Coronavirus: the chance of inclusive teacher


The objective of this article is to identify the indispensable and qualifying element of inclusive practices, long in the educational and scholastic vocabulary, but made dramatically prioritized by the pandemic: the inclusive attitude of the teacher. This objective requires the rethinking and pedagogical transformation of the best educational tradition: education and teaching have innovative opportunities when redesigning educational programs and interventions by looking at disadvantaged people, urging solidarity even intellectual among equals, and freeing educators and teachers from bureaucracy with a view to greater investments and times dedicated to educational alliances. A figure of teacher and educator emerges as a hope for the regeneration of the social bond tested by the pathological outcomes of pandemic postmodernity.