Interculturals and inclusions pedagogical strategies in primary school, in Italy: a systematic analysis of the literature

This paper aims at building a state-of-the art pedagogical strategies to adopt in primary school to promote the inclusion of pupils from migration backgrounds, according to an intercultural approach. This framework, in fact, is currently missing, despite a flourishing scientific production in this regard. This work analyzes contributions from different areas of publication, selected based on rigorous procedure and which document experiences gained, actually, in primary school; these contributions are analyzed on the basis of the applied teaching strategies. A heterogeneity of document teaching strategies emerges from the review; these reveal the choice of a didactics that starts from a situational planning and has its core a reflection on the stories and needs of the students; it is active teaching that goes beyond the traditional classroom space model and demonstrates trust in collaborative learning.