This paper aims to provide an in-depth discussion of citizenship in a variety of contexts, using an intercultural approach which allows us to understand the diversity of our complex society, and promote encounter and par-ticipation between people. Reflecting on citizenship, not only from a pedagogical perspective but also from a cultural and political one, is crucial for this discussion; it already forms part of the educational policies of some European countries, in which interculture and citizenship education interact. I will examine in depth the issue of promoting forms of citizenship suitable for our current world, where individuals, peoples, and cultures are increasingly more connected. This analysis is based on the research of several intellectuals and on a previous study by the author on intercultural education and integration in Europe. ; Il presente contributo mira a discutere e approfondire il tema della cittadinanza all'interno dei contesti eterogenei assumendo uno sguardo interculturale in grado di cogliere la pluralità, che caratterizza la società complessa in cui viviamo, e di promuovere forme di incontro e partecipazione. Un percorso che impone una riflessione sul tema della cittadinanza dal punto di vista non solo pedagogico, ma anche culturale e politico, e che sembra essere un aspetto già presente nelle scelte di politica educativa di alcuni paesi europei, in cui intercultura ed educazione alla cittadinanza si integrano. A tal fine, partendo dalle prospettive di diversi intellettuali e da uno studio di ricerca comparata sulle politiche di educazione interculturale ed integrazione in Europa, si approfondirà la questione di come promuovere forme di cittadinanza necessarie ad abitare il mondo attuale, composto da reti e connessioni sempre più strette tra persone, popoli, culture.
The functional alphabetical competence and the competence in the matter of citizenship are closely interconnected in the training of the young person: their close functional link is well expressed and well-argued by the Recommendations of the Council of the European Union (in particular from that of 2018) within the general framework of key competences for learning, but in reality it occupies a strand of western thought that goes back so far as to be considered traditional, and takes up ideas and proposals advanced in the last half century mainly by Tullio De Mauro, through the principles of democratic linguistic education. The current cultural climate brings to the fore the link between language and citizenship and outlines a framework of educational obligations which the school cannot escape. But an examination of the limits and difficulties of the Italian school leads to downsizing the most advanced objectives, while aiming to respect the basic objectives indicated by the Council of the European Union. In conclusion, we propose a Decalogue of operational choices that take into account both the essential objectives that cannot be renounced and the current difficulties of the Italian school.
This paper concerns the sequences of words, i.e. nominal or verbal phrases conventionally established in the legal language, e.g. judicial sentence, presumption of innocence, testify in court, give evidence under oath, etc., which have been often analysed by linguists as units that could be placed between casual phrases and fixed ones. These collocations are frequently cited in the daily press or in other media : television, the radio, the Internet. The journalists who communicate news to the public intermediate between jurisprudents and non-professional receivers. They often act as interpreters who are capable of explaining an expert's opinion to lay people in order to develop their competence to understand the rules of law and to participate in judicial and administrative actions. The author of this paper focuses on the measures of exporting legal expressions to media discourse and on the educational aspect of this process as well as on the influence of legal categories carried by idioms and collocations on the today's society: on our interpretation of facts and our language. The process has also a negative consequence at the level of text style that is too marked with juridical terms as well as in the cognitive sphere since when you evaluate facts and people's behaviour, you tend to prefer the legal viewpoint to, for instance, the equally important ones: moral, political, cultural, etc. ; This paper concerns the sequences of words, i.e. nominal or verbal phrases conventionally established in the legal language, e.g. judicial sentence, presumption of innocence, testify in court, give evidence under oath, etc., which have been often analysed by linguists as units that could be placed between casual phrases and fixed ones. These collocations are frequently cited in the daily press or in other media : television, the radio, the Internet. The journalists who communicate news to the public intermediate between jurisprudents and non-professional receivers. They often act as interpreters who are capable of explaining ...
