Chairs:

• Andrea Gratteri andrea.gratteri@unipv.it
• Silvia Illari silvia.illari@unipv.it
• Caterina Severino caterina.severino@sciencespo-aix.fr
• Carolina Simoncini carolina.simoncini@univ-lyon3.fr
• Giuseppe Polizzi gpolizzi@ucm.es

The strengthening of constitutional democracies requires not only institutional reforms, but also a sustained commitment to building a shared civic culture capable of upholding, over time, the fundamental values of the democratic order. In this context, compulsory schooling represents a privileged space: it is there that the civic consciousness of new generations is shaped, the basic principles of democratic coexistence are transmitted, and the resilience of constitutional systems is often measured—silently yet profoundly. The definition of school curricula, in particular, lies at the crossroads of the neutrality of public education, educational freedom, constitutional constraints, and the demands of social cohesion.

In an era marked by a plurality of identities and increasing attention to cultural rights and claims for recognition, the question of the legitimacy—and, in some cases, the necessity—of including certain contents in compulsory school curricula raises far-reaching legal questions. The seminar aims to explore these issues from a constitutional and comparative perspective, in light of international human rights protection systems and the normative and jurisprudential experiences of democratic states. Particular attention will be paid to the tensions between the active promotion of democratic values and respect for cultural, religious, and identity diversity.cos. Se prestará especial atención a las tensiones entre la promoción activa de los valores democráticos y el respeto a la diversidad cultural, religiosa y de identidad.