Exploring differences and similarities. The dialogue as an educational practice at primary school

Abstract

Starting from some theoretical connections between Intercultural Pedagogy and Philosophy for children, the article delves into the principle of dialogue considered a central educational criterion for both approaches and, in particular, a meaningful tool for intercultural planning at school,  where the plurality of children's points of view and the way they compare their thoughts is hugely sustained. . To emphasize the relevance of this principle in the formation of thinking open to plurality of viewpoints, the article analyzes some transcripts of discussions held with two groups of primary school pupils, engaged in the search for shared meanings of terms such as equality, similarity and difference that emerged from observation of their daily lives.