Intercultural communication: the Italian public school and multilingual dialogues

Abstract

This article has the theme of intercultural dialogue in teacher education in multilingual classrooms. The academical assumptions are the concepts of intercultural communication in Giaccardi (2005) and dialogue, according to Paulo Freire (1977, 1980, 1983, 2004). The analyzed sample is composed of the observations made in the plurilingual classroom of the Italian public school, the class M1, inserted in the CPIA5 Project, in the city of Milan, Italy, during the academic year of 2018/2019. The results obtained verified the presence of an intercultural dialogue without the predominance of one culture over the others, present in that school context. As perspectives, it is proposed the need to deepen the studies in this area, in order to verify the possible elements that form the teaching work, in multicultural and plurilingual classrooms.