https://educazione-interculturale.unibo.it/issue/feed Educazione interculturale 2024-05-30T13:21:35+02:00 Educazione interculturale educazione.interculturale@unibo.it Open Journal Systems <strong>Educazione interculturale (<em>Intercultural Education</em>) – ISSN 2420-8175</strong> is a scientific, interdisciplinary, open access journal, with the aim of putting into dialogue critical essays, empirical and applied experiences related to the issues of cultural and gender differences, migration, discrimination and inclusion in multicultural contexts. https://educazione-interculturale.unibo.it/article/view/19666 Presentation of the monographic issue. Anti-racism and intercultural education 2024-05-29T18:04:25+02:00 Flavio Santiago santiagoflavio2206@gmail.com Maria Walburga dos Santos walburgaufscar@gmail.com Katia Cristina Norões katia.noroes@gmail.com <p>This dossier aims to foster dialogue among diverse socio-cultural educational contexts, avoiding comparisons or hierarchies, and seeking to build academic exchange, deepening scientific research related to the field of racial relations and intercultural education. This publication brings together thirteen texts that reflect the dossier's proposal, discussing topics such as racialization, racism, whiteness, migration, refuge, and coloniality in relation to different life stages and institutional contexts.</p> 2024-05-30T00:00:00+02:00 Copyright (c) 2024 Flavio Santiago, Maria Walburga dos Santos, Katia Cristina Norões https://educazione-interculturale.unibo.it/article/view/17730 Intersectionality as a theoretical-methodological contribution in research with/for/about children and infancy in intercultural contexts 2024-03-15T12:46:13+01:00 Flavio Santiago santiagoflavio2206@gmail.com Artur Oriel Pereira arturoriel@usp.br Daniela Carolina Ernst daniela.carolina.ernst@gmail.com <p>In Brazil, childhood is built on a racist, sexist, and classist history, and studies on it are intricately woven into this reality (Arroyo, 2018). In this context, intersectional Black feminist epistemology has been conquering political and academic spaces by promoting debates to understand the mechanisms of exclusion and social inequalities. Based on this, this essay seeks to discuss intersectionality as a theoretical-methodological approach to analyze race and gender relations in childhood research with/for/about children in intercultural contexts, articulating it in the discussions of Afro-Brazilian (Bairros, 2008; Carneiro, 2011; Gomes, 2019; Gonzalez, 1983; Silva, 1998) and African-American (Collins, 1990; Crenshaw, 2002; Davis, 2016; hooks, 2018; 2020) researchers, considering the lives of children and the ways of producing research. Works carried out based on an intersectional perspective (Pereira, 2020; Santiago, 2019) help researchers and point out that in the relationships established in the daily life of early childhood education, situations referring not only to the subordination of children to adults, but also to racism, sexism, and class oppression emerge, and analyzing experiences in this space from just one of these poles is insufficient.</p> 2024-05-30T00:00:00+02:00 Copyright (c) 2024 Flavio Santiago, Artur Oriel Pereira, Daniela Carolina Ernst https://educazione-interculturale.unibo.it/article/view/18047 Childhood, racism and school education: a study of scientific productions published in Oasisbr (2013-2023) 2024-02-19T14:35:50+01:00 Lenina Lopes Soares Silva leninasilva@hotmail.com Isabel Cristina de Jesus Brandão icjbrandao2014@gmail.com Milene de Macedo Sena senamili@yahoo.com.br <p>Structural racism in Brazilian society penetrates institutions and has affected school education in childhood. In view of this, studies on racism and diversity by several authors (Souza, 2021; Munanga 2022; Mellino, 2019; Ribeiro, 2017; Abramowicz, 2013) are considered to problematize the ethnic-racial relations that are established in the school space. The objective, therefore, is to analyze scientific productions about childhood, racism and school education, seeking to identify issues/problems/solutions that involve the topic in everyday situations in schools. This is a state of knowledge survey (Morosini <em>et al</em>., 2021), using as its source the Oasisbr platform of the Brazilian Institute of Information, Science and Technology, using the descriptor composed of the triad: childhood, race and school education, which resulted in 48 articles, of which 19 articles were selected for analysis. It is noteworthy that two refer to racism in Colombia, some refer to the reality in Brazil, and 17 are about experiences of racism in Brazilian schools, mainly in early childhood education. It is concluded that the works indicate the need to build decolonizing and anti-racist pedagogical practices in schools.