Abstract
The changes that have characterized contemporary complex societies and the need to affirm the values of social inclusion have led the Italian educational policy makers to debate on the professional quality within the educational field, to study its changes and its social impact. This debate has gradually led to a redefinition of the professional profile of the educator and the pedagogist giving rise to a legislative provision aiming at recognizing, regulating and protecting these professionals. According to this law, in particular, the socio-pedagogical educator and the pedagogist are required to have specific competences that could promote inclusive and sustainable educational actions. The present theoretical argumentative paper aims at presenting a synthesis of the long debate that led to the approval of Law 205/17 in Italy, involving policy makers and Italian scholars and academics in the redefinition of the educational professions. Specifically, it aims at highlighting the rational and the characteristics of the context which have supported the long legislative process within a conceptual dimension that considers inclusive education as an unavoidable framework for social sustainability. Keywords: inclusive education, sustainable education, educator and pedagogist, Italy
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