Finding European Identity through Education and Intercultural Dialogue between European Citizens
2018-1-PL01-KA229-050799_6
Perioada de desfășurare : 1.09.2018-28.02.2021
By presenting cultural aspects we would like to strengthen the potential of our school by taking part in an international and multicultural dialogue. The Polish school (coordinator) and all partner schools are active to promote mutual European values, share ideas, gain knowledge and establish effective cooperation between schools in Europe. Cultural heritage, education and students’ engagement are the factors that European teachers may use to create the dialogue of different voices but with the common aim.Our motivation has focused on discovering European identity, and on the idea of sharing, searching and comparing an innovative approach to educational process, working methods and building relations with community. We aim at creating active and socially engaged community.
The results of discussions and surveys in the last two years showed great students’ and parents interest in English language acquisition and acquiring knowledge about cultural aspects of Polish and European heritage. This is the group of 85% Polish respondents. Similar figures apply to European partners that strive to find ways of incorporating all students into the common aim of finding their identities. The goal is to enable success for all students, opening the door for less and more gifted, to migrants and native citizens, those with learning obstacles and from deprived areas, to students of different interests in order to communicate and collaborate. In Spain there are around 50 different nationalities in school, which means that 37% of students come from abroad. In case of Portugal, these are not only students of foreign ex colonies background ( 8% ) but also 4 % of Gypsy students.Italian school has also perceived the tendency of new inflows of foreigners as according to the latest figures (January 2017) the most relevant citizenships were Morocco, Albania, China, Ukraine and Philippines. About thirty of Polish students may be called social or Euro-orphans, their parents have migrated to other cities and countries. Many Polish students suffer from family problems, here it concerns the group of 60 students, in Romania -90.Consequently, we have been looking for new ideas and solutions to respond to the needs of students who face learning problems (Poland-18%, Spain-11%, Lithuania, Italy and Portugal- 7%, Romania-15%) as well as social and emotional ones.Romania works with students from deprived areas (15%) and with learning difficulties (15%) and their families on decreasing the feeling of marginalization and exclusion, increasing the adaptability and socio-school integration capacity, enhancing relationship, reducing negative behavior and attitudes and decreasing the number of absences. Social support and direct help is also Lithuanian school’s aim is to work on lack of motivation and identity, even early school leaving. 6% of students have social problems and they have to attend activities organized by a social worker.