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Lint-Deat.Pdf NELLA STESSA COLLANA 1. MARINA GEAT, VINCENZO A. PICCIONE (a cura di), Le ragioni di Erasmus, 2017 2. MARINA GEAT, VINCENZO A. PICCIONE (a cura di), Infanzia, arti, lavoro: confluenze educative, 2019 Università degli Studi Roma Tre Dipartimento di Scienze della Formazione L’INTERCULTUREL : QUELS DÉFIS ET PROBLÉMATIQUES AUX NIVEAUX EUROPÉEN ET INTERNATIONAL ? sous la direction de Viviane Devriésère Marina Geat Collana 3 Le Ragioni di Erasmus Ricerche e intersezioni scientifiche. Per l’educazione nel presente: le scienze umane, l’internazionalizzazione, le reti, l’innovazione 2020 Ce volume a été publié avec le soutien de l’ISFEC d’Aquitaine et du Département de Sciences de l’Éducation de l’Université Roma Tre. Questo volume è stato pubblicato con il contributo dell’ISFEC d’Aquitaine e del Dipartimento di Scienze della Formazione dell’Università Roma Tre. Direttore della collana: Marina Geat, Università degli Studi Roma Tre Comitato scientifico della collana: Marina Geat, Università degli Studi Roma Tre Vincenzo A. Piccione, Università degli Studi Roma Tre Anne Douaire-Banny, ICP - Institut Catholique de Paris Viviane Devriésère, ISFEC d’Aquitaine, Bordeaux Miguel Ángel Carbonero Martín, Università diValladolid Maria Teresa Del Olmo Ibañez, Università di Alicante Andrea Rácz, University of Eötvös Loránd, Budapest Revisione editoriale dei testi: Sara Concato Impaginazione e cura editoriale: Libreria Efesto Elaborazione grafica della copertina: Mosquito mosquitoroma.it Edizioni: © Roma, maggio 2020 ISBN: 979-12-80060-17-4 http://romatrepress.uniroma3.it Quest’opera è assoggettata alla disciplina Creative Commons attribution 4.0 International Licence (CC BY-NC-ND 4.0) che impone l’attribuzione della paternità dell’opera, proibisce di alterarla, trasformarla o usarla per produrre un’altra opera, e ne esclude l’uso per ricavarne un profitto commerciale. L’attività della è svolta nell’ambito della Fondazione Roma Tre-Education, piazza della Repubblica 10, 00185 Roma. Collana Le ragioni di Erasmus Scopo della Collana è di contribuire ad intensificare e diffonde- re le azioni promosse dal Dipartimento di Scienze della Formazione nell’ambito dei programmi Erasmus ed Erasmus+. Tramite la pubbli- cazione di articoli sia dei ricercatori delle Università straniere legate al Dipartimento da accordi Erasmus o da altre relazioni di collaborazione internazionale sia dei docenti del Dipartimento che vogliano condividere i risultati delle proprie esperienze in Teaching Mobility Erasmus, nei pro- getti di collaborazione internazionale, in ricerche inerenti a programmi finanziati con fondi europei, con particolare riferimento ai programmi ERASMUS+, la collana Le Ragioni di Erasmus si propone in particolare: - di mantenere costante nel tempo e nello spazio la rete dei rappor- ti internazionali multi-, inter-, trans-disciplinari di cui l’Ufficio Erasmus ha rappresentato negli anni uno dei nodi di sviluppo, affinché un maggior numero di docenti e ricercatori possa averne conoscenza e usufruirne per l’ampliamento dei propri rapporti di collaborazione in ambito europeo ed extra-europeo, mettendo suc- cessivamente in comune le proprie esperienze e collaborando così ad allargare e a dare vitalità a questa tessitura di rapporti scientifici di cui il Dipartimento è fulcro; - di fornire agli studenti del Dipartimento di Scienze della Formazione, ai vari livelli di studio (triennale, specialistica, master, dottorato), spunti e contatti per allargare i propri ambiti di studio e di ricerca, consentendo loro di conoscere più ampiamente i filoni e i luoghi della didattica e della ricerca internazionali, i docenti stranieri cui fare riferimento, le possibilità che sono loro offerte per sviluppare una visione vasta delle problematiche e delle collaborazioni che sono loro potenzialmente offerte; - di offrire agli studenti intenzionati a partire per un’esperienza Erasmus o di studio/tirocinio/ricerca in un altro Paese informazioni utili per acquisire una preventiva e più approfondita consapevolezza dei luo- ghi in cui si recheranno, dei contatti più opportuni da stabilire, degli ambiti che maggiormente concernono i loro interessi formativi; - di costruire un prezioso laboratorio di scambio, interazione, rifles- sione, esplorazione, ascolto di voci multi-, inter-, transdisciplinari che provengono da aree diverse del mondo e che possono per- mettere di riflettere su contenuti scientifici originali, pertinenti e coerenti con il progetto culturale del Dipartimento di Scienze della Formazione. Tutti i volumi pubblicati sono sottoposti a referaggio in ‘doppio cieco’. Il Comitato scientifico può svolgere anche le funzioni di Comitato di referee. Table des matières VIVIANE DEVRIÉSÈRE, Introduction 11 MARINA GEAT, Du projet « Generazione Ponte » à la