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Copyright of Pedagogia Più Didattica is the property of Edizioni Centro Studi Erickson SpA and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Il presente scritto propone un’indagine pedagogica sulla portata formativa che traspare nell’impegno, sia culturale che politico, di Octavio Paz; uno degli intellettuali latinoamericani del Novecento di più ampia fama (Premio Nobel per la letteratura 1990). Il nostro lavoro si è concentrato, in particolare, sull’esperienza giovanile di insegnamento a Merida (1937) e sul famoso saggio del 1950 El labirinto de la soledad. Il filo conduttore è rappresentato dal complesso tema dell’identità messicana nella modernità e soprattutto nei suoi impliciti educativi (De Giuseppe, Fabian Mestas, 2015), ma si allarga ad un’universalità problematica, che mette in discussione il senso della storia, il valore della poesia, l’imprescindibile presenza dell’alterità, il peso della solitudine e la ricerca solidale dell’altro. I “figli della Malinche”, frutto dell’incontro fra due mondi radicalmente diversi, vanno educati alla libertà e alla responsabilità. L’obiettivo è di offrire un contributo al dibattito pedagogico intorno ai temi del meticciato e dell’intercultura a partire da una fonte poco esplorata negli ambienti pedagogici. L’approccio metodologico dell’analisi è di tipo qualitativo e si inserisce in una cornice epistemologica ermeneutica (Malavasi, 1992).

Copyright of Education Sciences & Society is the property of FrancoAngeli srl and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Sciences & Society is the property of FrancoAngeli srl and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Páginas de la Educación is the property of Universidad Catolica del Uruguay Damaso Antonio Larranaga and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Rivista Italiana di Educazione Familiare is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Mediterranean Knowledge is the property of International Centre for Studies & Research (ICSR) Mediterranean Knowledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present paper aims to consider children’s literature, and picturebooks for young readers in particular, as an educational tool that may encourage empathy, tolerance and constructive dialogue between cultures from an early age. Books for children, both through words and pictures, may be a stimulating form of art to present migrants’ experience to young readers and to promote social and cultural diversity. In particular, the study explores six picturebooks presenting the story of some migrants, investigating the strategies used by authors and illustrators to show and tell ‘different’ experiences to their audiences. The selected books have been published in Italy in the last decade and offer touching and stimulating experiences that may enhance intercultural reflection starting from literature.

Nei servizi educativi i genitori stranieri vengono accolti ma raramente assunti come interlocutori con cui attivare pratiche di rilettura critica di nidi e scuole d’infanzia. Come cogliere la rappresentazione multiculturale dell’infanzia attraverso la voce dei genitori stranieri? Come sostenere i genitori stranieri nel farsi portavoce di riflessioni e pratiche partecipative nei servizi? Queste le domande generative della ricerca mixed-method che si illustra nel contributo. Attraverso focus group e intervist in profondità sono state raccolti i pensieri di alcune mamme straniere con figli di età 0-6 anni. Temi del confronto sono stati: la concezione di bambino 0-6, l’idea di educazione e il ruolo dell’adulto, la vita di comunità nei servizi per l’infanzia, la partecipazione delle famiglie.

Copyright of Rivista Italiana di Educazione Familiare is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

L’articolo verte sul tema dell’educazione interculturale in relazione alla presenza delle bambine e dei bambini con background migratorio nei servizi educativi per l’infanzia in Italia. Una presenza che ha posto gli educatori e i coordinatori pedagogici di fronte all’esigenza di ripensare le pratiche educative e di partecipazione dei genitori al fine di riconoscere e valorizzare le specificità di cui è portatrice la nuova utenza. Alla luce di ricerche condotte negli ultimi anni in Italia e in Europa sono illustrati i principali nodi teorici alla base dell’educazione interculturale e presentate alcune esperienze educative realizzate in Toscana, volte a promuovere la relazione tra le diversità attraverso la lettura degli albi illustrati.

