Apprendere a vivere insieme attraverso il cooperative learning. una prospettiva interculturale

The modern society, characterized by widespread multiculturalism, requires pedagogy to confront some new situations. It is necessary to consider a different society made up of first and second generation immigrant families and children. We must also recognize the world as more restricted and changeable. We can no longer interpret the concepts of identity and culture as static forms, they are now dynamic. Schools which are a rich context of ethnic and cultural pluralism, are especially involved in this new situation. The debate regarding the topics of intercultural competencies and the methodologies that are able to sustain intercultural education is still open. Starting from these problematic considerations, this chapter considers two perspectives. The first one, which emerged form pedagogical research, identifies the reasons for intercultural education being relevant for schooling. It argues that intercultural education is a way to face our new complex world, where diversity is considered a resource which allows us to confront changes in a more creative way. Educating young citizens to be open to intercultural dialogue and comparison with other cultures, makes it possible not only to know each other but also to tolerate each other. This is a perspective that school system must follow to educate all young citizens. Making societies more democratic depends on the capacity to provide equity in public and social life. This begins in classrooms. The second perspective deals with the theme of the cooperative environment. Research evidence demonstrates how cooperative classes create an environment of positive interdependent learning, of continuous communication, of heterogeneity and of equal opportunities for participation. These features educate and lead to intercultural skills. The ways in which the context is organized - in small groups and/or entire classes – permite to use resources inside the group an order to reinforce equity of interactions among students who differ in various ways, not only in race. Participation and democratic practices are learned by providing opportunities to use them continuously, in a climate of trust. Interpreting the cooperative context as an opportunity for intercultural education, makes it possible to assign value to encounters with every one else, it recognizes the necessity to promote and respect variety and diversity