Convinzioni e atteggiamenti rispetto all’inclusione e alla disabilità degli insegnanti di sostegno in formazione all’Università della Calabria

Gramsci’s pedagogical thought is experiencing a renewed interest in Italy, reflecting the fact that the Gramscian reflection represents for the pedagogy a basin of reflection and planning of educational practices still very current and fruitful. The re-emergence of these aspects of the Sardinian thinker’s production reactivates the connection between politics and pedagogy, a crucial point for every pedagogical theory that together provides the specificities of this knowledge with practice. The article outlines the possible intersection between the pedagogical thought of Gramsci and the instances of Special Pedagogy as knowledge with a high political content, which refers to the idea of the possible and of social inclusion, capable of going “beyond subalternity”.