création du groupe Ruipi, en passant par l’ascenseur d’Amara Lakhous 17 ALI ABASSI, Interculturalité et altérité. À propos des pièges en contexte didactique 33 AZOUZ BEGAG, Littérature de jeunesse et construction de soi chez les enfants de migrants de France 49 RUTH AMOSSY et CATERINA SCAccIA, L’humour peut-il déconstruire les stéréotypes antisémites ? Ils sont partout de Yvan Attal 65 FRANÇOISE DEMOUGIN, Interculturel et transculturel : quand la littérature pour la jeunesse tombe dans le double piège de Narcisse et de l’autruche 81 AnnIE DESAULNIERS et JULIANE BERTRAnd, Mise en place d’un dispositif pédagogique pour aider à dépasser les stéréotypes des immigrants sur leur société d’accueil 93 JEAN-LOUIS DUMORTIER, Formation littéraire des enseignants et dialogue interculturel en Belgique francophone 103 FABRICE FRESSE et LUCIndA MORGAN, La diplomatie éducative transatlantique au service du développement des compétences interculturelles et professionnelles 119 HInd LAHMAMI, L’enseignement du texte littéraire à l’université : une consolidation du levier juif dans le paysage interculturel marocain 131 S. SEZA YILAncIOğLU, Hybridité culturelle chez Maïssa Bey 149 RADA TIRVASSEN, L’interculturel ou quand on apprend à la charrue à traîner les bœufs 159 MARÍA JOSÉ GÓMEZ-TORRES, Méthodes d’enseignement pour développer des compétences interculturelles à l’école inclusive 173 MARTINE CORNET, La représentation de la femme dans les romans naturalistes européens du XIXe siècle et sa place dans l’interculturalité : une question toujours d’actualité 185 AZUCENA HERNÁndEZ MARTÍN et MOHAMED CHAMSEddINE HABIB ALLAH, Étude comparative sur les attitudes des écoliers par rapport à l’arrivée des élèves migrants : multiculturalité ou interculturalité ? 195 SOPHIE GUERMÈS, La poésie, lieu de rencontre entre les cultures 217 KOffI GANYO AGBEFLE, Politiques linguistiques et culturelles en Afrique noire. Regards croisés sur la situation au Ghana et au Togo 231 DAgmAR REICHARDT, 750 anni dalla nascita di Dante Alighieri e oltre. Zone di contatto poetico e intersezionalità ibrida nelle traduzioni germanofone e neerlandesi della Divina Commedia 247 DARIO PROLA, Incontri, solitudini, fughe: il paradigma interculturale nella recente narrativa urbana polacca 267 Les auteurs 283 Viviane Devriésère1 Introduction La communication et la compréhension entre les différentes cultures ont été une priorité de l’Europe depuis le début de sa construction et, pour pro- mouvoir la compréhension entre les peuples et la paix, le dialogue intercul- turel s’est imposé comme essentiel dès le début. C’est ainsi que, dès 1954, la nécessité d’un apprentissage interculturel est soulignée par la Convention culturelle européenne ; une dizaine d’années plus tard, en 1963, naît l’Of- fice franco-allemand (OFAJ) destiné à permettre la rencontre de jeunes Français et des jeunes Allemands et à développer les relations entre eux. En 2003, l’interculturel est le sujet de la Déclaration d’Opatija. En 2005, les Chefs d’États d’Europe font entrer le dialogue interculturel dans leur Plan d’Action, lors de leur troisième Sommet. La même année, le dialogue interculturel prend une place centrale dans la Déclaration de Faro. En 2008, année européenne du dialogue interculturel, paraît le Livre blanc du Conseil de l’Europe, « Vivre ensemble dans l’égale dignité 2 ». En 2020, l’Europe se prépare à l’arrivée du nouveau programme Erasmus, programme qui verra son budget doubler ou tripler, à l’appel d’un Parlement européen convaincu de la nécessité de faire se rencontrer les Européens et d’ouvrir à l’international les mobilités et les partenariats, pour promouvoir la con- naissance de l’Autre et la paix. L’importance d’un programme fortement inclusif, touchant tous « les territoires ruraux et ultrapériphériques, les quar- tiers prioritaires, partout », « des nouveaux acteurs et des nouveaux publics » est soulignée par Laure Coudret-Laut, directrice de l’Agence Erasmus + France Éducation et Formation3. Rebekka Borsch, Secrétaire d’État à 1 ISFEC Aquitaine, Bordeaux. E-mail : <[email protected]>. 2 Conseil de l’Europe, Livre blanc sur le dialogue interculturel, <https://www.coe.int/t/ dg4/intercultural/source/white%20paper_final_revised_fr.pdf>, consulté le 12.12.2018. 3 Agence Erasmus + France Éducation et Formation, D’Erasmus + à Erasmus 2021 : le futur programme pour l’inclusion, l’insertion et l’innovation, <http://www.agence-erasmus.fr/docs/ 11 VIVIANE DEVRIÉSÈRE l’Éducation et à la Recherche en Norvège, affirme sa volonté de favoriser l’inclusion des plus éloignés de la mobilité 4. La Commission européen- ne réaffirme ainsi l’importance pour chacun de partir à la rencontre de l’Autre et la place centrale qu’auront ces échanges dans la formation des citoyens européens. Ce rapide rappel
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