La formazione degli insegnanti in era covid. Descrizione e analisi di una esperienza laboratoriale sui temi della pedagogia e della didattica inclusiva

The Covid-19 pandemic, as it is now widely known, has forced a rethinking of the social spaces of the relationship, including the educational and training one, highlighting a series of critical issues that were already present in the pre-pandemic era. The forced confinements and the limits imposed by distancing (due to healthy emergency) have amplified these issues. In this sense, a reconfiguration not only of the spaces (presence vs distance) but of the training paradigm itself had to be carried out in the university environment as well. This has represented and still represents an opportunity for those who have positively accepted this challenge, beginning some experiences that – despite their tendency to re-adapt the old into the new –have nevertheless introduced some innovative elements and experimentation with little or no fields of action not fully explored. This also happened to the authors of this paper in which they describe and reflect on some workshop experiences conducted in the context of the initial training of primary school teachers. The background is that of pedagogy and inclusive teaching, which have represented not only the disciplinary content to be conveyed but the horizon of meaning for the methodological-didactic choices adopted and for the choice of the same object of study proposed to the participants.