The article analyses the role of school autonomy and the use of Ex L.440/97 funds in promoting innovation and inclusion in Italian schools, with a particular focus on the importance of systematic documentation as a tool to monitor and improve the educational offer. INDIRE, as part of the project ‘Monitor440’ which was entrusted to them, has contributed to the design and systematisation of a functional documentation process for teachers and the school community for the benefit of teaching practice. The article goes on to consider the documentation process in its threefold aspect – hermeneutic, communicative and research – and asserts that it is an essential lever for didactic design and the transformation of schools into learning communities. The article also emphasises the value of video-documentation in making school experiences visible and in supporting processes of educational innovation that can be transferred to other realities.
Copyright (c) 2008 RicercAzione