Conference Program

In un panorama educativo italiano che storicamente si dichiara inclusivo, le politiche scolastiche recenti sembrano orientarsi verso una "pseudo-inclusione" che maschera—sotto la retorica del talento e della personalizzazione—un ritorno a logiche neoliberiste e abiliste. Questo contributo propone un'analisi critica delle "Linee Guida Nazionali 2025" (Indicazioni Nazionali 2025) attraverso la lente degli Studi Critici sulla Disabilità (CDS), con l'obiettivo di smascherare come il sistema educativo continui a funzionare come strumento di normalizzazione.

The analysis focuses on three main problematic nodes identified within the ministerial text. First, the construction of the notion of "talent" is examined: although presented as a universal potential, it is framed as the "active and situated expression of cognitive resources," effectively establishing a value parameter based on performance. This approach transforms merit into an "ableist realm" where success is the individual's responsibility, marginalizing anyone with non-conforming functioning or divergent processing speeds.
Secondly, the study analyzes the persistence of normative bodily and cognitive standards in the areas of physical and digital competence. The pursuit of "precision," "finalization of movement," and "speed" in developmental milestones reflects a view of the body and mind as machines to be optimized, ignoring disability epistemologies and the concepts of interdependence.
Finally, the intervention highlights how the language of "deficit compensation," despite attempts at terminological updates, maintains a firm medical and individual perspective on disability. This paradigm prevents genuine cultural transformation, reducing inclusion to a technical management of "diversity" so as not to disturb the pace of the "normal" classroom.
The objective of this presentation is to demonstrate how these guidelines, by promoting rigid autonomy and an exclusionary meritocracy, act as disabling practices. In conclusion, trajectories of resistance based on critical pedagogy and disability justice will be proposed, shifting the focus from "subject performance" to the "transformation of contexts" for an authentically constitutional and equitable educational system.