Picturebooks, Citizenship and Critical Curriculum

Abstract

The picturebook represents in contemporary pedagogical literature an instrument of symbolic mediation for building active citizenship competences (UNESCO, 2014; UN General Assembly, 1989). The text in its visual-verbal form, analysed by Terrusi (2012, 2017) and the Hamelin group (2012), generates cognitive and affective processes that educate toward multiperspectivity, intercultural empathy and collective responsibility. The essay investigates its potential through authors of international illustrated literature such as Lionni (1963, 1967), Alemagna (2014, 2020), Lee (2008, 2012), Tan (2008) and Wiesner (1991, 2006), demonstrating coherence between narrative and visual choices and global citizenship education (IEA, 2018; UNESCO, 2017). The analysis points toward a didactic-laboratory model grounded in the integration of shared reading, philosophy for children and artistic activities inspired by Munari (Restelli, 2002), fully consistent with current national regulatory frameworks (MIUR, 2012, 2024) and the objectives of the 2030 Agenda.