The inclusive paradigm within the School Principal’s functional framework bridging institutional mandate and educational community5
Stefania Rossi, Roberto Dainese, Anna Pileri
This paper proposes a re-interpretation of educational action as a constant tension between pedagogical thinking and organizational action, assuming equity, participation, and self-determination as guiding criteria for school contexts. Beyond mere applicative procedures, this perspective provides an epistemological horizon to challenge the design and functioning of educational systems. Human functioning is interpreted here as a situated outcome of the interaction between personal, environmental, and organizational dimensions, transcending categorical and adaptive frameworks. A specific focus on the School Principal (SP), within an ongoing doctoral study, presents preliminary data from a descriptive exploratory inquiry, positioning the SP as a metacognitive coordinator of educational processes. The analysis of situated practices emerges as a transformative lever for educational and reflective leadership, bridging cultural vision, pedagogical responsibility, and daily action across the macro, meso, and micro levels of the educational community.
Keywords
Equity, Situated practices, Educational leadership, School Principal, Educational community.