The essay proposes a reflection on the theme of digital awareness within the normative and socio-cultural context of child protection, with respect to the rapid and continuous transformation of digital media in contemporary society and the intensification of the dynamics of domestication of socio-cultural practices mediated by technological devices (Silverstone, 1995). Specifically, the reflection on digital awareness in this essay proposes an interpretative key of protection of a sociological nature, mainly focused on information and education, i.e. on the enhancement of cognitive and metacognitive tools of the individual, especially in the age of development, to safeguard their emotional, psychological and social integrity when establishing relationships and socio-cultural interactions through the media device. Starting from the definition of digital awareness, within the theoretical framework on digital skills, shared by the European Union in recent years (DigComp 2.0), we will try to reflect on the degree of diffusion and rooting of this same competence in the new generations, starting from the presentation of a research of the observatory Mediamonitor Minori, and then propose recommendations and educational suggestions in order to allow and encourage a process of development of this type of competence in the new generations, as well as raise awareness of the institutional bodies to activate more systematic educational and information policies for citizens.
In 2014, Italian law 56/2014, better known as "legge Delrio", reorganized the system of Italian local authorities, besides introducing a specific competence for the "Metropolitan cities" of adopting a strategic plan, in which they have to fix strategies and objectives of the local policies for the economic, social and cultural development. The article shows how the regular adoption of these plans may represent a strong innovation for the Italian local administration, pushing local governments to better organize their decisional process through new models of policy.
La tesi di laurea "La competenze interculturale dell'insegnante" è suddivisa in due parti: la parte teorica e quella empirica. Nella parte teorica vengono elaborati i concetti e gli argomenti più significativi come il multiculturalismo, l'interculturalismo, la pedagogia interculturale, l'educazione interculturale, la competenza e la competenza interculturale i suoi obiettivi, come pure l'importanza del ruolo che ha l'insegnante nella promozione dei valori dell'interculturalità attraverso vari contenuti e materie del curricolo scolastico. La parte empirica comprende l'analisi dei dati ottenuti dalla ricerca effettuata nelle scuole elementari di Pola. Lo scopo principale della ricerca era di constatare il livello di competenza interculturale degli insegnanti. In base ai dati ottenuti possiamo concludere che gli insegnanti hanno una molto buona conoscenza sul concetto, obiettivi e valori dell' interculturalità. La maggioranza degli insegnanti sono del parere che sarebbe necessario introdurre i contenuti sull'interculturalità nel curricolo scolastico perché l'educazione interculturale può contribuire allo sviluppo della personalità dell'alunno e sul loro comportamento verso la diversità. ; The thesis "Intercultural competence of teachers" includes two parts: theoretical and empirical part. The first part deals with key concepts such as multiculturalism, interculturalism, competence, intercultural education and intercultural competence, which are important in promoting the values and principles of interculturalism in plural democratic societies. Intercultural upbringing and education promotes the idea of cultural diversity as a social asset. Intercultural education in school is of special importance for shaping future young generations who should be educated in the spirit of diversity, mutual interaction and dialogue, with a special role played by an interculturally competent teacher. The empirical part brings the results of a survey conducted among teachers in primary schools in the city of Pula. Based on the ...
Esta tesis de investigación tiene como objetivo mostrar que la musicalidad favorece, en cada ser humano la formación no sólo de los estudiantes con talento, sino para todos los seres humanos, con especial atención a la edad preadolescente teniendo en cuenta que los cambios sociales y culturales rápidos de la sociedad contemporánea lo que resulta en la pérdida de los dogmas y valores junto con el aporte científico de la pedagogía, que han dado lugar a nuevas fronteras de la investigación de la música. La música como ayuda a la docencia. En esta perspectiva, el objetivo principal, entonces, de esta tesis es colocar la música dentro del área pedagógica, que establece los objetivos, que determinan la evolución, que traerá el espacio de operación y las posibles relaciones interdisciplinarias para llevar a cabo los tiempos de calificación que permiten el crecimiento y desarrollo de la personalidad pre-adolescente con el consiguiente fortalecimiento de su identidad musical, social y cultural. Un aspecto importante a destacar es el mestizaje cultural que requiere un análisis más cercana a la realidad y coloca la educación musical como un paso fundamental para facilitar una sociedad más inclusiva a través del conocimiento del patrimonio musical europeo, por lo que es un poderoso instrumento de conquista de la ciudadanía