Suchergebnisse

[ES] A pesar del interés por la interculturalidad como una prioridad en la Unión Europea, el desarrollo de las competencias interculturales las y habilidades en los procesos de aprendizaje para toda la vida aún no se ha logrado. De acuerdo con un estudio de ERICarts, para avanzar hacia una estrategia para el diálogo intercultural, los principales cambios de paradigma todavían están por desarrollarse. Especialmente en el campo de la educación, es necesario pasar de los cánones tradicionales para abrir procesos de interacción creativa y construir puentes interculturales mediante el desarrollo de habilidades y competencias a través de programas educativos y canales tecnológicos relacionados con los medios sociales. El objetivo de este trabajo es identificar y valorizar las mejores prácticas de los dos proyectos del Programa LifeLongLearning de la Unión Europea (MIH y EHISTO) que se centraron en el desarrollo de habilidades y competencias en la educación intercultural. El equipo involucrado en este trabajo tiene el propósito de desarrollar una red autosostenible, en torno a un ecosistema tecnológico que apoye el fomento de la innovación metodológica, el conocimiento abierto y el intercambio de experiencias y buenas prácticas, tanto en el contexto del aula como en el de las políticas educativas, así como hasta tres iteraciones de un programa de aprendizaje intercultural, como parte de una estrategia de promoción del aprendizaje intercultural en la educación. Esto también incluye el diálogo político, encaminado a elevar el interés de las autoridades educativas y la promoción de su participación. ; [EN] Despite the interest of interculturality as a priority in the EU, the development of intercultural competences and skills on lifelong learning processes has yet to be achieved. According to an ERICarts study, to move towards a strategy for intercultural dialogue, main changes of paradigm still need to take place. Particularly in the field of education, it is necessary to move from traditional canons to open processes of creative interaction and build bridges by developing intercultural skills and competences through educational and media programmes. The aim of this paper is to identify and valorize the best practices of two LLP projects (MIH and EHISTO) that focused on the development of intercultural skills and competencies in education. The team involved in this paper will implement a self sustainable network, centred around a technological ecosystem that will support the promotion of methodological innovation, open knowledge and sharing of experiences and good practices, both in classroom and policy contexts, as so as three iterations of an intercultural learning programme, as part of a strategy of promoting intercultural learning in education. This will also include policy dialogues, aimed at raising the interest of educational authorities and promoting their involvement.

[EN] Throughout the European Union, there is a particular need for practices that would provide educators with the devices necessary to create civic engagement locally and supra-nationally responsive. The INGAME project focuses on enhancing the acquisition of social and civic competences, fostering knowledge, understanding and ownership of values and fundamental rights with a strong focus on online games and digital skills for the development of civic literacy and skills of young adults. It is placed under the Erasmus + KA3 Social inclusion and common values: the contribution in education and training.

[EN] EHISTO (European history crossroads as pathways to intercultural and media education) is concerned with the mediation of history in popular (science) media and the question of social and political responsibility of journalists and other mediators of history, especially teachers, in the field of commercial presentation of history. The project responds to the increasing significance of a commercialised mediation of history within the public historical culture and reflects the fact that these representations, which do not always meet the EU standards for history education, can have a lasting impact on the young generation's understanding of history. Using the example of popular history magazines, the project shall, besides the necessary basic research, develop didactically reflected materials for both history education in school as well as initial and in-service teacher training. On one hand enable a media-critical examination of history magazines and on the other hand, by working with the history magazines, the project addresses itself to popular interpretations of history from the participating countries and reflects their similarities and differences in European cultures of remembrance. Therefore, this approach not only trains mediacritical competences but furthermore enables a multi-perspective and comparative access to history. The project EHISTO will last two years and is funded by the EU Lifelong Learning Programme with about 300,000 euros. Partners from six European nations take part in the project.

[EN] Religious and cultural diversity are today more than ever a critical and political challenge as the recent emergencies related to geo-political and economical global transformations clearly show. European countries are concerned by a big immigration flow that demands an educational effort in order to foster the mutual understanding and integration. According to Toledo guiding principles, IERS project meets the needs of an innovative approach in teaching about religions and beliefs at school by providing teachers of humanistic disciplines with new tools that help teachers and pupils to plunge deeper into religions and cultures of non-european countries, as well as raising the knowledge of the religious traditions that contributed to the common European cultural Identity, promoting it in the best way suited for encourage intra -and extra- European cultural dialogue attitudes. The Project aims to support the development of social, civic and intercultural transversal key competences by educating towards a positive understanding of cultural and religious differences, a readiness to engage in dialogue and to avoid or manage conflicts. By encouraging teachers and pupils to expose themselves to the differences and commonalities of religious topics, it promotes also the values of democracy, equality and human rights as it deals with social and civic dimensions of both intercultural and interreligious dialogue. The project will involve high school in-service teachers by developing a complete set of didactical tools and training experiences. The results will be: 1. A baseline study which analyzes the actual situation of teaching about religions throughout Europe; 2. New innovative didactic tools such as Multimedia Digital Modules to be used in classroom activities, accompanied by a Handbook with didactical guidelines for teachers. 3. Teacher support activities (virtual community, training activities, developing of didactical projects to apply in classroom).