Born in Acarigua, Venezuela, on 25 May 1959, he graduated in Philosophy in 1992, summa cum laude, with his thesis on General Epistemology and Pedagogical Epistemology awarded the distinction of publication, at the University of Catania. He obtained a PhD in Models of Education, Theoretical Analysis and Comparative Studies in 2000 from the University of Calabria in Cosenza. He worked as an archivist in the State Archives and, since 2005, has been an Associate Professor of General Pedagogy in the Department of Education, Cultural Heritage and Tourism.

His teaching and research focus on the theoretical, historical and comparative study of educational and formative models in contemporary society, with particular attention to the cultural and pedagogical transformations taking place in multicultural societies. Within this framework, the transcultural approach serves as the primary interpretative lens through which to investigate processes of cultural hybridisation, cross-cultural exchange and mutual re-elaboration, challenging essentialist conceptions of identity and perspectives firmly rooted in Eurocentric paradigms.

A central strand of his research explores the contribution of cultural, postcolonial and decolonial studies to the understanding of educational phenomena and their historical, anthropological, epistemological and pedagogical implications. Particular emphasis is placed on the analysis of narratives as means of constructing, transmitting and transforming knowledge, memories and identities, ranging from cinema and the visual arts to literature and the oral tradition of folktales. These forms of expression constitute privileged spaces for encounters between imaginaries, experiences and cultural heritages, with the potential to foster intercultural dialogue, active citizenship and educational inclusion.

His research also seeks to develop pedagogical perspectives grounded in care, the recognition of differences and the overcoming of disciplinary boundaries and exclusively Eurocentric paradigms. The aim is to contribute to the development of educational and formative models capable of responding to the complexity of contemporary societies by valuing the plurality of knowledge systems, forms of belonging and lived experiences.

In terms of educational practice, this approach translates into the design and implementation of transcultural education programmes and active citizenship initiatives developed in dialogue with local communities and territories. These initiatives employ participatory and workshop-based methodologies, including narrative and autobiographical writing, the collection and interpretation of life stories, and audiovisual production through filmmaking practices. The experiential and collaborative dimension thus becomes an integral part of pedagogical research, fostering participation, reflexivity and the collaborative construction of meaning.

Since 2022, he has been a co-founder and co-editor of the journal Transculturale. Passaggi tra scienze, pratiche di trasformazione (Transcultural. Crossings between Sciences and Practices of Transformation).