Il tema della formazione a una “postura interculturale” fin dai servizi per la prima infanzia è al centro della riflessione contemporanea su come sostenere gli educatori impegnati in contesti educativi multiculturali. Cambiare prospettiva, decentrarsi, provare a vedere i fenomeni educativi da un altro punto di vista, vedere altrimenti sono competenze oggi necessarie per garantire la qualità del lavoro educativo in contesti educativi complessi e multiculturali. Come formare gli educatori che già lavorano nei servizi per l’infanzia a una cultura pedagogica aperta al dialogo interculturale e capace di cogliere nello spiazzamento culturale un’occasione di formazione e di allenamento al pensiero critico-riflessivo?A partire dai dati emersi da una ricerca sulla formazione degli educatori che ha coinvolto alcune educatriciin Italia e negli Stati Uniti, l’articolo propone una riflessione su come i processi di dialogo, confronto e scambio interculturale, mediati da video, possano essere dispositivi interessanti per promuovere lo sviluppo di una postura e non solo di strumenti per l’azione educativa in contesti multiculturali.

One of the main aims of Content and Language Integrated Learning (CLIL) is to develop intercultural awareness and understanding among students. The objective of this study is to analyse whether CLIL primary education teachers implement the intercultural axis of CLIL in the strategies and resources they plan and use in their daily lessons, and which factors may influence this. An open-question questionnaire was used to carry out an in-depth analysis of the opinions of 59 CLIL primary education teachers working at schools in Córdoba (Spain). The results show that communicative and cooperative activities, along with those activities in which interaction is the focus, are those most frequently employed by CLIL teachers to enhance the intercultural axis. Information and Communication Technology (ICT) resources are those most frequently applied in order to promote intercultural awareness. Independent variables such as gender, subject taught, years of experience and the textbook used had a significant influence on how teachers plan and put their strategies and didactic resources into practice. The outcomes indicate the need to reinforce CLIL teacher training in this regard. [ABSTRACT FROM AUTHOR]

La media education nella scuola multiculturale (ETS, 2019) dà conto di una ricerca pluriennale, la Media Education for Equity and Tolerance (MEET) svolta fra il 2016 e il 2019 con studenti di scuole secondarie multiculturali sia italiane che austriache, belghe (zona francofona ), tedesche (Renania-Palatinato) e slovacche. Elemento preferenziale per la selezione: trovarsi in aree socio-economiche svantaggiate.

Copyright of Rivista Italiana di Educazione Familiare is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuadernos de Filología Italiana is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Sciences & Society is the property of FrancoAngeli srl and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A democratização do acesso à língua estrangeira está intrinsecamente ligada ao tema da diversidade cultural, que vem adquirindo crescente importância na atualidade. São notórios os conflitos étnicos em nível mundial e a criação de práticas racistas oriundas de preconceitos, estereótipos, intolerância cultural e incapacidade de compreender a dinâmica diferenciada das diversas culturas. Nesse sentido, o ensino de línguas estrangeiras deve apontar para uma perspectiva plurilingue. Um desafio na construção curricular do ponto de vista intercultural é a superação do chamado “monolinguismo estrangeiro”, oferta superdimensionada ou exclusiva de uma determinada língua estrangeira na escola pública, reflexo da orientação autoritária da Educação brasileira. Trata-se de superar essa limitação curricular e ampliar esse universo possibilidades, democratizando o acesso a outros idiomas, de escolha dos próprios alunos, escola e comunidade. O conhecimento em língua estrangeira é hoje considerado um direito, requisito para o exercício de uma cidadania plena, não apenas para alunos em fase escolar, mas para a maioria da população. Para que se viabilize como um instrumento eficaz nesta época em que se encurtam as distâncias físicas, mas se aprofundam as distâncias sociais, é preciso pensar na construção de alternativas curriculares que representem, na prática, iniciativas de democratização em todos os níveis e, relevantemente, no campo do acesso ao conhecimento.

Il contributo recensisce un volume di Katrin Reiners (Interkulturelle Musikpädagogik. Zur musikpädagogischen Ambivalenz eines trans- bzw. interkulturell angelegten Musikunterrichtes in der Grundschule, Augsburg 2012), dedicato alla teoria e alla pratica della pedagogia musicale interculturale in Germania, evidenziando alcuni temi di interesse per il futuro sviluppo dell'educazione musicale in Italia.

