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Date du début: 1 nov. 2015, Date de fin: 30 avr. 2018 PROJET  TERMINÉ 

INTEGR-ART (Integration & Arts) is aimed to create a strong network of educational cooperation between the 4 European municipalities of Rome, Badajoz, Évora and Paterna, enabling the exchange of good practices and improve the professional competencies of teachers who work with Gypsy-Roma children and families (but also of immigrant origin) at risk of exclusion. The project applies a methodology of socio-educational intervention through arts. We will carry out a practical and participatory project that will facilitate social cohesion, equality, citizenship and coexistence, favour lower absenteeism rates and implement techniques to improve students’ motivation for learning. INTEGR-ART promotes the exchange of training activities, pedagogical experiences, best practices and educational materials. The project invites to do a research on our cities and our personal realities through the implementation of performances of dance, theatre and music that will gravitate around the intercultural city in which we all live. Final multimedia products will be produced by children at pre-school and primary school level, during school and out-of-school hours. We will work with artists using innovative techniques to portray different eyes to reality. The produced documentary of will have the participation of around 800 children of the 4 municipalities. It will compare the children’ view of their cities with the their families and their teachers views and thoughts. The final product is going to reflect and deepen into the socio-cultural, affective, emotional and psychological problems of our (mainly Gipsy-Roma) children and their environments, and will help us to overcome their situations of conflict. A free access WIKI space will be developed (e-twinning) to foster the participation of the educational communities of the 4 municipalities. INTEGR-ART aims to: 1. Develop a proven methodology of intervention through art, which help the prevention of absenteeism, based on a serious and rigorous work that includes evaluating both process and results, in order to transform reality. Art-work is currently often used, but art-work requires the addition of reflection and a methodological process. That’s why we have added to the project 3 universities as partners, and the experience of the MUS-E methodology applied since 1999 by FYME, AM Portugal and MUS-E Rome. 2. Exchange experiences among partners and apply them in schools at risk of exclusion that work with ethnic minorities (principally Roma) in 4 municipalities: Paterna (Valencia), Badajoz, Evora and Rome. 3. Implement, based on a methodology of intervention through arts, a practical and participatory work in intercultural education that facilitates social cohesion and coexistence, and improves the motivation for learning of students who live in situations of discouragement, thus reducing problems of absenteeism. 4 Improve the training of educational professionals with new social work tools and techniques in the field of education, enhancing social cohesion and learning. The 3 participating universities support this activity. 5 Develop an inter-sectorial planning, since the project involves different school area responsibles (parents associations, management teams and teachers), universities, municipal authorities, autonomous public entities, educational associations, volunteers and future educational professionals (trainees of universities). There will be three trans-national meetings that include training, coordination and exchange of good practices activities (held in Badajoz-Evora, Paterna and Rome), which will be attended by members of all 12 participating partners. The training team will provide a specific and differentiated artistic, educational and social knowledge. The meetings will include actions of coordination, planning, monitoring and evaluation, and will count with the presence of all project partners and representatives of the local and regional educational communities. Educational professionals trained and informed in each municipality will reverse their learning to the community, and will collaborate in the realization of the planned performances and products produced by our mainly Gipsy children and their families at risk of exclusion.



11 Participants partenaires