Educational fragility and schoolfamily alliance: The weekly letter as a narrative tool for situated and inclusive pedagogy

Abstract

This article explores the educational practice of the weekly class letter as a narrative tool aimed at rebuilding the school-family relationship in contexts marked by social fragility and institutional distrust, typical of some urban areas in Southern Italy. Grounded in a theoretical framework that highlights recognition, trust and narration as fundamental dimensions of educational relationships, it analyzes the silent marginality context where this practice was implemented. The weekly letter emerges as a pedagogical proximity tool that fosters participation, metacognitive reflection, and the strengthening of educational alliances. Through qualitative observation, subtle transformations in the relationships and school identity of students, families and teachers are highlighted. The article emphasizes the ethical and political value of narration as an inclusive resource and calls for recognizing these practices as keys to innovation in Special Pedagogy.