</p> 2024-05-30T00:00:00+02:00 Copyright (c) 2024 Lenina Lopes Soares Silva, Isabel Cristina de Jesus Brandão, Milene de Macedo Sena https://educazione-interculturale.unibo.it/article/view/17324 Understanding race in intersectionality with childhood. The use of the skin-colored pencil when painting the negritud 2024-01-29T16:43:14+01:00 María Isabel Mena G maria.isabel.mena@correounivalle.edu.co <p>This research article is the result of the doctoral thesis on the construction of racial identity in black children in Colombia; to experiment with the self-application of body tones, it used child drawing as a narrative of the first order that allowed identifying patterns through the representation of the body. Here the school emerges with force, since it is the place where the skin, flesh or natural color is used as a prototype when painting the human body, so that it is a device deeply rooted in school culture. Methodologically, the researcher constructed a spontaneous qualitative-based experiment to demonstrate that through the use of skin color black children create a strong contradiction in their identity process. As a fragment of the thesis, this article recounts the findings of a case study, given that most of the faces of black childhoods were painted skin-colored, then urgent action must be taken to establish the consequences for a healthy racial consciousness.</p> 2024-05-30T00:00:00+02:00 Copyright (c) 2024 María Isabel Mena G https://educazione-interculturale.unibo.it/article/view/18193 Racism and necrochildhood: some clues for childhood and children’s education 2024-03-22T10:57:47+01:00 Edmacy Quirina de Souza macy.souza@hotmail.com Maria Walburga Santos walburgaufscar@gmail.com <p>This article aims to understand the impacts that structural and historically institutionalized racism has on the life and death of black children. We start from a methodological approach based on discourse analysis based on the studies of Foucault and Mbembe, as these theorists present themselves as a rupture and transgression in thinking about black children, their childhood, life and death. We will address the concepts of biopower, biopolitics, necropower and necropolitics and the relationship with black children and their childhood. We hope that this work contributes to a more critical and open look at the genocide of black children in communities considered to be peripheral, as well as promoting public policies that review these impacts of racism on society and on the lives of black children.</p> 2024-05-30T00:00:00+02:00 Copyright (c) 2024 Edmacy Quirina de Souza, Maria Walburga Santos https://educazione-interculturale.unibo.it/article/view/17599 Whiteness and coloniality in teaching: an essay from a Brazilian historical perspective 2024-02-20T15:39:42+01:00 Ana Laura Bonini Rodrigues de Souza ana.bonini@unesp.br Rosane Michelli de Castro r.castro@unesp.br <p>This article is the result of research whose general objective was to present reflections on teaching, race, and gender relations in Brazil from a historical perspective, within the time frame of the feminization of the Brazilian teaching (19th century) to contemporary times. It is important to emphasize that the social places we occupy affect our scientific practices, in agreement with De Certeau (1995). This formulation derives from a theoretical-methodological framework established by author (Souza, 2021), who understands, from her <em>lugar de fala</em> as a light-skinned black woman, the whiteness present among the participants in her master’s research. This concept refers to the experiences of researchers and these experiences involve their cultures, class and gender relations, and who the person is. The article emphasizes the feminine as a norm, contradicting the grammatical norm of Brazilian Portuguese, when it mentions female educators and researchers, to highlight such presence in science. It is a bibliographical investigation in terms of sources, and historical in terms of approach. In conclusion, the embodiment of resistance took place in recognition of its own existence, the light-skinned black female researcher’s place of speech, in addition to the need for female Educators to know the teaching profession in Brazil historically, regarding the feminine gender.</p> <p> </p> 2024-05-30T00:00:00+02:00 Copyright (c) 2024 Ana Laura Bonini Rodrigues de Souza, Rosane Michelli de Castro https://educazione-interculturale.unibo.it/article/view/18085 School, racialization and intercultural education 2024-02-28T10:21:52+01:00 Claudia María Rodríguez Castrillón claudiarodriguezc07@gmail.com Sandra Milena Robayo Noreña srobayon@cinde.org.co Sandra Elizabeth Colorado Rendón sandra.colorado@gmail.com Karol Belisa Ospina Diaz karolbelisa.ospina@gmail.com <p>Girls and boys are immersed in social discussions to validate their agency. There are imaginaries, representations and narratives around childhood that designate the place of girls and boys in different cultures. The issue of intersections in childhood requires expanding debates and problematizing structural issues of the life course in relation to gender, age, ethnicity and social class, to account for their impact on girls and boys. At the same time, displace imaginaries from colonialism and mobilize a social consciousness that recognizes diversity not as a dichotomy between <em>us and the others</em>, but as the protagonism of dignity. This article explores, based on documentary research, the conditions under which boys and girls from different regions of Colombia access education, in the midst of situations such as migration, ethnicity, displacement and multiple forms of family poverty. It is concluded, therefore, that racialized girls and boys are at greater social disadvantage, given their socio-historical living conditions.