Pensare con metodo e logica dell’indagine: la ricerca-azione per la formazione e l’azione nella scuola multiculturale

Chiara Bove

Among the skills required by plural school contexts in which multiculturalism presents itself with different characteristics (characteristics related to culture sociology, values and practices), the ability to adopt a research posture that reduces the distance between theory and practice, fosters reflection on experience and raises the educational and didactic practice to subject of systematic and rigorous analysis, in order to create intercultural learning spaces, is of particular importance. In this article, which refers to the Master’s experience in “School organisation and management in multicultural contexts” at the University of Milan-Bicocca (funded by FAMI), we will analyse in-depth the research-action model as a training device that encourages “thinking methodically” and “using logic of inquiry” as key intercultural competences for facing the complexity of daily life at school.


research-based skills, action-research, intercultural education.