Educational action for the promotion of generative inclusive processes

This theoretical contribution intends to propose some reflections on inclusive educational action in training contexts in order to rethink, transform, renew learning and relationship practices in the name of the sustainability of each pupil’s Life Project. In this perspective, the professionalism of the inclusive teacher emerges, capable of facing the complexity of the project to enrich it with human values such as participation, accessibility and cooperation, despite the widespread and endemic current problems