</p> 2024-05-30T00:00:00+02:00 Copyright (c) 2024 Claudia María Rodríguez Castrillón, Sandra Milena Robayo Noreña, Sandra Elizabeth Colorado Rendón, Karol Belisa Ospina Diaz https://educazione-interculturale.unibo.it/article/view/18037 Literature versus racism: use of Migrant Stories in textbooks 2024-01-29T16:01:38+01:00 Zoran Lapov kham_lapov@yahoo.com Clara Maria Silva clara.silva@unifi.it <p>It was the acts of racism that prompted the debate on immigration in Italy. At the same time, the phenomenon was recognised thanks to the literary production of authors, whose efforts gave rise to migrant literature in Italy. Over the years, this focus on immigrants saw a gradual maturation which, while stimulating the evolution of the intercultural perspective in the Italian context, also resulted in an increasingly recurring motif in textbooks: an opportunity for in-depth study and reflection in the classroom on the theme of racism and anti-racism, rights and duties, diversity and affinity, opportunities and equality. Starting from these assumptions, as well as from their own study and research experience, the authors aim to explore how much the use of migrant literature can contribute to promoting intercultural education and thus the construction of a broader critical-reflective thinking, capable of leading to the overcoming of racism in favour of a culture of anti-racism.</p> 2024-05-30T00:00:00+02:00 Copyright (c) 2024 Zoran Lapov, Clara Maria Silva https://educazione-interculturale.unibo.it/article/view/18046 Racism against indigenous people in higher education: a study from the perspective of critical interculturality 2024-02-19T14:49:12+01:00 Marta Coelho Castro Troquez martatroquez@gmail.com Luana Larissa de Carvalho luhdecarvalho14@hotmail.com <p>The Federal University of Grande Dourados (UFGD) develops positive discrimination aimed at indigenous peoples; however, it still reproduces practices called institutional racism. This work presents results of a research whose main objective was to collect narratives of indigenous higher education students at UFGD regarding their experiences with institutional racism. The research is anchored in the Critical Interculturality perspective (Walsh, 2009). Semi-structured interviews with indigenous students were used as a research methodology. The results show that, despite the progress offered by Affirmative Actions, indigenous students still experience racist manifestations in the higher institution. Many strategies of resistance and reaffirmation of indigenous identities are highlighted by students in Higher Education. The research reinforces the need to think about continued training for professionals who work at the institution, in order to combat racism and build inclusive spaces for indigenous students, which expand beyond the Indigenous Intercultural Faculty, which already has a differentiated proposal.</p> 2024-05-30T00:00:00+02:00 Copyright (c) 2024 Marta Coelho Castro Troquez, Luana Larissa de Carvalho https://educazione-interculturale.unibo.it/article/view/18181 Orality in Writing: intercultural challenges in research with oralized cultures of West Africa 2024-03-26T11:00:23+01:00 Angela Monteiro Pereira angeladeoya@gmail.com Marisol Barenco de Mello sol.barenco@gmail.com Miza Carvalho dos Santos miza.carvalho.rj@gmail.com <p>This article combines two studies that dialogue with the djeliw (Masters of the Word), transmitters of ancestral knowledge in the Manden people. Based on sensitive listening and African protagonism, the researches penetrated the ancestral memory of these societies, which define themselves based on their own rules and values. Oral documents, meetings with the djeli Kouyaté and the works of the philosopher Hampâté Bâ bring the two researches together. The studies revealed the performative character of the oral tradition, where knowledge is an act updated, recreated, revived at the moment it is practiced. This required the translation of this living perspective of knowledge and the nature of the oral word, maintaining qualities and values typical of the djeliw tradition not to make abstract knowledge that is the very life of a community. Considering that the methodological foundation is the dialogue between people, we seek the non-hierarchy of knowledge, to establish the same horizon of conversation in the intersection of voices. The aim is to build possible translations between orality and writing, to enrich debates in the field of intercultural education.