A careful analysis of our peers behavior demonstrates that aggression, violence and selfishness have become "favorite" behaviors, developed since childhood. Eradication of this phenomenon became possible only through education, which learn you to know and to do, but also learn you to be and to live together with others, to properly manage your relationship with otherness, to relate appropriately to a social and school "mosaic" reality in which diversity should be seen as a source of personal development, and not as a source of conflict. In this context, the competence profile of teachers has to be completed with a set of values, attitudes and beliefs subsumed to the intercultural competence. All these enable an effective communication and relationship with otherness, an appropriate management of cultural diversity and become "tools" for a proper management and prevention of school violence. In this study, we intend to demonstrate that, through the maximum valorification of the intercultural competences and through a systematically cultivation of the intercultural competences circumscribed to the intercultural education - openness to the other, tolerance, respect for diversity, teachers can make the differences between students which are often causes of violent behavior, the sources of individual and group development.
