I ragazzi lampedusani impegnati in prima linea

studenti di lampedusa

Il progetto educativo “IL VIAGGIO DELLA VITA” è un laboratorio esperienziale, proposto dalle scuole lampedusane già a partire dal 2012.  Il progetto,  inserito nel POF e attuato nella Scuola Primaria (classi IV e V), nella Secondaria inferiore (tutte le classi) e superiore (Liceo Scientifico, solo per alunni volontari delle classi del triennio) è organizzato e gestito dalla Fondazione Migrantes.

migrantesQuesta esperienza ha avuto un impatto positivo sugli alunni, in termini di acquisizione di conoscenze e competenze, ma che di valori e comportamenti nei confronti delle diverse identità culturali portate dalle persone straniere che transitano sull’isola.

Attività per la Secondaria di Primo Grado – Tutte le classi

Esplorazione di un paese africano da cui provengono le persone che passano a Lampedusa per chiedere asilo in Europa, con particolare riferimento ad alcune caratteristiche della società dove le persone sono nate e cresciute fra tradizione modernità (stili di vita, regole sociali, cultura, credenze) e alle dinamiche economiche e politiche che stanno all’origine della decisone di migrare.

L’obiettivo educativo di questo approccio è che le persone che ai nostri occhi appaiono senza niente e del tutto sprovvedute, possano rivestire gli abiti della dignità: una scoperta dell’arte di vivere delle popolazioni a cui appartengono i migranti che transitano sull’isola. Ma al tempo stesso promuoviamo una presa di coscienza delle realtà che sono all’origine della decisione di migrare, che spingono ad affrontare un viaggio così pericoloso e traumatico, senza alcuna certezza dell’esito finale; si tratta di scoprire le regole del gioco imposte oggi all’umanità dalla governance globale e locale.

Attività: “Cosa ci porta l’Africa” – Dopo la Costa d’Avorio e l’Eritrea, quest’anno sarà la volta della Tunisia.

Il lavoro parte dal ruolo fondamentale che hanno i “testimoni privilegiati” che vengono dalla Costa d’Avorio, dall’Eritrea e dalla Tunisia anche considerata la presenza di famiglie tunisine presenti ormai da molti anni sull’isola e famiglie lampedusane che vivono da anni in Tunisia.

Viene anche valorizzato  il rapporto esistente tra il Museo della Fiducia e del Dialogo di Lampedusa e il Museo del Bardo a Tunisi.

Attività per il Liceo Scientifico e i Servizio di enograstronomia e ospitalità alberghieraDestinatari: studenti volontari di III, IV e V anno

L’obiettivo generale è l’emersione e l’accompagnamento di “vocazioni sociali” tra gli adolescenti della secondaria superiore, da sviluppare attraverso attività di animazione rivolte ai più piccoli, tramite il gioco e altre espressioni creative. L’adesione è su base volontaria.

  • Primo livello (volontari del III anno): introduzione all’animazione e al ruolo di animatore attraverso il gioco educativo – Elementi di psicologia, pedagogia e tecniche di animazione dell’infanzia.
  • Secondo livello (volontari del IV anno): progettazione di iniziative educative – l’animazione attraverso la rappresentazione teatrale – L’animatore capace a comunicare – Elementi di psicologia, pedagogia e tecniche di animazione dell’età evolutiva.
  • Terzo livello (volontari del V anno): il coordinamento educativo – L’animatore capace a coordinarsi col territorio – Elementi di psicologia, pedagogia e tecniche di animazione di gruppo.

Per ciascun livello la formazione avviene tramite

  • Sessioni di aula semiresidenziali, 7 ore dalla mattina alla sera per un totale di 8 giornate.
  • Tirocinio pratico di 35 ore, distribuite tra novembre e maggio. 
L'Europa comincia a Lampedusa 2016

Virtual reality Prix Italia workshop

WORKSHOP: The Virtue of Virtual Reality. Immersive media and the future of journalism

Nell’era digitale i giornalisti stanno iniziando a rivolgersi alla realtà virtuale per aggiungere maggiore profondità alle notizie, per contestualizzarle e per aumentare l’empatia e la comprensione. I progetti che saranno mostrati porteranno gli utenti nei campi dei rifugiati o nelle case e nelle scuole distrutte durante il conflitto in Siria.

Il workshop include esempi sia di video storytelling a 360° sia di vera e propria realtà virtuale.