</p> 2024-05-30T00:00:00+02:00 Copyright (c) 2024 Angela Monteiro Pereira, Marisol Barenco de Mello, Miza Carvalho dos Santos https://educazione-interculturale.unibo.it/article/view/18831 Bridging histories, forging connections: African immigrants as intercultural mediators in São Paulo 2024-02-19T10:47:04+01:00 Zeila de Brito Fabri Demartini zeila.demartini@gmail.com Issaka Maïnassara Bano issakabans@gmail.com <p>Understanding the field of education in a broad sense, this communication addresses forms of intercultural education developed by African immigrants in their role as cultural mediators between Africa and Brazil. It is part of a research project on displacements from Africa to São Paulo, in which life stories (Ferrarotti, 1983) were collected from immigrants from regions that were colonized by European countries (Portugal and France) and who came into contact in the new context with a society that carries the marks of centuries of enslavement of black African people (Balandier, 2013; Bastide and Fernandes, 2008; Demartini, 2020a). The problems they began to experience led many to reflect on ways to address them in order to disseminate their own vision of themselves, Africa, and propose changes in society. With clear objectives, but which fall within what can be called non-formal education, they constitute themselves as cultural mediators, exercising intercultural education (Gohn, 2022). To this end, immigrants have sought in a variety of ways to preserve their practices and traditions, exercising cultural mediation in the context of São Paulo.</p> 2024-05-30T00:00:00+02:00 Copyright (c) 2024 Zeila de Brito Fabri Demartini, Issaka Maïnassara Bano https://educazione-interculturale.unibo.it/article/view/18140 Beyond borders: indigenous migration, education, and interculturality 2024-03-29T17:01:20+01:00 Tabita Tiede Lopes tabitalopes83@gmail.com Katia Noroes katia.noroes@gmail.com <p>Latin American countries exhibit varying social structures and constitutions. The recent displacements of Venezuelan indigenous populations have strained access to rights and social goods in host societies. In Brazil, extant legislation acknowledges the rights of indigenous populations linked to their origins. International displacements in the Amazon region raise issues of discrimination, rights violations, and demands for national states. This article analyzes the implications of indigenous migration on education rights. Reviewing legal mechanisms, we identified gaps in access outlined in national and international agreements. Current legal discourses focus on intercultural and bilingual education but lack anti-racist actions. We propose four recommendations for addressing the migration of Venezuelan indigenous peoples to Brazil: reevaluate policies and laws; foster interinstitutional dialogue; promote international cooperation; prioritize intercultural and anti-racist education to respect and promote cultural contributions of indigenous, Afro-descendant, and migrant populations.</p> 2024-05-30T00:00:00+02:00 Copyright (c) 2024 Tabita Tiede Lopes, Katia Noroes https://educazione-interculturale.unibo.it/article/view/18089 Conditions limiting the inclusion of migrant children in the school environment 2024-01-29T17:17:45+01:00 Carlos Iván García Suárez ivangarciaok@yahoo.com Yamileth Bolaños bmyamileth@gmail.com Susy Yarley Hinestroza Rodríguez susyhinestroza@gmail.com <p>This article addresses a contemporary phenomenon of deep concern: the educational integration of migrant children in school environments, derived from geopolitical situations, specifically in countries such as Venezuela. This social problem has provoked an important exodus of citizens who migrate from their territories of origin to other countries in America, such as Colombia, Chile or the United States. For this reason, this research addresses, from the analysis of various documents, the multiple legal, pedagogical, social and cultural conditions that affect the guarantee of the right to education for migrant children, from an intercultural approach. It is concluded that the pedagogical practices for the inclusion of migrant children in the school environment lack differentiating methodologies, according to the origin and life experiences of the migrant population.