Competenze interculturali e processi trasformativi. La tecnica degli incidenti critici per esplorare le rappresentazioni degli insegnanti

This contribution explores the assumptions that groups of teachers have of cultural pluralism and analyzes the learning undertaken to develop intercultural competencies that allow them to foster processes of inclusion in multiethnic schools. A particular attention is given to the use of critical incidents as a technique to support the teachers involved in critically reflecting on how and why their assumptions have come to condition and, at times, distort their own way of perceiving, feeling, understanding, and acting the difference. Example is presented useful to understand how the device worked to open, in group settings, a reflective dialogue and processes of introspective interaction that made it possible to become aware and (begin to) question the uncritical use of the categories, the generalizations, the evaluation criteria and the prejudices rooted in the logic and functioning of the educational institutions to which they belong.