Verso una cultura inclusiva: ruoli, funzioni e compiti del coordinamento pedagogico.

[Autom. eng. transl.] The contribution intends to promote a critical reflection on the functions that pedagogical coordination can assume in inclusive terms. The construction of a network of interventions in favor of preschool children with disabilities, the result of a collective thinking that requires the continuous interweaving of actors, languages, environments, is currently one of the shadow areas of our educational system. What is often lacking is not only the possibility of engaging in dialogue or promoting ever greater professional awareness, but also the opportunity to define the tasks of those called to maintain the network itself. In this sense, pedagogical coordination, a key figure in the field of childcare services, represents an unavoidable opportunity, both in terms of accompanying the educational team, and also for that dimension of care and the connection with families, socio-health services and the territory makes it necessary. Finally, there is a further challenge that leads to recognize these professionals as system figures, able to set up contexts of trust, spaces for listening and speaking that facilitate the meeting of different points of view, essential in a horizon that wants to be defined. authentically inclusive.