La scuola inclusiva come contesto di cura e di formazione del docente specializzato

Abstract

Abstract – The article makes some critical reflections on the 'current training of the specialized teacher as an inclusive agent by highlighting lights and shadows characterizing the construction of an adequate theoretical-practical background of the caring and helping professionist. Hence the need to re-problematize epistemological foundations, competencies, design models, and good didactic-organizational practices, in order to analyze dilemmatic situations, hyper-specialized and antithetical depersonalizing generalist conceptions, in the design of a school context capable of valuing differences and diversity. There is no shortage of interesting considerations on the role exercised by training, including in current “TFA courses”, as well as in-service teacher training. In the incessant search for the delicate game of balances, not without contradictions of difficult resolution, the innovative trajectory of meaning is rap-presented by the diffusivity of knowledge and the transversality of interdisciplinary skills.