Educazione per l’inclusione interculturale. La scuola italiana alla ricerca della definizione di linee guida e indicatori: orientamenti pedagogici e buone pratiche.

The phenomenon of globalization has led to a profound revolution and radical transformation of Western societies, which are becoming more and more multicultural. Being citizen of an ethnic, national, cultural and religious community, is no longer the determining factor to establish the identity of a person. This claims a planetary condition, which demands a new plural mindset, opened to the values of dialogue and multiculturalism. The educational institution, responsible for disseminate and spread the contents and values of the dominant society, has to review its internal dynamics, promoting pluralism and respect for diversities. Italy, by transit country, has become a country in which immigrants are now a structural component of society and a peculiarity of immigration is the heterogeneity of the immigrants’nationalities. The aim of this research is to analyze the inclusive good practices in Italian schools, with particular reference to the issue of intercultural bilingualism of the students with non-Italian citizenship, taking into account the relationship between the learning of the second language and maintaining of the mother tongue. In this regard, the teacher plays a key role in the management of the many school problems that come about. In this complex setting, the teacher’s continuing and permanent education is crucial in order to respond to the constant changes and the diverse needs of learners. The professional knowledge, acquired by the teacher, concerning intercultural education, should be seen as a synergy between theoretical issues and revisions of educational practices – this process being guided by the reflective thought approach proposed by John Dewey, subsequently developed by Donald Alan Schön with regard to the professional field.