In Post-Modern society, the careful look at the increasingly multicultural population made it necessary to reconsider the human identity as enrichment, a relational value against prejudice in all its forms, giving prominence to its substance since from primary school. Indeed is teachers’ civic responsibility building the horizons of pupils up to facilitate the transition from a simple restraint to a real coalescence of children from a different culture, than the one of the country in which they are. This is the reason why school symbolizes the educational istitution wich, before others, could be a concrete point of convergence about variances. In this sense, this study carried out how pedagogy lies at the heart of creating an intercultural society and it also contemplates some implications well-structured on three levels: Training level, that is about archieving a suitable teachers’ vocational training about the teaching of second tongue; Organizational level, applicable to workable plans of action in classroom; Relationship-wise level, that notices spotted benefits in behalf of local communities’future, as well as Europen and no-European connections, which makes on from discovering common features. The study also analyzes the obstacles observed in the implementation of an integration project, bringing out clearly that, at the end of the work, we must ensure that we are talking about a unique culture and not a single culture, so that each consider the nation's culture like the other, adopting an ethnocentric vision that focuses on values and universal rights.

PEDAGOGY THROUGH CONSTRUCTING AN INTERCULTURAL SOCIETY

GOMEZ PALOMA, FILIPPO
2013

Abstract

In Post-Modern society, the careful look at the increasingly multicultural population made it necessary to reconsider the human identity as enrichment, a relational value against prejudice in all its forms, giving prominence to its substance since from primary school. Indeed is teachers’ civic responsibility building the horizons of pupils up to facilitate the transition from a simple restraint to a real coalescence of children from a different culture, than the one of the country in which they are. This is the reason why school symbolizes the educational istitution wich, before others, could be a concrete point of convergence about variances. In this sense, this study carried out how pedagogy lies at the heart of creating an intercultural society and it also contemplates some implications well-structured on three levels: Training level, that is about archieving a suitable teachers’ vocational training about the teaching of second tongue; Organizational level, applicable to workable plans of action in classroom; Relationship-wise level, that notices spotted benefits in behalf of local communities’future, as well as Europen and no-European connections, which makes on from discovering common features. The study also analyzes the obstacles observed in the implementation of an integration project, bringing out clearly that, at the end of the work, we must ensure that we are talking about a unique culture and not a single culture, so that each consider the nation's culture like the other, adopting an ethnocentric vision that focuses on values and universal rights.
978-989-97866-5-3
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11386/4013258
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