From the complex learning scenarios to the deconstructable inclusive didactic contexts

Abstract

In the last decade, the evolving process of the school system has seen the radicalization of multifactorial changes. The globalizing economic and cultural processes and the increase of huge migration flows, related to socio-political and economic crisis, have produced heterogeneous school contexts and made the unequivocal crisis of the didactic unidirectional model more evident, a directive and transmissive model, within a school-centered approach. This calls for the need to accelerate the re-designation of polycentric integrated educational systems, able to cope with this complexity in a simplex way, through multisystemic designing research actions, which can re-structure
and generate progressive inclusive socio-systemic geometries of cooperative support. It is necessary to activate an educating community system, in school and outside school contexts, formal and informal education, through the networking of negotiated and cooperative research/action and flexible organizations of continuous professional training, which can promote the change and the progressive development of inclusive competences.