General pedagogy and intercultural education

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 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.

- Origins of the word "democracy"

- The pedagogical models prevalent in intercultural study

- intercultural policies

- Language teaching in integration processes

- The question of pedagogical problematicism

- Bruner and learning processes

-The formative quadrilateral

- The training system and the main agencies

- The issue of civic education in Italy

- The meanings of multiculturalism and Interculture

- The meeting space: field of use and how it is structured.

  - Interculture in the school;

- John Dewey and the class as a laboratory of democracy;

- The term "education";