Childhood pedagogy and intercultural pedagogy: the reasons for an encounter in the integrated 0-6 system
DOI:
https://doi.org/10.7346/SE-022023-09Abstract
The article analyzes the main convergences between Early Childhood Education and Care and intercultural pedagogy, also in relation to the “new sociology of childhood”. In this perspective, the right to inclusion and participation (scholastic, civic, and democratic) constitutes a goal that, in the light of the UN Convention on the Rights of the Child and Adolescent, takes on relevance as it details in evolutionary terms a deontic case by declining it within a widespread cultural sensibility rooted in both formal and informal and nonformal contexts.
The article will explore the theoretical and epistemological dimension of interculturality in relation to childhood, placing it in relation to the opportunities opened in Italy by the 0-6 segment reform from an intercultural perspective. It will analyze the main documents on 0-6 developed in recent years by the National Commission.