</p> 2024-05-30T00:00:00+02:00 Copyright (c) 2024 Carlos Iván García Suárez, Yamileth Bolaños, Susy Hinestroza https://educazione-interculturale.unibo.it/article/view/18006 Reflective thinking and ethical awareness: promoting them from early childhood to counteract the culture of discrimination 2024-02-19T11:29:33+01:00 Marco Iori marco.iori@unimore.it <p>This essay aims to explore the role of <em>reflective thinking</em> and e<em>thical awareness</em> in countering the culture of discrimination, starting from preschools. The interpretation of data collected during the doctoral research <em>Reflecting Together: a Socio-Ethical Education Curriculum Starting From Preschools</em>, derived from scientific literature and intensive interviews (Bianchi, 2019; Charmaz, 2014) has highlighted categories such as reflective thinking and ethical awareness. One significant aspect concerns their role in addressing stereotypes and discriminations. After a brief presentation of the research design, the essay aims to explore a preliminary result: the role of reflective thinking and ethical awareness within the educational framework as tools for individual emancipation (Freire, 1970; Biesta, 2015), and the prevention of racist behaviours. The contribution will conclude by advancing the proposal of the <em>community of thought</em> construct (Michelini, 2016) as a decisive element for the development of preschools where the recursive and prevailing appreciation of differences and dialogue will interrupt discriminatory attitudes. This will be achieved also by analyzing them from a values perspective and understanding them thoroughly.</p> <p><br /><br /></p> 2024-05-30T00:00:00+02:00 Copyright (c) 2024 Marco Iori https://educazione-interculturale.unibo.it/article/view/19278 Eterogeneità e diseguaglianze educative. Prospettive dalla Pedagogia interculturale, Barbara Gross, Milano, FrancoAngeli, 2022 2024-03-23T08:28:23+01:00 Elisa Maria Francesca Salvadori elisa.salvadori@univr.it 2024-05-30T00:00:00+02:00 Copyright (c) 2024 Elisa Maria Francesca Salvadori https://educazione-interculturale.unibo.it/article/view/19325 Educare nella diversità. Contesti, soggetti, linguaggi, Clara Silva, Rosita Deluigi e Francesca Linda Zaninelli, Parma, Edizioni Junior, 2022 2024-03-29T17:47:47+01:00 Negest Castelanelli negest.castelanelli@unifi.it 2024-05-30T00:00:00+02:00 Copyright (c) 2024 Negest Castelanelli https://educazione-interculturale.unibo.it/article/view/19472 Pedagogy of Hope for Global Social Justice. Sustainable Futures for People and the Planet, Massimiliano Tarozzi e Douglas Bourn, Londra, Bloomsbury, 2024 2024-05-02T20:59:48+02:00 Federica Tagliavini federica.tagliavini2@gmail.com 2024-05-30T00:00:00+02:00 Copyright (c) 2024 Federica Tagliavini https://educazione-interculturale.unibo.it/article/view/19480 Superdiversità a scuola. Testi e linguaggi per educare nelle classi ad alta complessità, Davide Zoletto, Brescia, Editrice Morcelliana Scholé, 2023 2024-05-03T20:52:45+02:00 Nicoletta Apolito nicoletta.apolito@univr.it 2024-05-30T00:00:00+02:00 Copyright (c) 2024 Nicoletta Apolito https://educazione-interculturale.unibo.it/article/view/17731 A dynamic model of intercultural competences and its implications in the field of international cooperation. Experience of Italian operators and cooperators abroad 2023-10-25T12:07:58+02:00 Manila Franzini manila.franzini@libero.it <p>The study explores intercultural competences in the field of international cooperation. The substantive research question was whether Italian operators who have gained experience abroad, think they have developed intercultural competences and what competences they think they possess. This study involved a total of 20 representatives of Non-Governmental Organisations (NGOs) from Lombardy (Italy), 16 operators working for NGOs in developing countries and 10 Italian international professionals from the UNDP and WHO agencies based in Geneva (Switzerland). In this empirical research project, a semi-structured interview was administered to NGO leaders, a questionnaire to NGO co-operators and UN international operators and a narrative interview to the latter. Qualitative methods of textual analysis were used. The author has created a dynamic model of intercultural competences consisting of fifteen recurrent competences. In this article, the author presents her model and how to assess intercultural competences. The empirical study involving professionals of Italian nationality. The topic of intercultural competences raises a substantial question about their deep, inner workings in the individual. Key issues for future developments in intercultural competences training are made explicit.</p> 2024-05-30T00:00:00+02:00 Copyright (c) 2024 Manila Franzini https://educazione-interculturale.unibo.it/article/view/19115 The intercultural dimension in the adoptive family: educational processes and practices in the formation of multiple belonging 2024-03-15T11:47:00+01:00 Loredana Paradiso loredana.paradiso@edu.unige.it <p>The adoptive family is a privileged pedagogical observatory of intercultural phenomena in the delicate process of self-recognition as parents and children and the formation of family belonging. A field that questions pedagogy on the intercultural perspective of <em>making a family</em> in order to analyse the role of diversity, of welcoming the Other in the child’s identity process co-construction paths. In this paper, attention is focused on parenting skills and on good educational and socio-cultural practices to support family cultural integration processes and of the formation of the child’s dual cultural belonging.</p> 2024-05-30T00:00:00+02:00 Copyright (c) 2024 Loredana Paradiso