y unos grupos no europeos clave para entender y Europa se mueven para el estudio y la supervivencia. Sólo recientemente, los analistas se han centrado en el valor social de la educación musical Sufragios la hipótesis que establece que los grandes autores y hacer música en un grupo promueve el desarrollo de la inteligencia, así como un importante equilibrio afectivo y emocional. En la realidad de hoy a menudo conformados a valores normalizados, transmitida por los medios de comunicación que influyen en nuestros jóvenes en sus elecciones, la conquista de su autonomía debe convertirse en objetivo indispensable de la nueva pedagogía musical para la afirmación y la construcción de sí mismo. Autonomía significa el pensamiento crítico, libre de prejuicios o conformaciones; no hace falta decir la llamada a Adorno (1971,1990), a su sueño de un individuo que tiene acceso a la auténtica crítica de la cultura y la formación filosófica "para preservar a ese mundo administrado que tiende a él y la industria cultural que es ahora aplastar el volante de ese mundo "(Cambi de 2005, P.186). El maestro debe tira de la figura de un dispensador de soluciones, convirtiéndose en profesor particular, dejando a los estudiantes para evaluar por sí mismo el proceso de composición ", que es la forma correcta para acostumbrarse a la crítica y al tomar posesión de las herramientas necesarias para fomentar la cultura auténtica "(Dalmonte y Jacoboni, 1978, P.10). No es casualidad que las directrices ministeriales invitan al profesor de música en la búsqueda de alternativas adecuadas para elaborar en los estudiantes un "pensamiento flexible, intuitiva, creativa" (Ministerio de Educación, 2007, p.64). Las conclusiones finales de esta investigación que quieren, por lo tanto, contribuyen a valorar la importancia de la educación musical para el desarrollo de la persona y de su identidad musical, social y cultural: si los seres humanos son capaces de aprender sobre el mundo a través de los sentidos , las emociones y el intelecto, la música es, inevitablemente, una contribución decisiva en este proceso de integración d 'a través de un análisis de algunos puntos epistemológicos de la totalidad de los desafíos educativos relacionados con la disciplina. ; Aim of this work is to demonstrate how the key skills of citizenship, identified by the European Parliament and the Council of Europe, involve not only the fields of the knowledge and competencies, but also of the field of "knowing how to be", since they were designed in the light of the education of the European citizens. Education is crucial to ensure that citizens acquire the key skills needed to flexibly adapt to changes. Thus it is necessary proposing an educational plan useful to the achievement of these skills. In particular, we tried to meet the different needs of learners ensuring equality and free access to those groups who, due to some educational disadvantages caused by various circumstances, need particular support to fulfill their educational potential. This study sought to answer the questions: "Why? To what purpose the basic music education?" That is: "If and how music has contributed to the education of peolple and citizens?" The education of the person and the citizen can only occur retracing the way in which everyone builds its own musical identity thanks to the memory that brings back experiences and feelings. This can be obtained through a historical and autobiographical process through a historical and autobiographical process not only at the individual level but also collective. This hypothesis has been validated by my research work and its success. In fact conducting experimental trial represents the best way to improve the educational proposal. On this line I have done. The workshop on musical poetic narrative techniques of the Sicilian storytellers aimed at promoting the self-affirmation of learners' identity, even through writing. The planned path has addressed the issue of the oral tradition with students, driving the learners towards the research of their own identity as a citizens also by comparison with "others' stories". From the results obtained it can be assumed that the core of the educational purpose, knowledge and expression of the personality of each student as a part of today's society.
The aim of this article is to introduce the ongoing debate on the adoption of English Medium Istruction (EMI) in Italian universities. First, it focuses on the strategic motivations of EMI, i.e. the internationalization of Italian higher education and the role of English in this process. Then, starting from the case of the Politecnico di Milano, the author presents the cultural debate on the defence of Italian in higher education which was initiated by the Accademia della Crusca and has recently raged among Italian academics. Subsequently, the linguistic and pedagogical challenges posed by EMI are discussed with reference to the competence in English required to study and teach in this new mode. In fact, data shows that many national and international students do not possess adequate competence in the use of English, and lecturers are rarely offered training or support, if needed. The author concludes by arguing that the adoption of EMI requires strategic planning and monitoring to meet the demands of internationalization, on the one hand, and implement a high-profile educational policy, on the other.
