viale Mariri della Libertà 12
61045 Pergola PU Italia
http://scuole.provincia.ps.it/ic.pergola
e-mail: ic.pergola@scuole.provincia.ps.it
• Istituto Comprensivo Statale "D. Alighieri"
via Pietro nennisn
61047 San Lorenzo in Campo (PU) Italia
http://www.sanlorenzoincampo.it/
e-mail: ic.sanlorenzo@provincia.ps.it
• Nachalno uchilishte “Sv. Sofronii Vrachanski”
Ul. Stoyan Kyaluchev 2 - Vratsa - BULGARIA
Tel: 359 92656665 – 359888567847
e-mail: sofronii@m-real.net
• Druga osnovna sola Slovenj Gradec
Kopaliska, 29 – 2380 – Slovenj Gradec – SLOVENIA
http://www.druga-os-sg.si/
e-mail: group1.ossgii@guest.arnes.si
• Casa dei Bambini S.A.
Carter Bellpuig 8-10 – 17007 – Girona - SPAIN
www.bambini-montjuic.com
e-mail: bambini_comenius@hotmail.com
• Gazi Ilkogretim Okulu
Deniz Abdal Mh. Necip Asim Sk. 29 – Capa / Fatih
34080 – Istanbul – TURKEY
http://www.fatihgazi.com/
e-mail: fatihgazi@hotmail.com
• Agrupamento de Escolas de Samora Correia –
escola basica
dos 2° e 3° ciclos prof. Joao Fernandes Pratas
Bairro das Acacias – 2135-236 Samora Correia – Lisboa - PORTUGAL
http://www.a-e-s-c.info/
e-mail : info@eps-prof-j-fernandes-pratas.rcts.pt
ISTITUTO COMPRENSIVO STATALE “G. BINOTTI” – PERGOLA (ITALY)
a)The area in which our institute is located can be considered disadvantaged because of its
insufficiently developed socioeconomic and cultural conditions. During the last school years lots of
migrant students, mainly coming from Eastern European countries came to our school without the
least knowledge of our language. In order to solve this problem our institute planned special
courses of Italian language for foreign students. Moreover our institute plans courses of Italian
language and culture for foreign citizens. For these reasons and for some other important
characteristics, our institute has become one of the so-called “intercultural centres” of our area. As
a matter of fact it’s got lots of didactic materials/instruments for foreigner students, such as –
information issues in different languages about how the Italian school works; texts about how our
immigrant students’ schools work; forms written in many languages for the communication among
families and school; dictionaries and books about intercultural themes (for children and teachers).
In our school pupils with special needs attend their lessons with the other children and, according
to their own specific problems, each one of them is helped at school by a specialized teacher for
some hours a week.
Our school curricula always include activities aimed at the integration of all students and at the
respect/appreciation of differences.
b) To promote the cooperation among schools of different European countries; to deepen the
knowledge of other languages and cultures/school systems; to develop the European dimension of
teaching; to develop the usage of the ICT; to overcome prejudices and stereotypes about other
cultures.
ISTITUTO COMPRENSIVO STATALE “D. Alighieri” – SAN LORENZO IN CAMPO (ITALY)
The Istituto Comprensivo of San Lorenzo in Campo and Fratterosa gathers users of an area that
includes the chief towns and the territory of the two communes.
The population of San Lorenzo in Campo is about 3000 inhabitants, with tendency to an increase
due to job offers in manufacture, commercial enterprises and to immigration.
It is important the presence of industry and handicraft, especially in the engineering sector as well
as a traditionally flourishing agriculture.
The commune of Fratterosa has about a thousand inhabitants; the number of them is stable
because immigration covers the heavy fall of births. The productive reality of the territory is
characterised by small family factories.
The territory has been destination of a steady migratory flow for several years, especially of
people coming from East Europe and North Africa. Our classes show a mixed composition because
of the geographical origin of the students which frequently varies, also often during the school
year. 13 % of the school population is represented by extra- community students.
This dynamic situation is often a starting point and a source of enrichment, of spur, but sometimes
it causes problems of integration.
Students are distributed in the six schools complexes. There is not the presence of a cultural
mediator.
The institution wants to take part in European activities:
-To promote co-operations among schools of different European countries;
-To deepen the knowledge of other cultures, languages and national education systems;
-To carry out an innovative didactic course, in which knowledge is strictly linked with one’s
planning creativeness and operative ability, through the use of means, instruments and languages
of the scientific education and those of the new technologies of information and communication
(ICT);
-To involve and sensitize the whole school and local communities about an intercultural way of
thinking.
DRUGA OSNOVNA ŠOLA SLOVENJ GRADEC SLOVENIA:
We are a mid-size school operating in a small town Slovenj Gradec. We are the first newly-built
We are a mid-size school operating in a small town Slovenj Gradec. We are the first newly-built
school in Slovenia as an independent country, so we are only 16 years old but nevertheless quite
experienced and very well trained.
