Rethinking an Educational Model of a Middle School for all, inclusive and sustainable through the Body and Movement

The educational-institutional line created by Law 1859 of 1962 marked a definitive and profound gap between yesterday and today’s middle school. It is summarized in the ideas of Cesare Scurati (Scurati, 1997, p. 59) who defined it as: “pedagogized”, that is, organized according to the indications of general and disciplinary teaching; “psychologized”, that is, focused on the nature and the psychodynamic structure of the student; “popular”, that is, characterized by being in the social and civil context of obligation and the right to education; “personalized”, that is, sensitive to the demands of individualization and socialization. The idea of inclusion is not based on measuring distance from a supposed standard of adequacy, but on the recognition of the relevance of full participation in school life by all subjects. In particular, this article emphasizes an educational setting that enhances the role of the Body and Movement in making the school inclusive.