L’arcipelago pedagogico nel mare delle disuguaglianze contemporanee. Pratiche d’inclusione

Many discourses, common sense, and pedagogy itself speak of inclusion: sport, a convivial gathering, any experience that fosters integration, participation, and social agency thereby become inclusive. For this very reason "inclusive" education risks losing its own pedagogical specificity, dissolving into a self-evidence devoid of reflection. This essay seeks to recover what, within an inclusive intervention, can be specifically pedagogical. Taking as its starting point an educational-artistic mosaic project carried out in Tor Bella Monaca by the Fonte di Ismaele Association, inclusion is read as the intentional arrangement of a field of experience. Education then reveals itself as an intermediate region, guarding the threshold between centre and periphery, and as a mediating one, joining them and allowing those who live at the margins an experience of civic participation and of individual and social transformation. Pedagogical discourse thus acquires a place within the archipelago of the human sciences.