Adozione internazionale: una riflessione per la pedagogia interculturale

Le esperienze di adozione internazionale aprono una riflessione specifica all'interno degli aspetti che caratterizzano la pedagogia interculturale. Il saggio intende indagare su come l'adozione internazionale, proprio per le dinaminche educative, sociali e culturali che attiva, si debba avvalere di una progettualità interculturale capace di agire con metodi, strumenti e processi valutativi idonei ad esprimere la complessità e qualità delle relazioni e del loro sviluppo. The essay highlights the intercultural dimension of international adoption, and analyzes the condition of the adopted child who comes from a foreign country. The phenomenon of international adoption is complex and it isn't homogenous phenomenon: there are many variables and sometimes the psychological outcome can be disastrous on the developing personality of the adopted child. The adopted child comes in a new culture without the mediation or the help of the original family, differently to children who migrate with their family and have parents to assist them with integrating in the new country. The adoptive family often does not have cultural tools and educational methodologies to help integrate child’s past with child’s future in the new country, or has cultural instruments too different from the child’s habits and his emotional condition. In order to fully develop the structure of the personality of the adopted child, the adopting family must then learn and master the intercultural knowledge suited to this task. Through the attention of educators to formal and non-formal education the child will develop its cognitive potential. The essay highlights the difference between assimilation and a successful integration: it allows the child to give a meaning to its cultural and social origins. The author develops a pedagogic and sociologic reflection on primary and basic needs of human beings: the identity and sense of belonging. Furthermore, the author analyzes the school and its didactical method emphasizing the need to create within the school itself new practices to develop the intercultural dimension and achieve mutual enrichment.