The area where our institution operates is due to the unfavourable road links remote from the
centre of our country. This represents an obstacle for our pupils to be involved in various
activities. As a school we do our best to offer as much as possible also to the pupils who for the
socio-economic reasons have fewer opportunities for their personal development.
Due to the process of integration, which has been in progress for the last few years in our school
system, there are many pupils at our school with lower abilities, certain disabilities, those in need
for a special treatment.
Our pupils mainly come from lower social classes, due to a high percentage of unemployment they
live in unfavourable circumstances.
Our school has been involved in quite some international activities – every year our pupils take
part in Olympic Games for pupils (we’ve organised them once), we have been in a Comenius
project, we take part In T.E.M.A., our teachers have made a trip to the USA and visited some
schools there.
CASA DEI BAMBINI S.A. SPAIN:
We’re a private centre and we don’t have problems of migration. The socio-cultural level of the
town is middle-high.
Our school is located in a mountain, so the nearby is very quiet.
We are just about 100 km. from Barcelona, near the Mediterranean Sea and the Pyrenees.
We’ve students from different parts of Europe and Spain, so we’re very interested on being in
touch with other European institutions. We try to educate our students giving them an open view
of the world and to allow them to know other cultures. We’d also like to interchange different
opinions and learn from different schools.
NACHALNO UCHILISHTE “SV. SOFRONII VRACHANSKI” BULGARIA:
The Bulgarian school is in the town of Vratsa, which is situated in the North-west of Bulgaria. It is
a region with lots of socio-economical problems, a high percantage of unemploiment and low
social status of the population. Because of this fact lots of people are urged to emmigrate abroad
and their childre remain here and suffer from the lack of the parents. Although rarely there is
another extreme – the parents who are too busy employ private teachers for their children. Thi
narrows the contacts of the children which they need to grow up as a personality capable to adapt
to the requirements of the modern time.
All these circumstances mativate us to varify the activities of the children at school and to
maintain it as an attractive place for pupils, parents and even for the local community.
Our school is almost 100 years old but it develops as an elite educational institution of European
type. The mission we fulfil is relisation of a model for primary school education according to the
modern understanding for school. Pur strategy is coordination of all the factors to create optimum
conditions for development and education.
The interest of the pupils and their desire to look for new knowledge made us stay in touch with
our partners. We got acquainted with their activities so far. We shared our ideas and views and
express our desire to rejoin the team. The enthusiasm of our colleagues and pupils and the desire
for constant communication are the things to make us so ambitious.
We would like to involve as many pupils as possible in team activities which can develop their
knowledge, feelings and values as citizens of united Europe. We would like to increase their
awareness of the culture and traditions of the other nations and at the same time to preserve the
unique characteristic features of each country. With the help of out pupils we would like t? show
our culture and traditions to other nations. We want to establish the common European values
such as tolerance and understanding.
Our desire to start a Comenius project is great. Through it we would like to achieve some priorities
and objectives:
•To make the children aware of the foreign countries, cultures, way of thinking and life which will
help them to understand the others and appreciate them highly
•To find new friends, to communicate with them and to meet them which will motivate them to
learn foreign languages
•To increase the motivation, self-confidence and abilities of the pupils and teachers
•To involve the parents in the process of European integration
•To create optimum conditions for the children through coordination of all the factors
•To increase the quality of the educational process through new creative activities
•To disseminate the European educational experience in our region and motivate other schools get
involved in project activities.
GAZI PRIMARY SCHOOL TURKEY:
a)We haven’t any specific context. We are in the centre of ?stanbul and our students are normal.
b)We want to take part in that cooperation, because we want to share our culture , our different
features to other countries and we want to learn them. We believe that if we and all countries
know each other ,the problem in the world will be solved. If we know and love each other we can’t
injure each other. Moreover we believe that if we know many people,culture and other things from
different places we can improve ourselves and our world.
ESCOLA BÁSICA DOS 2º E 3º CICLOS PROF. JOÃO FERNANDES PRATAS PORTUGAL:
The school is located in a suburban area, where agriculture has for long been the predominant
economical activity. However, there are now several industrial companies which employ a
significant number of people. With easy access, both by public transports and nearby highways, to
Lisbon, there are also many people who live in Samora Correia and commute to the capital city of
Portugal.
Over the last years there has been an increase of population due to immigrants coming, mainly,
from Eastern Europe countries (Bulgaria, Romania, Moldavia, and Ukraine), and also from African
countries.
The gipsy community is also quite significant.
The area benefits from its proximity of Lisbon, and easy access to social and cultural services.
Nevertheless, many people don’t often take advantage of this proximity, and have no access to
cultural and artistic events, as well as opportunities for further education. This often results in
social exclusion.
European cooperation is expected to develop critical cultural awareness, as well as intercultural
dialogue and competences. The contact with otherness, in the European context defined by ‘unity
in diversity’, should foster curiosity over other ways of living and perceiving the world around us,
as well as allow for questioning one’s cultural assumptions and co-constructing more complex and
richer identities. A sense of European citizenship is also expected to be developed through
international cooperation, which aims, also, at educating for critical, participative, creative and
global citizenship.
