AN EDUCATIONAL EXPERIENCE OF CULTURAL TRANSPOSITION IN PRIMARY SCHOOL: PROBLEMS WITH VARIATION

Since several years, politicians, researchers and educators from different countries are debating on possible reasons for the success of Confucian area students in interactional assessment projects (such as PISA). Starting from the study of teaching practices developed in this East area, in Italy we developed an educational research based on the process of cultural transposition (Mellone & Ramploud, 2015). With this term we mean the process of change that develops considering two or more cultural-educational backgrounds with the aim to maintain their differences without “translating” them from one culture to another, but rather highlighting these in order to review their meaning process…