PEDAGOGIA INTERCULTURALE CON LABORATORIO DI EDUCAZIONE INTERCULTURALE NEI CONTESTI EDUCATIVI A - L

Module PEDAGOGIA INTERCULTURALE

The course aims to allow to recognize the educational and cultural needs of all citizens and foreign citizens in particular, and to make them understand the importance of educational interventions in contexts in which there is prejudice and marginalization, categorization and the risk of stereotyping. . Furthermore, the course aims to pedagogically orientate towards the ability to apply knowledge and understanding in an intercultural perspective in support of difficult integration processes. The main objectives are therefore: 1. Knowing how to formulate opinions and appropriate critical evaluations in the cultural and social complexity of the contemporary world. 2. Through pedagogical reflections in relation to person-subjects and contexts, to seek in specific educational situations the intercultural theoretical and methodological elements indispensable in the construction of intercultural educational projects. 3. With the help of the tools of intercultural education, develop the ability to listen and dialogue within heterogeneous social, cultural and professional contexts in order to achieve the recognition of otherness and the settlement of conflicts.The course intends to focus in particular on the ability to learn, the ability to apply knowledge and understanding, communication skills and independent judgment, as provided for by the Dublin Descriptors.

The course program intends to dwell on the different aspects of general pedagogy, from the definition of the discipline itself, to the determination of its field of action, up to the treatment of intercultural pedagogy through the close connection with education for differences, including the definitions of politics as active participation towards a full socio-cultural integration, to get to analyze the migratory phenomena in a formative and planning perspective. The course aims to stimulate reflections on the key points of the pedagogical discipline, through the meanings of education, education and training, and then look at its epistemological status in an age of complexity. Particular attention will be given to the interaction between the school and the family, and to that between them and the territory, in an era of frenetic cultural changes and longer life expectancies, for which the lifelong learning perspective assumes fundamental meanings from a training perspective. The course deals with some issues of contemporary multicultural societies, with particular reference to the contexts of education and school. The areas addressed will be: historical and recent migrations; elements of intercultural teaching; the use of museums, libraries, websites and historical sites as possible paths for the interaction between different groups that live together in the same portion of the territory; possible interventions by students and other scholars, or possibly interviews and dialogues with immigrant pupils and parents present in educational contexts, in order to develop individual reflection on intercultural issues. The course will develop according to a planned path between the themes of the texts, the in-depth contents and the classroom activities with the participation of the students. The Course intends to contribute to some of the objectives set by the "2030 Agenda for Sustainable Development": GOAL 4: QUALITY EDUCATION. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. GOAL 11: SUSTAINABLE CITIES AND COMMUNITIES. Make cities and human settlements inclusive, safe, resilient and sustainable. GOAL 16: PEACE, JUSTICE AND STRONG INSTITUTIONS. Promote peaceful and more inclusive societies for sustainable development; provide access to justice for all and build effective, accountable and inclusive institutions at all levels.

• A. Portera (2022). Educazione e pedagogia interculturale. Bologna: Il Mulino
• Fiorucci M., Pinto Minerva F., Portera A. (2017) (a cura di). Gli Alfabeti dell’interculturale. Pisa: Edizioni ETS. Solo i saggi dei seguenti autori: Portera Agostino, Tomarchio Maria, D’Aprile Gabriella, Dusi Paola,  Silva  Clara, D’Ignazi Paola ,  Riccardi Veronica, Burgio Giuseppe, Macinai Emiliano, Zannoni Federico,  Zizioli Elena, Santerini Milena, Agostinetto Luca, Catarci Marco,  Fiorucci Massimiliano, 
• Ministero dell'Istruzione (2022). Orientamenti interculturali. Idee e proposte per l’integrazione di alunni e alunne provenienti da contesti migratori, a cura dell’Osservatorio nazionale per l’integrazione degli alunni stranieri e l’educazione interculturale 

The prevailing pedagogical models in intercultural studies

- Intercultural policies

- Language teaching in integration processes

- The issue of pedagogical problematicism

- The educational system and the main agencies

- The issue of intercultural education in Italy

- The meanings of multiculturalism and Interculture

- Interculture in school;

- The term “education”;