Pensiero convergente e divergente nelle dinamiche dell’inclusione e dell’integrazione
DOI:
https://doi.org/10.15160/2038-1034/2687Keywords:
deconstruction, special pedagogy, inclusion, problem-solving, mixed professorshipsAbstract
Abstract – The article explores the dual issue of inclusion and integration in the school context as a closely interconnected issue that involves all the interlocutors of the class-group, including teachers. Retracing the theoretical suggestions of the philosophy of education, a reflection is proposed that permutes consolidated postures and habitual practices, to cross the theoretical path of divergent thinking understood as an inclusive methodology par excellence and as a place of narrativity, care and pedagogy of the listening.
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Published
2023-06-27
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III SEZIONE - Prassi e innovazioni didattiche
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