Cultural Issues for Inclusion Erasmus Project

Project Title

Cultural Issues for Inclusion

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : School Exchange Partnerships

Project Call Year

This project’s Call Year is 2018

Project Topics

This project is related with these Project Topics: Early School Leaving / combating failure in education; Cultural heritage/European Year of Cultural Heritage; Inclusion – equity

Project Summary

Secondary School of Camarate is integrated in the Priority Educational Intervention Programme (TEIP). Our project intends to implement intervention actions in the school and in the community, oriented to: the inclusion of the students; the improvement of their academic course; fight school failure and early dropout; improve the transition from school to working life. The project is an opportunity to achieve some objectives that the school aims, as it allows the knowledge of other realities, exchange of experiences and sharing of experiences and values. In an Europe that is intended to be inclusive and with an increasing migrant population, especially in the countries of the South, it is intended to: strengthen transnational networks for the sharing of inclusive ideas, practices and methods; mobilize the Cultural and Intangible Heritage as promoter of Inclusion and develop strategies that allow intercultural dialogue, developing in students the feeling of belonging as a citizen with rights and duties in the European context.
The project integrates five schools of regular and professional education in Portugal, Italy, Turkey, Spain and Lithuania. The age of the participating students is between 14-19 years. Staff and teachers from multidisciplinary groups will participate. It has partner entities such as ISCTE(Lisbon University Institute), Ceramics Institute and respective local authorities.
The six planned flows were designed according the objectives of the project, having as structuring bases the Cultural Patrimony as a triggering element of the actions to be developed. -1st flow, “Culture and Inclusion in a migrant society” intends to establish common procedures, build the first learning tools and assess the viability of initial planning; – 2nd flow, “Look at me and tell me what you see!”, is about knowing aspects of the history and culture of the participating countries. It is intended that each country has a more real perspective of how it is seen by the partners, demystifying stereotypes; -3rd flow, “Languages and Literatures, Oral and Intangible Heritage” will be made a linguistic project based on the oral and intangible heritage of each country, shared on digital platforms. During the mobility, the partners will do their presentations using digital tools and platforms and building an educational game; 4th flow, “Festivals and traditions allied to the gastronomy” will be gathered information about festivals and typical gastronomic traditions of each country and its origin. The students present to the school community a typical dish of their country and from the countries where some migrant students come from. In this flow, partner countries should be accompanied by one or more typical ingredients to make a traditional dinner; 5th flow, “Art, History and Built Heritage”, a selection of information about the country of origin will be collected for four topics: a) gastronomy, b) music, c) sport and d) monuments. This collection will be worked in stages and its aim is the creation of a story about the culture of each of the partners. The presentation of the works will be carried out in podcast, videos and photographs and performed in a cultural peddy-paper; -6th flow “One World, Many Languages and Many Peoples”, each country search for relevant built heritage researching the areas of origin of some migrant students, as well as other forms of Art. A Brainstorming contest will be performed as well a cultural fair.
The methodologies used allow continual monitoring of the evolution of the project. Several evaluation tools will be used: a) opinion questionnaire; b) grids of school results; c) collection of evidence in the minutes of the class council; d) application of a satisfaction / evaluation questionnaire to the participants in the flows; e) creation of a logbook to monitor the activities and results of the process; f) accounting for pedagogical tools and didactic resources produced. Opinion questionnaires are applied at the beginning and end of the project and in the course of each mobility. Process evaluation is done between coordinators and participants at the end of each flow.
The dissemination of the project involves: a) the holding of a series of conferences on the theme “Culture and Inclusion”, with researchers from ISCTE-IUL, with studies in the area of integration and social intervention; presentation of the project and results achieved; c) fair and cultural moment as a show of learning; d) use of the platforms: Etwinning, School Education Gateway or the Erasmus + Project Results Platform; school newsletter, project’s Web page, School Library Network and city halls e) publish an e-book with the produced materials and the critical thinking carried out, that will serve as reference of good practices.
As potential longer term benefits, the strategies and materials produced in the project will be used to change the way foreign students are welcome and integrated towards effective inclusion.

Project Website

https://twinspace.etwinning.net/78778/home

EU Grant (Eur)

Funding of the project from EU: 148287,5 Eur

Project Coordinator

Escola Secundária de Camarate & Country: PT

Project Partners

• Istituto statale di istruzione secondaria superiore ” A. Damiani”
• Ali Caglar Anadolu Lisesi
• Sakiu rajono Lekeciu mokykla – daugiafunkcis centras
• CIFP PAU CASESNOVES