Abstract:

Within the new “world disorder”, the weakening of the civic sense, the deconstruction of the identity dimension and the ethical-value system, raise new pedagogical questions: what kind of society do we want to become, what kind of teachers are needed today, and above all, on what values should teaching focus? We need a renewal of the educational paradigm in the training of teachers, who, as agents of change, need to master resilient pedagogical-didactical skills, in relation to critical analysis and curricular design; to develop stable and enduring professional identities, capable of adapting to changing educational situations. Redefining the educational paradigm implies the need to explore the dimension of competences in the context of globalization, which induces new reflections on the concept of competences: transcultural, democratic and glocal, deeply linked to Global Citizenship Education (ECG) models. On the one hand, young people are inheriting a glocal world in which the local is in the global and vice versa, within an inevitable and often complex interconnection; on the other hand, teachers have a duty to implement good practices to develop intercultural competences, but also transnational civic ethics based on empathy, co-responsibility and openness to educational dialogue that is indispensable for the elimination of prejudices. The classroom, a relational environment, becomes the new agora in which the prefixes inter and trans find an effective synthesis in educational dialogue: an expedient for responding to the challenges of globalisation and achieving the mutual understanding that can be established in the identity-otherness dialectic. Dialogue, considered as an umbrella term, is understood in its intercultural, interreligious and intergenerational declination. It produces authentic communication, and thus change. It can even help to find alternative communication channels as it takes the form of translation, or rather mutual recognition between different cultures, ages and religions. This premise justifies its ethical and democratic depth as it places itself at the service of humanity in a fragile time, wounded by loneliness and the lack of spaces for authentic encounters. Dialogue education is above all a method, a tool that makes it possible to ensure an ethical confrontation with the other in which the transmission of values and knowledge capable of enriching the participants' experiential baggage can take place. The ethical nature of this method can be summed up in the motto "I CARE" expounded in the Barbiana school: a synthesis of dialogic and cooperative education based on the sharing of experiential and experiential itineraries.

Keywords:

Global Citizenship Education (ECG), Globalization, Intercultural Competence, Transnational Civic Ethics, Educational Dialogue.