DIALOGICITY AND ALTERITY. INTERCULTURALITY: PEDAGOGICAL CHALLENGE OR UTOPIA?

Is an interculture oriented educational intention and action possible? Are we in such cultural conditions that we can suggest and project an education in interculture? These questions stem from the concern-conviction that interculture may be a subject matter which often risks being a mere rhetorical exercise, a thematic route where legitimate regulatory ideals intertwine with inaccurate demagoguisms. Just in light of such considerations and in the attempt to avoid the risk of falling into simplistic commonplaces, into a do-goodism surely à la pagebut with no critic-problematic value, an effort will be made to organize the issueemergence of interculture around three different paradigms: from the exquisitely cultural paradigm to the epistemological as well as to the properly pedagogical one. Moving from this triple paradigmaticity of intercultural education, the following question remains open: interculturalityis a challengeor a utopia?