Abstract:

Nowadays, the phenomenon of immigration, existing for decades in our country, involves many social, economic, cultural and political-institutional problems.

Immigration, in fact, has changed our national framework, becoming multi-ethnic and multicultural, with strong questions about educational policies (Marzano, Milito, 2013).

A widely shared answer seems to be intercultural education, considered as a practice change to meet the challenges and problems of the interdependencies world (Dary, Pickeral, 2013). It is just starting from this new principle that we can facilitate recognition of other cultural identity and then their inclusion in the new social reality.

It is necessary, therefore, to go through the refusal, the exclusion of differences and diversities to get their enhancement (Barth, 2001). Intercultural education is a process which involves different worldviews, relating several cultures if the subjects have the same or different ethno-cultural roots.

The objective of this article is to give some didactic solutions to get a pacific coexistence of individuals different for personal characteristics, language and religious roots in order to save cultural plurality.

Keywords:

Inclusion, school climate, learning, achievement.