| Summary: | Based on the data of a research conducted by researchers at Universities of Bologna and Genoa on history textbooks in Italian secondary school and in particular on the representation of Islàm in school texts, the essay focuses its attention on the strengths and weaknesses of one of the most important tools that the teacher uses to make history. The survey confirms the need and urgency to prevent and counter the easy tendencies to erect irremediable fences and contrasts, largely, starting from the manuals themselves, due to the repetition of inaccuracies, stereotypes and prejudices. The conclusions are aimed at a general reflection on the structure and use of manuals, on the approach to historical narration through the outcomes of global history and intercultural pedagogy from the point of view of both the skills of the teachers necessary for the conscious choice of the instrument and of the active participation and involvement of students in learning the discipline.
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