A Curriculum for Authentic Dialogue: Beyond Intercultural/Performance Schizophrenia in Italian and Spanish Education
- 1 Department of Neuroscience and Rehabilitation, University of Ferrara, Ferrara, Italy
Abstract
In recent decades, Italy and Spain have witnessed the development of documents with a normative curricular value with a strong intercultural sensitivity. This production is supported by a parallel national pedagogical literature, which has as its center the value of interaction between the actors of the educational process. In both Latin countries, the intercultural model coexists with the presence of ministerial documents or documents produced by international organizations such as the OECD. This different corpus of texts emphasizes the importance of performance and the ideal of the competitive individual for individual and collective development. Through a methodology inspired by Michel Foucault’s theory of discourse, this work intends to deconstruct the two different languages both in the Italian and Spanish contexts to underline the contradiction of two types of subjectivation and educational purposes. Foucault’s analysis can help form an epistemological model based on the relational and supportive bond for the curriculum. This must be inspired by a theoretical system rich in critical tools on the reality of the context in which it is applied.
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