or.Vi. and the San Vito fair in Ortelle) explored with the analysis of experimental studies and narrative interviews to privileged witnesses, we back up the possibility to apply the Ostrom model to the governance of the intangible cultural heritage.

教育在非物质文化遗产（intangible cultural heritage）作为公共物品（common good）治理中的角色。本文探讨了将非物质文化遗产作为公共物品进行管理时最有效的治理形式，并在地方层面确定了一条路径——即由社区对文化资产进行管理。从教育视角来看，这关乎促进社会关系、互惠、互助，以及提升公民对自身拥有权力并能够成为管理过程参与者的意识。在明确公共物品与非物质文化遗产的定义，并阐释为何非物质文化遗产可被视为公共物品且需通过治理模式进行管理后，我们得以勾勒出教育的这一角色。通过对案例研究（Ortelle地区的Disciplinary Or.Vi.与San Vito集市）的分析——包括实验研究及对关键证人的叙事访谈——我们证实了将奥斯特罗姆模型（Ostrom model）应用于非物质文化遗产治理的可行性。