The article addresses the theme of education the respect of differences from the didactic perspective of the school curriculum. The basic questions are: how schools educate to respect differences; how schools transform into teaching practice one of the most urgent priorities of national and international policies, but also, one of the most ethically complex and easily exploitable topics - from the ideological point of view - of the last years?
The article starts by clarifying some terms in question and describes the priority character that education the respect of differences assumes in the most recent na-tional and international intervention policies (Law 15/10/2013, No. 119, UNESCO, 2016; OECD, 2017). After having sketched the current scenario of the c.d. ‘Gender mainstreming’ (UN, 1995; EIGE, 2016; Moser & Moser, 2005), two documents will be focused - the recent ‘MIUR Guidelines’ (2017) and the UNESCO Recom-mendation ‘Connect with respect’ (2016) - which offer concrete indications to work of managers and teachers (Salisburry & Riddeil, 2000; Wrigley, 2003; Laza-rus Stewart, 2015).-The work enters then into the specifics of the respect of differences ‘teaching making’, describing the work of elaborating and implementing a possible school curriculum (He et al., 2015). Resuming the complex construct of ‘curriculum’ (Scurati, 1997, 2008; Perla, 2014) and welcoming the cues offered by the most re-cent curriculum studies (He et al., 2015; Krindel et al., 2010), attention will be fo-cused on the design and the first outcomes of a collaborative research-formation, ‘We choose non-violence’, at the University of Bari and aimed at deriving possible constants in the work of curriculation, on the specific level of interdisciplinary in-terventions.
The aim is to suggest to the didactic research some evidence based discussion contents in order to corroborate or refute the sometimes surreptitious statements (Peeters, 2012) on the topic; to schools, educational and didactic intervention crite-ria consistent with general policies, scientifically founded but above all humanly useful.