Educational action from an intercultural perspective
Farnaz Farahi
The article aims to reconceptualize pedagogy by integrating the core values of interculturality. Such inclusion is necessary to enable various educational agencies to effectively address the challenges characteristic of contemporary society. However, in order for pedagogy to genuinely embrace intercultural principles, it is essential to adopt a new epistemological paradigm. This paradigm should be decolonial rather than colonial in its approach to knowledge; it should favor dynamic and flexible learning over static acquisition. Drawing on the theoretical contributions of scholars such as Cambi, Santerini, Gramsci, Zoletto, Lévinas, Freire, Bruner, Mariani, and Mortari, the article proposes a vision of education in which differences are not merely incorporated into pedagogical practice, but rather serve as opportunities for growth and transformation through encounter and dialogue. This intercultural and situated pedagogical experience ultimately aims to cultivate critical, self-aware, and open-minded individuals. Capable not only of navigating complex realities but also of fostering generative thinking that produces — starting from childhood — new meanings and knowledge opportunities.
Keywords
Intercultural pedagogy, Generative thinking, Educational practice, Deconstruction, Postcolonial pedagogy.
