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This paper aims to present the use of proverbs in foreign language classrooms, the comparison between proverbs in Italian, German, and Macedonian, and the intercultural potential. In the first part of the paper, observations on proverbs and their linguistic and cultural value are presented. In the second part of the contribution, some possible examples of the application of proverbs in various types of teaching activities are presented. The proverbs examined are mostly taken from the corpus of proverbs in Italian, German, and Macedonian belonging to the semantic field of kinship terms, i.e. proverbs that contain the lexemes father, mother, son, daughter, brother, sister, mother-in-law, daughter-in-law, wife and husband, relative(s). The aim of the activities is not only to acquire a richer and more advanced lexical repertoire but to encourage students' motivation to play with proverbs, their creativity as well as reflection on stereotypes and discussion on the prejudices presented. In the language class at the Faculty of Philology of Goce Delcev University, Stip, Macedonian university students who are studying Italian and German as foreign languages are prompted to explore the nuances of these cultures through activities that involve identifying similarities and differences between proverbs. These exercises also encourage self-reflection on linguistic and cultural stereotypes, fostering a deeper understanding of each language and its respective culture. This second part, therefore, demonstrates that many proverbs, in fact, are present in multiple languages and cultures with small variations, and by comparing them, we discover interlinguistic equivalences. [ABSTRACT FROM AUTHOR]

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The article aims to provide a brief summary of what has been realized in Italian schools as far as plurilingualism is concerned. After a short introduction where figures concerning foreign students in Italian schools are provided, the article mentions what schools have designed and realized in the last decades. Critical issues are then examined, regarding all the different subjects involved: students, families, teachers and schools. An international project about language learning and plurilingualism is then described. The project was realized thanks to a partnership between Ufficio Scolastico Regionale per la Lombardia and Ontario Institute for Studies in Education (OISE) - University of Toronto. It was coordinated by Professor Enrica Piccardo and Inspector Gisella Langé during the school year 2020-2021 and was entirely carried out on line. About one hundred and twenty language teachers of different levels took part in it. Theoretical issues are described, as well as the project development and its results. [ABSTRACT FROM AUTHOR]

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.)

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 ERAS: European Review of Artistic Studies is the property of European Review of Artistic Studies 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.)

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.)

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.

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.

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.

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]

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 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 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.)

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.

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]

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 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]

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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.)

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.

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.