Copyright of Ricerche di Pedagogia e Didattica is the property of Universita di Bologna, Dipartimento di Scienze dell'Educazione and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Il tema dell'accoglienza delle famiglie e della co-educazione è da sempre al centro della pedagogia dell'infanzia Italiana. L'asilo Nido, in particolare, è sempre stato considerato un contesto ideale per la sperimentazione di buone pratiche per l'accoglienza dei bambini insieme ai loro genitori e per la promozione di una cultura dell'educare basata su processi di co-educazione e partecipazione. Oggi, tuttavia, la crescente complessità socioculturale e le molte sfide delle società contemporanee rendono sempre più complesso intendersi, capirsi, condividere un'idea di bambino, di educazione, di sviluppo. La recente Istituzione del Sistema Integrato 0-6, in Italia, è in questo senso un'opportunità pedagogica preziosa per ripensare al tema della co-educazione e al ruolo dei servizi per la prima infanzia come contesti di prevenzione, coesione sociale e supporto alla genitorialità nel rispetto delle competenze, dei valori, delle culture di tutte le famiglie. Co-educare è in questo senso una pratica interculturale. [ABSTRACT FROM AUTHOR]

L’articolo vuole mostrare – tra riflessioni teoriche e pratica didattica – come il film e il romanzo multimodale possano avere un ruolo fondamentale in: un approccio didattico al cui centro stanno gli apprendenti in qualità di attanti culturali. Se testi e film in lingua straniera presentano contenuti legati al loro mondo, se raccontano storie che li coinvolgono dal punto di vista emozionale e cognitivo, contribuiscono a potenziare la competenza testuale, la competenza narrativa e la competenza interculturale in lingua straniera, dando un importante contributo educativo e di sviluppo della personalità.

Este ensaio delineia as contribuições de Aniela Meyer Ginsberg (1902-1986) para o estudo das relações étnico-raciais e interculturais no Brasil. Sua produção sobre estes temas – entre artigos, capítulos de livros e resumos de congressos – foi nosso objeto central de interesse. Influenciada pela agenda antirracista do pós-guerra, os processos inter e intraculturais, as relações étnico-raciais e as migrações estavam no centro de suas investigações. Aniela é uma personagem importante da história do pensamento psicológico brasileiro, seus estudos sobre raça/ etnia no Brasil configuram-se como estudos intraculturais da sociedade nacional e de suas amplas diversidades. A autora procurou desconstruir a visão determinista biológica das raças/etnias e mostrar que é na interação dos indivíduos com a sociedade que as diferenças podem transformar-se em desigualdades.

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article examines a specific curriculum from an intercultural perspective, with a view of overcoming the traditional teaching approach still prevalent in various Brazilian schools. Using classroom experience acquired in the state of Santa Catarina contributing as methodology, this is an historical and empirical study of Garopaba, Brazil in the context of relations between differing cultures as they interact with local environments - significant issues that built and continue to build a municipal identity. The results of this study lead one to perceive a need to reassess the standard school curriculum in an effort to provide a basis of globally relevant scientific knowledge while also considering the popular wisdom and unique characteristics of the community and the social and environmental complexities of the region. [ABSTRACT FROM AUTHOR]

Copyright of Studi Emigrazione is the property of Centro Studi Emigrazione and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Innovacion Educativa is the property of Universidad de Santiago de Compostela, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ricerche di Pedagogia e Didattica is the property of Universita di Bologna, Dipartimento di Scienze dell'Educazione and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This work lies within a field research that began in 2014 among the Yaqui tribe of the Mexican state of Sonora (Gramigna & Rosa, 2016) and that continued, in the following years, with the collection of further evidences. The goal is to identify the specificity of the educational and social role the Yaquim women play in their community. To this end, we tried to explore their everyday life, to grasp, in the fabric of real life, the salient signs of a symbolic world of great formative significance.The epistemological framework refers to an interpretative pedagogy and thus to a hermeneutical approach. The inquiry methodology, of qualitative kind, is intended as a normative epistemology and implies a systemic perspective.The people involved were informed of the purposes of our conversation and have committed themselves to cooperate in a common project of valorisation and divulgation of the yaqui culture, therefore they have not asked nor received any compensation.

Nel presente articolo si intende presentare la riflessione su un progetto sperimentale in corso con gli studenti del dipartimento di Italiano della Istanbul University nel “Virtual Campus” (VC) dell’università. Dopo una descrizione della realtà turca sono state evidenziate le potenzialità dei mondi virtuali, in particolare di Second Life, come ambiente consono allo sviluppo di una pedagogia interculturale, spazio spontaneo di incontri, intrecci e contaminazioni linguistiche e culturali. In un’atmosfera rilassata, ludica ed informale si è cercato di creare nell’ “Italian Language Park”del VC un’ attitudine alla collaborazione e alla reciproca conoscenza interculturale. L’esperienza in corso sta dimostrando come e quanto il mondo, grazie alle ICT, possa essere trasformato in un villaggio globale, in un luogo in cui le diversità linguistiche e culturali, possono diventare grazie alle tecnologie immersive un punto di forza, un valore aggiunto offrendo un apporto significativo al dialogo interculturale e al processo di pace.

