Inclusione e letteratura. Percorsi formativi attraverso l’albo illustrato

he contribution aims to reflect on the practice of reading as an opportunity for young readers of a meeting with the other and, more generally, with diversity. In the second part of the twentieth century, literature for children was renewed, initiating a process of approach to the authentic child- reader and giving life to a narrative that is both accomplice and companion of the growth of children, full of stories free from functional and ideological logic and able to entertain, as well as to encourage, at the same time, the discovery of the self and the world around us. Reality becomes the protagonist of the new books for boys and girls: without censorship, without taboos, it is represented in all its complexity. From this point of view, the illustrated book and the silent book in particular are con- figured as special types of books able to promote cognitive and inclusive paths not only with respect to themes and contents, but also by virtue of their natu- rally accessible iconographic and textual conception. Therefore, we propose a selection of works capable of narrating the complexity of reality to children, breaking the stereotypes linked to diversity