The author accuses Arab glottodidactics of ideological compIicity with the political systems of the Arab countries and of a leveling of the cultural and linguistic reality, by adopting the archaic and anachronistic motto: "one nation, one language." Indeed, beneath the apparent linguistic homogeneity of Arabic, the fragmentation of the oral language should not be underestimated. In designing a possible project for the teaching of Arabic in the Italian schools, it is necessary, first of all, to define who the recipients are and what their needs are, in order then to be able to evaluate the adequacy of the variety or varieties of the language to be taught, of the teaching aids and methods to be used, the level and types of competence to be reached, and the tools to be developed for testing such competence. The author then draws up a profile of the teaching staff, illustrates and evaluates the French and American experiences in this field, and suggests creating a European Association of Teachers of Arabic (EATA), while expressing the hope that such a project will be realistic, secular and pluralistic in nature.
Die Fremdsprachendidaktik spielt eine wichtige Rolle bei der Entwicklung und Festigung der interkulturellen Kompetenz im Bereich der schulischen Bildung. ForscherInnen und Referenzrahmen wie die österreichischen Bildungsstandards liefern theoretische Modelle und einzelnen Deskriptoren zur interkulturellen Kompetenz, die verschiedene Teilkompetenzen und spezifische Ziele beinhalten. Obwohl diese Darlegungen Ausgangspunkt für die Integration der kommunikativen in die sozio-pragmatischen Kompetenzen darstellen, schließen sie bis jetzt noch vernachlässigte Aspekte, die kennzeichnend für die interkulturelle kommunikative Kompetenz (IKK) sind, nicht ein. Zu diesen zählen die Fähigkeit zur sprachlichen Vermittlung sowie zur Aushandlung von Bedeutungen und Einstellungen zwischen Individuen aus fremden Kulturen und die Fähigkeit zur Perspektivenübernahme. Diese Arbeit soll zeigen, dass es möglich und wünschenswert ist, auch in der Fremdsprache Italienisch, alle Aspekte der IKK zu entwickeln insbesondere die relational-humanistische und die sozio-politische Bildung. Aus diesem Grund finden sich in der vorliegenden Arbeit auch Beispiele von Unterrichtseinheiten, in denen durch die Arbeit mit literarischen Texten eine Auseinandersetzung mit und eine Reflektion über interkulturelle und transkulturelle Themen zur Entwicklung der IKK passiert. Diese Unterrichtseinheiten werden von einer theoretischen Abhandlung über die Begriffe der Kultur und der Interkulturalität gestützt sowie von methodologischen Überlegungen zur IKK und die Anwendung von performativen Ansätzen wie die Dramatisierung von literarischen Texten begleitet. ; Foreign language didactics play a relevant role in the development of intercultural competence at school. Researchers, and frameworks of reference such as the Austrian Bildungsstandards, provide theoretical models and descriptors of intercultural competence. Nevertheless, they do not include all the aspects and partial abilities that characterize intercultural communicative competence (ICC), as understood by authors such as Michael Byram, Lothar Bredella and Britta Freitag-Hild. Particularly important among those aspects are the ability to mediate and negotiate meanings among individuals belonging to different cultural backgrounds, and the ability to uphold contrasting perspectives while identifying with these perspectives.Managing to interact with native speakers in daily situations while avoiding misunderstandings is certainly the basis of successful intercultural communication. Yet this is not the ultimate aim for learning a foreign language at school. Beyond linguistic and pragmatic competences (frequently confused with ICC), first and second foreign language teaching should give more emphasis to relational, humanistic and socio-political aims.The purpose of this thesis is to show that even in the didactics of Italian as a foreign language (taken as an example of a second foreign language in Austrian high schools), it is possible and desirable to improve ICC by giving correct significance to those educational aspects. For this reason, I will also discuss two examples of lesson plans on intercultural and transcultural themes, taking short stories from "Il muro dei muri" by Carmine Abate as a source for a process of analysis and reflection for developing ICC. These two lesson plans will be supported by a theoretical introduction on the concept of culture and interculturality, together with some considerations on methodology to develop ICC regarding the use of performative tasks, such as the dramatization of literary texts. ; vorgelegt von Elvira Carlotti ; Abweichender Titel laut Übersetzung der Verfasserin/des Verfassers ; Zsfassung in dt. und engl. Sprache ; Graz, Univ., Dipl.-Arb., 2015 ; (VLID)411228
