Resumen de The new paths of hatred: A pedagogical perspective for a conscious and planetary citizenship
The paper intends to dwell on the dramatic diffusion of hate speech and offer pedagogical reflections, which can be preparatory to the educational planning of social and curricular paths, which foster a real sharing of differences, a conditio sine qua non to counter all forms of violence and encourage an intercultural practice. Indeed, the Covid-19 pandemic has globally exacerbated the phenomenon of hate speech above all towards minorities, which mostly translates into rampant violence on the Internet. The map drawn up by Vox - Italian Observatory on Rights - shows how online hatred, in the second year of the pandemic emergency, has radicalized itself mainly towards minorities: people with disabilities, Muslims, working women (Paiano, 2023). Although there is no binding legal definition at European level, the phenomenon is increasingly the subject to concern (Santerini, 2021) and according to the Council of Europe, with Recommendation No. 20 of 1997, consists of: "Any form of expression intended to disseminate, incite, promote or justify racial hatred, xenophobia, anti-Semitism or other forms of hatred based on intolerance, including that intended to promote aggressive forms of nationalism and ethnocentrism, discrimination and hostility towards minorities, immigrants and people of foreign origin". Indeed, hostility towards the individual can be powerful but, beyond the partial and subjective reactions, surveys demonstrate that environment and educational methods play a strategic role in the reworking of perceptions and in the settling of final evaluations. According to numerous studies, the division between "us" and "them" therefore depends both on a biological predisposition and on the experiences that individuals live and on the places in which they occur (Santerini, 2021). The spreading of the Internet and the expansion of social media have changed the very idea of public discussion (Bortone, Cerquozzi, 2017) in which not only the subjects responsible for producing the information (e.g. newspapers, publishers) operate, but also non-professionals who generate informal sources of information and, responsibly or not, share discriminatory content full of violence against specific categories of people (Habermas, 2005). Surveys carried out by numerous civil society associations, in collaboration with universities and research centres, have monitored representative websites for online hate speech: the rising feature is the aptitude for conveying millions of racist or xenophobic expressions in a few seconds as a result of news events that periodically fuel hatred (Ziccardi, 2016). As a consequence, it is essential to strengthen educational strategies aimed at developing actions for supporting peaceful coexistence, by working on the justifications that violent subjects invoke (Biffi, Macinai, 2019). In this regard, the main educational agencies such as school and family represent ideal spaces for co-constructing attitudes and rules that reinforce conscious behaviors that condemn violence by promoting self-knowledge and self-regulation of feelings and thoughts and avoiding victimization (Fiorucci, 2019). Systematic awareness and training campaigns for Internet users are needed (Bortone, Cerquozzi, 2017) in order to develop education in the digital world (digital literacy) and interrupt the spiral of violence that spreads rapidly on virtual tracks: an example is the Emore project (monitoring and reporting online hate speech in Europe), coordinated in Italy by the IDOS study and research center (www.emoreproject.eu), involving various countries in order to increase knowledge on the subject of hate speech. School is the ideal place to determine "the issue of hatred as a priority of contemporary educational agend", for the purpose of reflecting on epistemological categories such as inclusion and intercultural and to develop good practices (Paiano, 2023) that strengthen citizenship education and allow the peaceful coexistence of differences, with a view to a curricular project of civic education
