Tinkering inclusivo, educazione civica e riflessività professionale: una ricerca-azione nella scuola secondaria di primo grado

This paper presents a qualitative action research study conducted in a lower secondary school in Southern Italy, aimed at analyzing inclusive practices addressed to students with disabilities, with particular attention to autism spectrum profiles. The intervention was developed through a tinkering-based workshop using recycled materials and oriented toward the creation of a collective artifact related to civic education. The activity was conceived, designed, and coordinated by a pedagogist in collaboration with the entire teaching staff. Data collection was based on systematic observations, reflective journals, and pedagogical documentation. The findings highlight how the shared construction of artifacts and guided professional reflexivity contribute to promoting participation, communication, and inclusion, emphasizing the role of the pedagogist as an epistemic facilitator of educational practices.