Come ripensare la pluralità nelle scuole? Conversazioni e sperimentazioni tra docenti, dirigenti e ricercatori.

The article proposes the critical analysis of a specialistic training experience for teachers and head teachers, trying to articulate the migraory mobility and the educational issues, connecting some innovative theories for the educationl planning in muticultural contexts with the daily educational practices, at local level, in the schools. We observe here how this training process has been a rare opportunity of conversation and exchange and an occasion of privileged narration, in the search of the rigorous and necessary words able to build corageouse choices, in face of such a delicate contemporary time, sometimes so drammatically non inclusive. In the awareness that the schools and the places for the knowledge construction exhist and grow up in the pluralty and by means of it (not despite it), to make visibile and hearable the educational experimentations that give dignity to the irreducible singolarities, means to contribute to recognize that the educational and school contexts might become places for the “aysulm” of everyone, where it is possible to build a civil and democratic society. To identify with practices of resistance and meaningful paths has contributed to identify with a sort of “community”of teachers, head masters and researchers sharing the urgence of experimenting alternative methodologies and languages (artisitc ones and others), each one choosing, in each educational action, a “poetics of relation”.