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 emerges from the contamination and hybridization between these two linguistic systems, their epistemological scenarios 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 aspects and pedagogical ones. This rationale polyphony delineates an “open profile” for educational professionals, a profile emerged and elaborated upon the theoretical and dialogical analysis conducted on data gathered in almost three years of research in the both inclusion and improvisation fields, finally merged in a new pedagogical paradigm.