The term metropolis has a double meaning: it indicates the motherland in the colonialist historical movement and, at the same time, the urban conglomerate that characterizes our postmodernity. The theoretical link between the two meanings can generate a postcolonial critique and an intercultural analysis of our multicultural metropolis, exposed to differences and multiple identifications. At the same time, the metropolitan condition shows us how the contact between the differences is now intra-cultural and no longer inter-cultural, proposing a political rewrite of Intercultural Pedagogy as a plural and materialistic Differences Pedagogy, able to recognize the characteristics of struggle for survival and of cultural creativity that today seem unite indigenous and migrants taking the floor in our cities.

Este artículo tiene como objetivo exponer algunas experiencias escolares significativas en una región intercultural ubicada en los Altos de Chiapas, México, la cual se caracteriza por altos índices de marginación y por la vulnerabilidad social de sus habitantes. A partir de resultados obtenidos de una investigación de corte socio crítico que sigue un método narrativo, se recuperan las voces de estudiantes, docentes y padres de familia de diez escuelas telesecundarias en las que interactúan tseltales, tsotsiles y mestizos. La recolección de información se realizó a través de diversas técnicas narrativas: experiencias escolares significativas relatadas por 90 estudiantes que cursaban tercer grado de educación telesecundaria, entrevistas individuales realizadas a 13 docentes referidos en las narraciones, entrevistas colectivas realizadas a integrantes de siete familias de los estudiantes narradores y un grupo de discusión en el que participaron nueve docentes. Se descubre que en las experiencias escolares significativas que potencian el cambio en la región subyace un rapport pedagógico que involucra afectos, emociones y sentimientos hacia los otros. Esta dimensión afectiva-intercultural se construye a partir de procesos dialógicos en contextos culturales diversos y se relaciona con la emergencia del pensamiento crítico del profesorado.

Family and School can find their point of encounter in the education of the young, following the logic of cooperation and co-responsibility. In fact, the presence of parents within the school not only has positively impacted learning, personal growth and social development of young people, but also represents a precious opportunity for the family and the school itself. For this reason, it is also important to involve parents who come from a migrant background, as a new educational challenge. The school can, in fact, become a place of encounter and lively exchange among families, thus fostering the social integration of the latter. [ABSTRACT FROM AUTHOR]

In this text we will approach issues related to the processes of interculturality, indigenous peoples and the “Being Foreigner Feeling”. We will seek to show that the issue of the “foreigner” being goes a lot further than the geographical matters we thought a while ago. Today, with the facility of access to information, through the internet or the transportation facilities, the geographical barriers can be easily overcome. That being said, the sense of the term foreigner has been changed. We realized that being a foreigner has a lot more to do with the way of being, of feeling, than to territorial aspects and a determined place. In this perspective, the centrality of this text is to reflect about the cultural processes that took the natives of this land of Pindorama (Indians) to feel foreigners in their own lands.

Neste texto abordaremos questões relativas aos processos de interculturalidade, Povos Indígenas e sobre o “Sentimento de ser Estrangeiro”. Procuraremos mostrar que a questão do ser “estrangeiro” vai além do que até pouco tempo pensávamos, ou seja, às questões geográficas. Hoje, com a facilidade de acesso às informações, seja pela internet ou pelos meios de transportes, as fronteiras geográficas facilmente podem ser superadas. Com isto, o sentido do termo estrangeiro, tem mudado. Constatamos que o ser estrangeiro, tem mais a ver com o modo de ser, de sentir-se, que com aspectos territoriais e com um determinado local. Nesta perspectiva, a centralidade deste texto é refletir sobre os processos culturais que levaram os nativos desta terra de Pindorama (índios) a se sentirem estrangeiros em suas próprias terras.Abstract In this text we will approach issues related to the processes of interculturality, indigenous peoples and the “Being Foreigner Feeling”. We will seek to show that the issue of the “foreigner” being goes a lot further than the geographical matters we thought a while ago. Today, with the facility of access to information, through the internet or the transportation facilities, the geographical barriers can be easily overcome. That being said, the sense of the term foreigner has been changed. We realized that being a foreigner has a lot more to do with the way of being, of feeling, than to territorial aspects and a determined place. In this perspective, the centrality of this text is to reflect about the cultural processes that took the natives of this land of Pindorama (Indians) to feel foreigners in their own lands.

