Tra improvvisazione e inclusione: il profilo “polifonico” delle professionalità educative

This article presents a conceptual dialogue emerged from empirical studies in which two pedagogical-educational dimensions meet and speak to each other: the inclusive perspective and improvisation.The aim is to reflect in a “polyphonical” way, upon the opportunity which emergesfrom the contamination and hybridization between these two linguistic systems, their epistemologicalscenarios and their conceptual universes. It is recognised that both have a “revolutionary”potential to think about education in human development in a new way, both for pragmatic aspectsand pedagogical ones. This rationale polyphony delineates an “open profile” for educational professionals,a profile emerged and elaborated upon the theoretical and dialogical analysis conductedon data gathered in almost three years of research in the both inclusion and improvisation fields,finally merged in a new pedagogical paradigm