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Convenor(s): Sara Mori (Indire, Italy); Francesca Storai (Indire, Italy); Serena Greco (Indire, Italy); Elsa Maria Bruni (Università degli Studi "G. d'Annunzio" Chieti – Pescara)
Presentation 6
Between Regulatory Reform And Living Practice: The NUPE 2 Project As An Investigation Into Inclusion And Equity In Primary Schools
1: Roma Tre University, Italy; 2: University of Malaga (Spain)
This paper presents the "Nupe-2" project, promoted by the University of Malaga in collaboration with the Universities of Barcelona, Valencia, Madrid, Cadiz, Gran Canaria, Roma Tre, UniKore, and Verona, which is scheduled for completion in June 2027. The project aims to investigate how legislation influences and is implemented within school practices in Italy and Spain, particularly concerning the development of the concepts of equity and curriculum personalization, the realization of full special and inclusive education, the construction of teacher identity, and the specific training dedicated to these areas. Specifically, this contribution presents the work conducted by the Research Group at Roma Tre University through a case study involving a comprehensive institute (Istituto Comprensivo) located in the Garbatella district of Rome. The research is situated within a period of profound transformation in the Italian school system, characterized by the revision of the Indicazioni Nazionali (National Guidelines) and an intense cultural and pedagogical debate. Within this context, critical questions emerge concerning equity, initial teacher training, curriculum fragmentation, and the management of special educational needs, which is often experienced in conditions of professional isolation. The methodological approach integrates various qualitative instruments: unstructured and structured classroom observations (including lectures, group work, assessments, and informal moments); observations of teachers; narrative interviews with key institutional figures (principals, classroom teachers, and support teachers); and focus groups conducted with primary and lower secondary school teachers. The findings offer significant insights, suggesting a need to reinforce structured spaces for teacher collaboration, to promote ongoing, practice-based professional development, to support an integrated curricular approach, and to develop policies that enhance the community dimension of the school.
