Debate and School Inclusion: A New Frontier for Pedagogy

Abstract

This article explores an innovative educational project promoted by the USR Piemonte in 2024: “Debate for Inclusion.” By involving students from upper secondary schools, the initiative used the World Schools Debating format to encourage critical reflection on inclusive school practices. The study highlights how the debate methodology, through its "pro/con" structure, fosters cognitive empathy and challenges prejudices, transform-ing inclusion from a mere theoretical principle into a lived practice. The paper also pre-sents feedback from teachers and students, discussing the transition from a competitive to a purely educational and inclusive tool, potentially integrating students with Special Educational Needs.