Today’s migrations constitute a structural change of contemporary society, they manifest the signs of the transformations of the world geopolitical order, the dynamics of globalization and the effects that it is producing on society (Sassen, 2014; Geiselberger, 2017; Bauman, 2017; Latour, 2017). The world is changing profoundly and at the same time the tools to read society are changing: globalization and the development of new technologies have creat-ed interconnections and interdependencies that question self-referential and ethnocentric con-ceptual categories. In this perspective, global migration and increasing mobility to Europe make the analysis of social inclusion processes very relevant in relation to the responses that educational systems offer. It is no longer just a question of accepting temporary migrations, but of learning to build together and to inhabit a common space in view of lasting settlements (Latour, 2017). This change leads to a radical review of the school’s monocultural para-digm, to rethink the organizational structures, the pedagogical project and its curricular ma-trices. The epochal change of recent decades leads to assume a new vision in which the school is called to deal with the transformations that cross the global society and with the re-surgence of the anthropological condition of homo migrans, moving from one side of the globe to the other, through physical and/or telematic infrastructures, which leads to redefine the contents of social citizenship in a planetary perspective. This vision supports and makes even more urgent the project of «Intercultural education» which, still improperly associated with the governance of migratory flows and the school inclusion of immigrant pupils, repre-sents an opportunity for cultural renewal for society as a whole. In this context, the article aims to define the characteristics of intercultural education and, starting from the analysis of the school inclusion practices for pupils with a migratory background, to focus on the skills and professionalism which are necessary to address the plurality of educational needs in Ital-ian school in order to promote diversity.
Keywords: diversity; integration; interculture; migration; school inclusion.