L’intercultura attraverso le discipline scolastiche: il caso della storia

Today’s school contexts increasingly present themselves as heterogeneous social spaces marked by difference and plurality, a mirror of an ever-changing social reality. Opting for the intercultural educational perspective means, as ministerial directives since the early 2000s point out, not «limiting oneself to mere strategies for the integration of immigrant pupils, nor to compensatory measures of a special nature», but rather «assuming diversity as a paradigm of the very identity of the school in pluralism, as an opportunity to open the entire educational and school system to all differences (of origin, gender, social level, school history)» (2007). Placing itself in this perspective, the article provides theoretical and operational elements for rethinking the curriculum in light of the intercultural and postcolonial pedagogical paradigm with a focus on teaching history in secondary schools.