La tesi di laurea "La competenze interculturale dell'insegnante" è suddivisa in due parti: la parte teorica e quella empirica. Nella parte teorica vengono elaborati i concetti e gli argomenti più significativi come il multiculturalismo, l'interculturalismo, la pedagogia interculturale, l'educazione interculturale, la competenza e la competenza interculturale i suoi obiettivi, come pure l'importanza del ruolo che ha l'insegnante nella promozione dei valori dell'interculturalità attraverso vari contenuti e materie del curricolo scolastico. La parte empirica comprende l'analisi dei dati ottenuti dalla ricerca effettuata nelle scuole elementari di Pola. Lo scopo principale della ricerca era di constatare il livello di competenza interculturale degli insegnanti. In base ai dati ottenuti possiamo concludere che gli insegnanti hanno una molto buona conoscenza sul concetto, obiettivi e valori dell' interculturalità. La maggioranza degli insegnanti sono del parere che sarebbe necessario introdurre i contenuti sull'interculturalità nel curricolo scolastico perché l'educazione interculturale può contribuire allo sviluppo della personalità dell'alunno e sul loro comportamento verso la diversità. ; The thesis "Intercultural competence of teachers" includes two parts: theoretical and empirical part. The first part deals with key concepts such as multiculturalism, interculturalism, competence, intercultural education and intercultural competence, which are important in promoting the values and principles of interculturalism in plural democratic societies. Intercultural upbringing and education promotes the idea of cultural diversity as a social asset. Intercultural education in school is of special importance for shaping future young generations who should be educated in the spirit of diversity, mutual interaction and dialogue, with a special role played by an interculturally competent teacher. The empirical part brings the results of a survey conducted among teachers in primary schools in the city of Pula. Based on the obtained data, we can conclude that teachers are very well acquainted with the concept, goals and values of interculturalism. Most teachers consider it necessary to introduce interculturalism into the annual curriculum because intercultural education can positively influence the further development of students' personalities and their behavior towards diversity. ; Diplomski rad "Interkulturalna kompetencija nastavnika"obuhvaća dva dijela: teorijski i empirijski dio. U prvom dijelu obrađuju se ključni pojmovi kao što su multikulturalizam, interkulturalizam, kompetencija, interkulturalni odgoj te interkulturalna kompetencija koji su značajni u promicanju vrijednosti i principa interkulturalizma u pluralnim demokratskim društvima. Interkulturalni odgoj i obrazovanje promiče ideju kulturne raznolikosti kao društvenog bogatstva. Interkulturalni odgoj u školi je od posebnog značaja za oblikovanje budućih mladih generacija koje trebaju biti odgojene u duhu različitosti, međusobne interakcije i dijaloga, a pri tome posebnu ulogu ima interkulturalno kompetentan nastavnik. Empirijski dio donosi rezultate istraživanja provedenog među učiteljima u osnovnim školama u gradu Puli. Na temelju dobivenih podataka možemo zaključiti da su nastavnici vrlo dobro upoznati s pojmom, ciljevima i vrijednostima interkulturalizma.Većina nastavnika smatraju potrebnim uvesti interkulturalizam u godišnji nastavni plan i program jer interkulturalni odgoj može pozitivno utjecati na daljnji razvoj osobnosti učenika i njihovo ponašanje prema različitostima.
Beginning in the late 1990s, Chinese political and intellectual circles are becoming aware of the existence of a clear imbalance between the exceptional results of two decades of economic reforms and the relatively marginal role of the People's Republic in large international forums. The debate on the need to assume a mentality of "great power (大 国 心态 daguo xintai)" and to "share global responsibilities (共担 全球 责任 gongdan quanti zeren)", which arose in those years, is echoed in President Xi's recent statements Jinping, who warned in January 2014: "To strengthen the cultural soft power of the Nation, it is necessary to increase international discursive power, strengthen competences in international communication, meticulously build a discursive system aimed at foreign countries, make better use of new media and increase the creativity, the appeal and the credibility of the discourse addressed abroad (.). "The volume aims to analyze this evolution of Chinese political communication directed abroad, under different perspectives, in order to reconstruct the essential lines of the conceptual framework, institutional, media and discursive within which the political message is packaged and distributed to the foreign audience.
