This study explores the importance attributed within the "150-hour courses" to linguistic education as a tool for political empowerment and social inclusion, drawing on the reflections of Tullio de Mauro on the teaching of the Italian language, idiomatic multilingualism, and critique of traditional linguistic pedagogy. Through archival material and autobiographical testimonies, the aim is to highlight an approach to teaching Italian that emphasizes orality and the pre-existing linguistic skills of workers, using innovative methods based on discussion, autobiography, group work, and the critical use of newspaper. The experiences described reflect a pedagogical approach that foregrounds contextualized linguistic practice and a participatory culture, with the goal of going beyond mere fulfillment of compulsory schooling and promoting real cultural and social advancement for course participants.