Educational provisions in Second Reception Communities for Unaccompanied Foreign Minors: what is the value of intercultural perspective in theorical references and educative practices? Results from a qualitative research in Emilia-Romagna

The chapter focus on the second reception daily educative practices for unaccompanied foreign children, which are minors coming from different and disadvantaged parts of the world. The majority of them are male who came to different countries (including Italy) where they are perceived as This is the most synthetic identikit of a very complex reality. Even if it is not a new phenomenon, it is also true that it has increased in the last few years. The qualitative research project was realized in Emilia-Romagna, Italy. This qualitative research wanted to deepen know unaccompanied foreign reality starting from the point of view of those who daily work with them: educators and coordinators of second communities. The principal objective was to understand their educative practices in Emilia-Romagna. The focus was on the way in which these practitioners wanted to share their experiences and expertise. Therefore, the analysis focused on the representations and reflections of the participants.