As part of the “The more attention, the less problem” project within the Erasmus+ programme KA1- Mobility project for school education staff, a group of 12 Turkish teachers stayed in Palermo, Italy from the 26th of January to the 5th of February.
The group has come to Palermo in order to study the Italian educational system and how it manages the social integration of people coming from disadvantaged communities (disabled people, foreigners, migrants, or persons with special needs) in the schools and in several social centers, so that they can make a comparison with the Turkish system and apply new methodologies back in their own school.
The week started with a visit of the CESIE office, where the teachers have witnessed a presentation of CESIE’s experience in the field of non-formal education towards the disadvantaged communities. Two projects involving young migrants have been presented (SUNIA GEEL 2 and JOB YES). Then, the group has participated in a session of the reciprocal maieutic approach created by Danilo Dolci, a first idea of how CESIE works with those communities. The group has been visiting different schools (the artistic high school Ragusa e Kiyohara and the musical high school Regina Margherita), and they also benefited from the intervention of a teacher and the school dropout manager of the technical high school Alessandro Volta, in order to understand how disabled and disadvantaged students are integrated into the class, and what kind of support is provided by the teachers and the school. On the other hand, they have visited two social centers, Edificando and the cooperative sociale La Fraternità, where they have seen how disabled persons are managed once they are out of the scholar system. Finally, the group have visited the oratorio Santa Chiara, which functions as a hosting center and a school for migrants, and Centro Astalli, a hosting center for migrants, in order to understand how the center manages the hosting and integration of this community.
An intense experience of a particular interest for the teachers who were able to share their experience with other colleagues. They could also learn new aspects that they will be able to use in their school.
Special thanks to directors and teachers, and to the supervisors of the centers, who made it possible to do those encounters and who helped us meet the expected objectives.
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