Search

This paper stands in line with educational research on children’s conception of otherness through skin colour. The first part focuses on the epistemological context: it can be referred to the complexity paradigm and to a pragmatic approach of investigation, both aimed at confronting real problems such as the connection between colourism and racism. After considering some of the main research directions in this field, the second part articulates the construct of conception as the basis of the research framework. Finally, the third part describes the research design, the steps that led to the text stimulus outline, and what is in progress, looking for a constructive dialogue with other active processes in the national scientific community.

Postcolonial education gets theoretic benefit by holding a dialogue with comparative education, that can give it hints and suggestions of method and contents. Comparative education studied educative systems of ex-colonies, where it was quite normal to transfer school systems from motherland, without respect for uses, tradition and local context. Studies and researches about colonial past are very useful to realize present difficulties of multicultural community and, moreover, they offer new notions to postcolonial reflection.

In the migrant’s path to social inclusion, learning the Second Language (SL) is a fundamental step and the educational environments can represent heterogeneous ideological spaces for the emergence of multivocal narratives (Chakrabarty, 2004). SL education can reproduce colonial relations, determining forms of subordinate integration based on the social structural asymmetries and that finds one of the regulatory principles in the category of race (Fanon, 1961). At the same time, SL education can promote an intercultural and problem posing education (Freire, 2018), committed to deconstructing these relationships with Otherness. This contribution deals with some aspects of broader doctoral research, relating to the topic of SL and the inclusiveness, or marginalisation, of educational action. The qualitative investigation was carried out in the city of Rome through 60 semi-structured interviews. What emerged is that the different perception of the SL influences the migrant’s path to social inclusion as learning can respond to social and emancipatory needs, but also to needs linked to the socio-economic dimension and the fulfillment of regulatory requirements, leading to a risk of social exclusion.

The article analyzes the main convergences between Early Childhood Education and Care and intercultural pedagogy, also in relation to the “new sociology of childhood”. In this perspective, the right to inclusion and participation (scholastic, civic, and democratic) constitutes a goal that, in the light of the UN Convention on the Rights of the Child and Adolescent, takes on relevance as it details in evolutionary terms a deontic case by declining it within a widespread cultural sensibility rooted in both formal and informal and nonformal contexts. The article will explore the theoretical and epistemological dimension of interculturality in relation to childhood, placing it in relation to the opportunities opened in Italy by the 0-6 segment reform from an intercultural perspective. It will analyze the main documents on 0-6 developed in recent years by the National Commission.

The intercultural perspective is at the center of the contemporary debate and urges education professionals to consider the identity, symbolic and cultural transformations of the living environments in which children grow up. In particular, nursery schools, which are increasingly becoming multicultural educational contexts, are a place of encounter and comparison between family models and different care practices. The confrontation with other people - be it parents, mother, father, woman, man, native, immigrant or, the so-called foreigner in the broadest sense - requires education professionals to think about difference not only in ethical cultural terms but also in existential and educational terms. The challenge is to design practices of participation that are diverse, but also respectful, reflective, and sustainable for all parents (native and immigrants). Families and educational services are thus called to build effective educational projects together with a view to promoting the well-being of future generations. Based on a training program addressed to educators working in specific socio-educational contexts (nursery schools), the article proposes a reflection on the different skills that these professionals should acquire to interface effectively with families.