The proposals submitted for 2014 Compalit Conference highlighted the marginality, almost the disappearance, of that niche in contemporary narrative usually pointed at as migration writing. This omission compels to question the reasons for this absence of interest for a narrative which is considered as the main vehicle to represent the traumas of postmodernity, with a renewed hold on reality by the subaltern voices, pulled out from the silence of their social and geographical marginality, able in this way to place themselves at the centre of the cultural scene as a testimony of a necessary renewal of the poetical and political national imagery. Announced since the beginning (even in the absence of documented analysis) as a form of resistance writing, the texts produced within the field of Italian language have not managed yet to establish any eminent figure of multicultural intellectual, bearer of culturally and politically plausible proposals to face the transformation in the social fabric of the peninsula, in contrast with the apocalyptical discourse dominating the phenomenology of migrations. Played upon the repetition of themes, flattened on the autoficional testimony, the proposals of a first generation of neo-italophone writers have left the stage to the more lively delegates of the second generation, denied a full access to citizenship and deprived of a productive role, so that even renowned female writers have shown a predictable compliance of masks, poses and images. The absence of a wide transversal audience testifies a way of reading compromised by the phenomenology of the extra-textuality, where the instruments and symbols of an exotic otherness are generically valued - instruments and symbols unable to replace those defining the literary field of a Western periphery. The dominant didactic destination for this literature has created a perceptual paradigm based on the idea of a new “little Italy”, exiled within the instances of a marginal market, outside the publishing industry that counts, representing only one of those literatures of the exiguity (F. Paré), unsuitable to answer the need of a writing able to efficiently act on the social. This essay tackles the limits and the uncertainties of more than thirty narratives publishe between 2013 and 2014, showing the progressive dissolution (fostered by an excess of ponderings on definitions, sign of a control anxiety by a section of “white” academia) of Italian migrant literature.

Questo articolo intende porre l’accento sull’interazione tra il multilinguismo e i meccanismi attentivi in bambini provenienti da un contesto migratorio. L’indagine a cui si riferisce è basata sulla somministrazione dell’Attentional Network Test e di un questionario linguistico a 57 bambini in una scuola a Bolzano. Dalla correlazione dei risultati del test attentivo con i profili linguistici dei singoli partecipanti, e differenziando ulteriormente in base al contesto di provenienza, è possibile dedurre l’influsso del multilinguismo sui meccanismi attentivi. La conoscenza e consapevolezza delle implicazioni del multilinguismo a livello neurocognitivo e l’impatto che esso ha fin dall’infanzia sulle strutture cerebrali e neuronali sono fondamentali ai fini della corretta attuazione degli interventi didattici. Aggiungendo un ulteriore tassello alla ricerca, questa indagine vuole contribuire a corroborare le tesi scientifiche già formulate in questo campo e delucidarne le implicazioni ai fini della prassi didattica.

Through the practice of an intercultural thinking, intended as an effort to overcome every form of monologue and sectarianism, in order to rethink the so-called "human sciences" – from anthropology to pedagogy, psychology, sociology, ethnology at the history of religion – this paper proposes some possible analyses of the "aesthetic". This dimension appears as one of the anthropological characters of present time and world, understood as a complex laboratory where forms of life and aesthetic experiences appear and disappear at unprecedented speed. The study of with different languages of art, which bring together different voices, becomes an opportunity to develop an intercultural knowledge in philosophy and anthropology: in particular, the Japanese dance-drama butō looks like a privileged field of investigation, in order to see how looks, cultures and bodies can meet and hybridize in a plural way.