The main topic analysed in the essay is the outline of civil ecclesiastical law about the Agreement (Intesa), signed in 2010 by the Regione Siciliana and the Regione Ecclesiastica Sicilia, aimed at the protection, preservation and development of the ecclesiastical cultural heritage. By moving from the specialty of the Sicilian model in regulating and administrating such heritage, and by analyzing its effects on the specific system that regulates the same ecclesiastical component, the primary goal is to focus on the atypical elements carried onto the Agreement, which appear to be connected to the practice of such special prerogatives by the Regional Government; and paying particular attention to those rules which, aside from not reflecting the equivalent ones carried instead onto the national Agreement (Intesa), may also reveal the respect of autonomous guidelines in front of the Agreement (Accordo) of Villa Madama. The final goal is then to clarify both the crux of the actual correspondence between such a peculiar reference and the concordatarian system, and the wideness of the powers pertaining, into such a system, to a Region holding special competences
After the stormy final phase of Rousseff's presidency, Brazil has inaugurated a new political phase that is apparently divergent from the previous one. The election of Jair Bolsonaro to the Presidency of Brazil on 28th October 2018 not only threatens to alter deeply the political and social balance in contemporary Brazil, but it could also jeopardize irreversibly the democratic institutions of the country. The article aims at outlining Bolsonaro's character from his first steps on the political stage to the presidential election. The basis for this investigation is provided by an analysis of the basic statements in his political programme, of the conflicts and the cultural involution that his presidency is provoking in Brazilian society, and of the powers and competences that belong to the President within the Brazilian constitutional order. ; Dopo il burrascoso periodo terminale della presidenza Rousseff, il Brasile ha iniziato una nuova fase in apparente netta dissonanza con la precedente dal punto di vista politico. In particolare, l'elezione di Jair Bolsonaro alla carica di Presidente del Brasile il 28 ottobre 2018 non solo rischia di alterare profondamente gli equilibri politici e sociali, ma potrebbe compromettere in maniera irreversibile le istituzioni democratiche del Paese. Il contributo si propone di delineare la figura di Bolsonaro, dai suoi primi passi sullo scenario politico all'elezione presidenziale, analizzando i punti fondamentali del suo programma politico, le contrapposizioni e l'involuzione culturale che la sua presidenza sta provocando nella società brasiliana, alla luce dei poteri e delle competenze che spettano al Presidente all'interno dell'ordinamento costituzionale brasiliano.
La ricerca indaga come si orienta la produzione culturale, in specifico teatrale, in territori osservati durante la condizione di stato d'eccezione. La ricerca vuole analizzare il rapporto tra teatro e stato d'eccezione non nella dimensione della posterità ma della contemporaneità: la relazione che intercorre cioè tra gli avvenimenti storici, politici, sociali, il territorio che ne è testimone e i suoi abitanti, che rispondono di queste condizioni spendendo una competenza artistica. Obiettivo della ricerca è infatti dimostrare che la produzione teatrale nata durante la condizione di stato d'eccezione è caratterizzata dalle due categorie di testimonianza ed evasione. La necessità della testimonianza e della memoria da parte dell'artista, dello scrittore, dell'intellettuale che usualmente viene elaborata in opere prodotte a posteriori, nella condizione della contemporaneità invece si associa con la categoria dell'evasione, cui solitamente risulta antinomica. Il caso studio privilegiato per quest'analisi è la produzione performativa tunisina contemporanea, osservata durante il periodo della transizione democratica. ; The project aims to investigate how cultural production, in particular theatrical, is oriented in those territories which are observed throughout the course of a state of exception. The research strives to analyze the relationship between culture and state of exception not in the dimension of posterity but, rather, of contemporaneity: namely the relationship that exists between historical, political and social events, the territory which witnesses them and its inhabitants, who respond to these conditions by spending an artistic competence. The aim of the research is in fact to demonstrate that the cultural production born during the condition of state of exception is characterized by the two categories of testimony and escape. The need that artists, writers and intellectuals have to witness and remember is usually processed into works produced in retrospect; in the contemporary condition, instead, it is associated with the category of escape, to which it is usually antinomic. The main case study is the contemporary tunisian theatre production,related to the actual political situation: the democratic transition.
