Abstract
The essay discusses the theme of exclusive and exclusionary education starting from the growth paths of the princesses who lived at the European courts between the XV and XVII centuries, with the purpose of posing questions and research challenges so far only partially addressed. Also thanks to the wealth of available sources, the female éducation princière turns out to be a fertile ground for pedagogical analysis, useful to delineate heuristic categories and perspectives instrumental to the deconstruction of complex phenomena and the identification of more or less explicit signs of discrimination within identity processes, yesterday as today.
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