The writings submitted here are an excerpt from a research of my Post-Doctorate Stage in the Graduate Program in Education at the Federal University of Santa Catarina (PPGE/UFSC), Lineof Research: Education and Communication. The main aim is to make educational proposals to broach intercultural issues from a narrative of residents in the Brazilian cities of Boa Vista-RR and Florianópolis-SC. The proposition planning starts from an embroidery by creating artistic objects which symbols are carried to depict local knowledge, setting off my own memories from living experience in these two places. These objects meet the residents from both cities with the aim of triggering intercultural dialogues based on listening to the resident narratives. In order to weave these dialogue threads, the idea brought by Hélio O iticica in his Environmental Program is taken as a methodological principle. On occasion, I will share reflections based on an educational proposal named'Delicaciesand Resis(Exi)tance', held in Boa Vista-RR at the Jaider Esbell Contemporary Indigenous Art Gallery. Taking school/university into other places and making other places school/university is an incitement left by educational propositions that I have been thinking about. 'Delicacies and Resis(Exi)tance in the Land of Macunaima' was a little bit of that, a learning space rich in possibilities, giving rise to the structure of intercultural dialogues., Os escritos aqui apresentados são um recorte da pesquisa de Estágio Pós-Doutoral que desenvolvo no Programa de Pós-Graduação em Educação da Universidade Federal de Santa Catarina (PPGE/UFSC) na linha Educação e Comunicação. Tem como proposta criar proposições educativas que abordem as questões interculturais a partir da narrativa dos moradores das cidades de Boa V ista -RR e Florianópolis -SC. A construção destas proposições inicia por meio do bordado com a criação de objetos artísticos carregados de simbologias representativas dos saberes locais, disparados por minhas memórias a partir da experiência vivida nesses dois lugares. Esses objetos vão ao encontro dos moradores de ambas as cidades com a intenção de provocar diálogos interculturais a partir da escuta das narrativas de seus moradores. Para tecer os fios desse diálogo toma-se como princípio metodológico a ideia de ambientação trazida por Hélio O iticica em seu Programa Ambiental. Nesta oportunidade compartilharei reflexões a partir da proposição educativa intitulada 'Delicadezas e (Re)-existência', realizada em Boa Vista-RR na Galeria de Arte Indígena Contemporânea Jaider Esbell. Levar a escola/universidade para dentro de outros lugares e fazer de outros lugares escola/universidade éa provocação deixada pelas proposições educativas que venho pensando. 'Delicadezas e (Re)-existência na Terra de Makunaima' foi um pouco disso, um espaço de aprendizagem rico de possibilidades, provocador da construção de diálogos interculturais., Los escritos presentados aquí son un extracto de la investigación de pasantías posdoctorales que desarrollo en el Programa de Posgrado en Educación de la Universidad Federal de Santa Catarina (PPGE / UFSC) en la línea de Educación y Comunicación. Su propuesta es crear propuestas educativas que aborden cuestiones interculturales a partir de la narrativa de los residentes de las ciudades de Boa Vista -RR y Florianópolis -SC. La construcción de estas proposiciones comienza a través del bordado con la creación de objetos artísticos cargados con símbolos que representan el conocimiento local, provocados por mis recuerdos de la experiencia vivida en estos dos lugares. Estos objetos se encuentran con los residentes de ambas ciudades con la intención de provocar diálogos interculturales basados en escuchar las narraciones de sus residentes. Para tejer los hilos de este diálogo, la idea del escenario que trajo Hélio O iticica en su Programa Ambiental se toma como un principio metodológico. En esta oportunidad compartiré reflexiones basadas en la propuesta educativa titulada 'Delicadezas e Re-existencia', celebrada en Boa Vista-RR en la Galería de Arte Indígena Contemporáneo Jaider Esbell. Llevar la escuela / universidad a otros lugares y hacer que otros lugares sean escuela / universidad es la provocación que dejan las propuestas educativas en las que he estado pensando. 'Delicias y Re-existencia en la Tierra de Makunaima' fue un poco de eso, un espacio de aprendizaje rico en posibilidades, que provocó la construcción de diálogos interculturales.

La prospettiva interculturale è al centro del dibattito contemporaneo e spinge i professionisti dell’educazione a tener conto delle trasformazioni identitarie, simboliche, culturali degli ambienti di vita in cui crescono i bambini. In particolare, i nidi d’infanzia, sempre più spesso contesti educativi multiculturali, sono luogo di incontro e confronto tra modelli familiari e pratiche di cura differenti. Il confronto con l’altro − sia esso genitore, madre, padre, donna, uomo, autoctono, immigrato o il cosiddetto straniero in senso lato − richiede ai professionisti dell’educazione di pensare alla differenza non solo in termini etico culturali, ma anche esistenziali e educativi. La sfida è realizzare pratiche di partecipazione diversificate, ma soprattutto rispettose, riflessive e sostenibili per tutti i genitori (autoctoni e immigrati). Le diverse istituzioni sono così chiamate a costruire insieme progetti educativi efficaci, con l’obiettivo di promuovere il well-being delle future generazioni. A partire da un intervento formativo rivolto alle educatrici di particolari contesti socioeducativi (nidi d’infanzia), l’articolo propone una riflessione sulle diverse competenze che queste ultime devono avere per interfacciarsi efficacemente con le famiglie, The intercultural perspective is at the center of the contemporary debate and urges education professionals to consider the identity, symbolic and cultural transformations of the living environments in which children grow up. In particular, nursery schools, which are increasingly becoming multicultural educational contexts, are a place of encounter and comparison between family models and different care practices. The confrontation with other people − be it parents, mother, father, woman, man, native, immigrant or, the so-called foreigner in the broadest sense − requires education professionals to think about difference not only in ethical cultural terms but also in existential and educational terms. The challenge is to design practices of participation that are diverse, but also respectful, reflective, and sustainable for all parents (native and immigrants). Families and educational services are thus called to build effective educational projects together with a view to promoting the well-being of future generations. Based on a training program addressed to educators working in specific socio-educational contexts (nursery schools), the article proposes a reflection on the different skills that these professionals should acquire to interface effectively with families.