Abstract
The tension between the universal and the particular in education, between the classroom community and each individual student, has been addressed in the literature through a variety of concepts, approaches and strategies. This paper outlines the theoretical elements underlying the concept of plural didactics, conceived as an effective synthesis between the recognition and flourishing of each individual student present in the classroom, on the one hand, and the construction of a learning community, on the other. Plural didactics intends to overcome the dualism norm-deficit, to evolve – within the inclusive paradigm – towards multiple, interconnected and, at the same time, interdependent teaching-learning paths. This perspective arises from a broader view of individual differences and a multidimensional understanding of learning. The paper proposes, through concrete references to approaches, methods and teaching strategies, the constitutive principles of plural didactics: the accessibility and usability of learning opportunities, the diversification of curricular content, and the teaching and learning relevance of transversal competences. Moreover, its implementation passes through systemic and structural transformations, in terms of laws and policies, designing, organisations and governance at school level, but also with regard to the activation of democratic, participatory and collaborative processes, which involve and strengthen the entire educating community.