As highlighted by many authors and observers, the European civic integration models, particularly the Italian one, place emphasis on performative categories such as work skills (already present or potential), employability, integration capacity or participation in the social life of the country. Regarding the labor market, the inclusion of migrants in the productive systems of many countries is seen as a resource as far as they are able to cover needs or gaps already present in the market. This aspect, combined with the challenge of certifying one's skills, often leads such individuals to accept employment positions that are often not in line with their skills or aspirations.

In the field of work education, the opportunities reserved for migrants are often limited and generally oriented to accessing specific jobs. These are in the majority basic technical training, with low specialization degree and lacking in transversal skills, expendable horizontally in the market. Although the topic of education is present in the public discourse around immigration, the concrete offer is still too narrow and constrained. One of the reasons is the consideration given to the needs of migrants which is, generally, linked to their basic needs (housing, work, health, language...). This causes them to be relegated to a "miserabilistic" view, which is therefore unable to take into account real cultural, educational, relational or personal needs. It is precisely this narrative that risks reinforcing a further mismatch between the real opportunities and aspirations of individuals.

This paper aims to explore the importance and centrality of a space to rewrite individual trajectories, in which language acts as a medium. To do so, in the present research is proposed a methodology for conducting in-depth surveys of migrants' needs at each stage of the inclusion journey, with a specific focus on job and education inclusion. Job inclusion is by definition a match between the skills and needs of the worker and the needs of the labor market; for this match to occur, it is essential to know and understand the real needs of both actors. For this reason, it is intended to propose and elaborate the outlines of a tool, the "Perpetual orienteering self-assessment" (POSA from now on) that is capable of facilitating the migrant's self-assessment and self-orientation and allows them to understand where and how to position the self in the society and "(re)build" their own pathway. The basis of the POSA is an innovative methodology that combines natural language analysis (NLP) tools, innovative methodologies such as LSP, and is based on the pillars of participatory action research. The study of language allows us to grasp the semantic universe evoked by such subjects and perceive their complexity. accessing such information means identifying potential links between needs, competencies and aspiration, achieving a profound degree of understanding of it.

Keywords: Migrant education, gestaltic, discourse analysis, self assessment.