Listening to Communicate. For an embodied, plural, intercultural educational relationship

The paper aims to analyse a being facing and a being in relationship by listening to the other basic element for communication and educational methods that can outline an approach to knowledge that takes into account the learning processes as result of communicative relationships. This takes the form of a plural, situated and embodied educational relationship according to a phenomenological perspective and a conception of the body understood as a cognitive, affective and relational device. The reflection also aims to investigate the need for educational processes and actions that can measure themselves against complexities of a systemic approach requiring an effective communication, of a relationship that nourishes growth by creating space for intercultural pluralities, which allow differences to dialogue (Arendt, 2006), where meeting and getting to know each other imply a global vision, marked by mutual respect and debate, not an epistemology of mastery and control.