Pensiero convergente e divergente nelle dinamiche dell’inclusione e dell’integrazione

The article explores the dual issue of inclusion and integration in the school context as a closely inter- connected issue that involves all the interlocutors of the class-group, including teachers. Retracing the theoretical suggestions of the philosophy of education, a reflection is proposed that permutes consolidated postures and ha- bitual practices, to cross the theoretical path of divergent thinking understood as an inclusive methodology par excellence and as a place of narrativity, care and pedagogy of the listening.