Da Basaglia a Vygotskij: l’esperienza di Scuola Popolare Alice. Oltre la diagnosi nell’autoformazione collettiva

In the school field, the diagnosis of disability or learning disorder has gradually taken on a crucial significance that goes beyond the domain of medical knowledge. The biological description of a state, crystallised through the diagnosis and the certification it produces, has become an intermediary in the relationship between school and family, a tool for guaranteeing the student’s rights, an organisational device for the action procedures of the school institution, a paradigm that is often predictive and prescriptive of learning processes and school careers, and a generator and orientator of relational and didactic-pedagogical approaches between certified pupils and teachers. [...]