Economic, politics and communication globalization is one of the main problems of the present historical reality that undermines social identities based on membership in local communities and well-defined. The transformations of social, cultural and economic related globalization corresponds to a complexity and multidimensionality of the concept of citizenship. Today the term citizenship does not longer refers exclusively to participation in public life and membership in a nation-state. The different concepts of citizenship have in common the public participation, but nowadays new meanings are accepted. Citizenship doesn't mean anymore belonging to a Nation but cultural and ethical reasons broaden that concept to include the universal human rights. We need to make in order to restrict in terms of pedagogic elements of educational experience that can be understood within the context of citizenship education in and outside school. [ABSTRACT FROM AUTHOR]

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La tensión entre centro y periferia como elemento constitutivo de la producción de conocimiento es un problema, antiguo y actual, que puede pensarse en diferentes niveles de análisis. Este ensayo atiende concretamente la tensión entre un centro nacional y una periferia regional, en el contexto de la inmigración boliviana a la Argentina. Procura dar cuenta de algunos peligros que puede implicar la producción de conceptos de pretendido “alcance nacional” que olvidan o buscan borrar su anclaje histórico cultural; asimismo, se sugieren algunas consecuencias políticas de este propósito; también, se propone la comunicación intercultural como herramienta teórico metodológica que pueda ayudar en la producción de conceptos y categorías no expansionistas.

Em resposta às demandas detalhadas postas pelo contexto nacional italiano, nossa contribuição refere-se às políticas implementadas pela cidade de Pistóia, nesses últimos vinte anos, no sentido de construir uma rede educacional complexa de serviços para crianças; estes consistem tanto em serviços institucionais convencionais, como creches e escolas maternais, quanto em novos serviços que almejam satisfazer as necessidades que surgem numa sociedade em constante mutação. Nossa ênfase recai no trabalho desenvolvido até o momento no campo da formação profissional intercultural para promover a descoberta, troca e comparação de todas as diferenças.In response to the detailed requests made by the national Italian context, our contribution refers to the policies carried out by the Town of Pistoia in the past twenty years of work in order to build a complex educational network of services for children; these services refer both to established institutional ones like infant toddler centers and nursery schools and also to new services that aim to satisfy the emerging needs of a rapidly changing society. Our emphasis is on the work so far carried out in the field of professional intercultural training in order to develop the meeting, exchanging and comparing of all differences.

Em resposta às demandas detalhadas postas pelo contexto nacional italiano, nossa contribuição refere-se às políticas implementadas pela cidade de Pistóia, nesses últimos vinte anos, no sentido de construir uma rede educacional complexa de serviços para crianças; estes consistem tanto em serviços institucionais convencionais, como creches e escolas maternais, quanto em novos serviços que almejam satisfazer as necessidades que surgem numa sociedade em constante mutação. Nossa ênfase recai no trabalho desenvolvido até o momento no campo da formação profissional intercultural para promover a descoberta, troca e comparação de todas as diferenças.

Identity, belonging and interculture can be dealt with considering various aspects and fields of study. Identity requires the sense of belonging to someone, something, place or group and is formed, defined and established in relation and inter-relation with others. In an intercultural context, it is necessary to be aware of others? differences, that is, their singularity and uniqueness. A non-passive difference may bring along better knowledge of one's language, history and culture in an encounter of diversity. Interculture and interculturalism stand for the living to the full one's identity, in full respect and esteem towards the diversity and the alterity of others. [ABSTRACT FROM AUTHOR]

Copyright of Ricerche di Pedagogia e Didattica is the property of Universita di Bologna, Dipartimento di Scienze dell'Educazione and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Actualmente es posible encontrar un alto número de trabajos académicos y de investigación sobre multicultura e intercultura que presentan unas bases metodológicas y empíricas de tipo cualitativo, concretamente sobre análisis del discurso y análisis de contenido de textos. En esta dirección, el presente trabajo tiene la intención de abordar determinadas claves analíticas sobre significados contenidos en textos, que puedan ser de utilidad en la investigación y la literatura científica sobre multi e interculturalidad.

In every epoch cities have been the landing-place for immigrants. The medieval cities were also places in which have been verified numerous and variegated migratory movements that involved all classes: from economic and political elites to more humble components of social stratification. That which is presented in these pages is certainly an exemplary event, symptomatic of a general picture, all things considered, that is contradictory, giving on the one hand evidence of the persistence of phenomena such as the practice of the commerce of slaves, and on the other hand the social ransoming of an "Ethiopian" slave, by means of its inclusion in the ganglia of the Angevin kingdom and the awarding of high profile bureaucratic offices. In the urban framework of Naples in the first half of the Fourteenth century a human story is unraveled that the tangle of literary and documentary sources with architectural persistencies has made possible to reconstruct. [ABSTRACT FROM AUTHOR]