There are already many writings on how much the Covid19 pandemic has affected relationships and interpersonal communication. School has been one of the main players in this problematic and painful context, leaving many doubts about the quality of learning and relationships, increasingly conditioned by technological and virtual tools. There is already a lot of literature on this issue, but there remains the essential task of continuing to reflect on the future of our school which is struggling to find credibility, especially from a social and educational point of view. Is the school able, today, to respond to the new frailties that have arisen in the phases of the “non-dialogue” imposed by medical isolation? Are there margins for recovery to restore the etymological and narrative centrality of the word linked to emotions and dialogue? Does addressing issues such as “Educational care”, “solidarity”, “welcome”, “mutual knowledge” still have a constructive and phenomenological value for the school and the many activities that should develop within it? Many educational projects have moved in this direction: experimenting with new techniques and practices of inclusion and interpersonal relationships, to rediscover the value of closeness and mutual knowledge. The Erasmus KA2 WIN (Writing for Inclusion) project is about to end, after a two-year course, characterized by the virtual teaching imposed by the pandemic and the primary schools involved, students and teachers, have experimented with digital storytelling as a tool for establishing relationships “a distance” and reflect on the quality of learning. This article reconstructs and attempts a qualitative assessment of two years of "virtual" writings dedicated to school inclusion, conducted by 4 European primary schools, to highlight the lights and shadows of an experiment conducted exclusively at a distance.
关于covid - 19大流行对人际关系和人际沟通的影响，已经有很多文章。在这种充满问题和痛苦的背景下，学校一直是主要参与者之一，让许多人对学习和人际关系的质量产生了怀疑，这些质量越来越多地受到技术和虚拟工具的制约。关于这个问题已经有很多文献，但仍然有一个重要的任务是继续反思我们学校的未来，特别是从社会和教育的角度来看，我们学校正在努力寻找可信度。今天，学校是否能够对医疗隔离造成的"不对话"阶段出现的新弱点作出反应?是否有恢复的余地，以恢复词源和叙事中心的词与情感和对话?解决诸如“教育关怀”、“团结”、“欢迎”、“相互了解”等问题，对学校和应该在学校内开展的许多活动仍然具有建设性和现象学价值吗?许多教育项目都朝着这个方向发展:尝试新的技术和包容和人际关系的实践，重新发现亲密和相互了解的价值。伊拉斯谟KA2 WIN (Writing for Inclusion)项目在为期两年的课程结束后即将结束，该项目的特点是疫情带来的虚拟教学，参与的小学、学生和教师已经尝试将数字讲故事作为建立“远距离”关系和反思学习质量的工具。本文重建并尝试对为期两年的“虚拟”写作进行定性评估，这些写作致力于学校包容性，由4所欧洲小学进行，以突出在远处进行的实验的光明和阴影。
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