ResumenEn este artículo se describe un trabajo de investigación dirigido a analizar las percepciones que los docentes tienen acerca de la presencia del alumnado extranjero. Un estudio etnográfico realizado en la provincia almeriense ha puesto en evidencia la necesidad de trabajar en la prevención de prejuicios y estereotipos étnico-culturales en las aulas escolares. Los resultados etnográficos obtenidos permiten abrir un debate no sólo en el ámbito de la comunidad escolar, sino también en las propias administraciones responsables de ofrecer programas de sensibilización a la población en general y a la comunidad escolar en particular. Palabras clave: discurso docente, estereotipos, inmigración, prejuicios. Abstract. Inmigration in the classrooms: perjudiced perceptions of the teacherThis work shows a research directed to analyzing the perceptions that the teachers have about the presence of the foreign pupils in the school centers. An ethnographic study made in Almería has put in evidence the need to prevent the prejudices and ethnic-cultural stereotypes that exist in the school classrooms. The ethnographic results allow to carry out a debate not only in the school community, but also in the Administrations that are responsible of offering programs of sensitization to the population in general and to the school community in particular.

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The creation of laws regarding the linguistic integration of migrants has contributed to the change in Italian language teaching, which has had to adapt its materials and methodology to migrants. However, the specific case of refugees has not been specifically assessed, with the exception of experimentation with the Council of Europe toolkit for refugees. This paper aimed to study the linguistic integration of adult refugees in Italy by conducting an ethnography through participant observation and semi-structured interviews between Italian language teachers and refugees. The results of this work show both the teachers’ perceptions of the refugees’ linguistic integration and the refugees’ perceptions of linguistic integration practice. The conclusions highlight the need for more hours of Italian language courses as well as lessons based on specific integration needs. Moreover, this study emphasizes that the integration practice itself implies language learning. A final consideration is made concerning the current integration situation of refugees in Italy.

The goal of this article consists of learning about the importance of motivation and how to understand and to apply it in general terms, specifically in the field of education, with continuous reference to S. Kierkegaard's line of thought. Thus, it is connected to fundamental aspects such as ethical communication, which involves "reduplication", hope and love (most importantly) as privileged means, as well as the distinction between faith and knowledge.

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