“Educational Pacts", formally included in the 2020-2021 School Plan, represent a tool of proximity governance that, through the enhancement of local partnerships between schools, families, and the territory, aims at developing an inclusive school (Agenda 2030, goal 4a). The paper presents research on building territorial alliances between schools and “out-of-schools” through the “Community Educational Pact” (MI, 2020) tool and some outcomes of an initial study conducted with teachers from 8 schools in an area with high school dropout rates. Reading some of the data collected with qualitative-quantitative instruments to investigate teachers’ perceptions of their school’s inclusive practices in building partnerships with families and the local community prompts us to reflect on the relevance of partnership-oriented educational and organizational choices.
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