Intervengono:
Fredo De Smet, collaboratore Sandbox VRT;
Ville Juutilainen, giornalista Plus Desk YLE;
Mounir Krichane,  Project Manager RTS;
Peter Boyd Maclean regista per BBC Research Development/BBC NewLabs: 360 Storytelling; Koen Meyskens, responsabile innovazione Sandbox VRT;
Linda Rath-Wiggins, CEO VRagments;
Wilfried Runde, responsabile progetti innovativi DW;
Marta Soszynska, MSF Filmmaker;
Zillah Watson, caporedattore BBC R&D.

l’evento sarà seguito in streaming da www.radio6teca.rai.it e in videoconferenza con i centri di produzione Rai e con la sede di Palermo

Programme

friday September 30, 2016

Arrival and Accomodation

Saturday October 1, 2016
at Majorana school

h. 9.30- 12.00 Workshop for students
h. 9.30- 12.00 Workshop for students
h. 12.00-14.00 Making friend and Lunch
h. 14.00- 16.00 Students present the materials produced at school focusing on migration issues (e.g. writing, drawing, photography, videos, various types of multimedia etc.)
h. 16.00- 17.00 Students vote the best 3 opuses to be donated to the Museum of Dialogue and Trust
At Garibaldi Square
h. 19.00- 20.00 Dinner
h. 20.00- Movie and concert

sunday October 2, 2016

At Majorana School
h. 9.30- 12.00 Workshop for students
h. 9.30- 12.00 Workshop for
h. 12.00-14.00 Conosciamoci a pranzo
h. 14.00- 16.00 Students divide in groups for discussions
h. 16.00-17.00 Key points from the group  (a final document will be drafted)
Garibaldi Square
h. 19.00- 20.00 Dinner
h. 20.00  Movie and concert

monday October 3

h. 10.00 Visit at the protected marine area
Marcia verso la “Porta d’Europa”
h. 12.00 Commemorazione in mare con la Guardia Costiera
L'Europa inizia a Lampedusa

Class activities

Class activities on refugees

The term “refugee” shall apply to any person who, owing to well-founded fear of being persecuted for reasons of race, religion, nationality, membership of a particular social group or political opinion, is outside the country of his nationality and is unable or, owing to such fear, is unwilling to avail himself of the protection of that country; or who, not having a nationality and being outside the country of his former habitual residence as a result of such events, is unable or, owing to such fear, is unwilling to return to it. [Convention relating to the Status of Refugees, 1951, article 1A]

Here it is an example of class activity aimed at reflect on the issue of migration and refugees through 3 phases: Identify yourself, Investigate, Accept.

Identify yourself  with a migrant/refugee

  • What do you know about refugees? Who are they? what’s the situation in their homes? What kind of tragedies are escaping and what kind of troubles are facing of during their escape? What kind of shelter would they receive?
  • Through the following questions try to Identify yourself  with a migrant/refugee escaping from her/his home:
  • How would you organize your escape?
  • To which country? Why?
  • Which objects would you take with you?
  • How do you imagine your escape?

When possible, it could be useful to organize a meeting with a refugee in order to let your class  knowing directly their experience. Otherwise one can watch videos, photos, like those available on the UNHCR website: for example https://www.youtube.com/watch?v=5kCnJwckhfY

Investigate

  • Do you know any refugees?  Are there any refugees in your school/class?
  • Which is the situation in their home country?
  • Why had they to get away from their homes ?
  • What’s their present condition?

Accept

  • What is acceptance for you?
  • How is inclusion for refugees in your Country? What are its strong-points? What could be done better?

To the students:

Your opinion is important to us: Pls. answer to these last questions:

  • What is acceptance for you?
  • What can you/your community/your country do, to better include them?
  • How is inclusion for refugees in your Country? What are its strong-points? What could be done better?
  • After the work you did with your class, has your perception on refugees changed? How?

 

Apply!

almost 60 million forced migrants: 19,5 million refugees, 38,2 million internally displaced person, 1.8 million asylum seekers.
Half of the refugees are children.
1 persone out of 122 is a refugees or a displaced person.
42.500 people each day abandon their homes

An example of class activity 

The term “refugee” shall apply to any person who, owing to well-founded fear of being persecuted for reasons of race, religion, nationality, membership of a particular social group or political opinion, is outside the country of his nationality and is unable or, owing to such fear, is unwilling to avail himself of the protection of that country; or who, not having a nationality and being outside the country of his former habitual residence as a result of such events, is unable or, owing to such fear, is unwilling to return to it.

[Convention relating to the Status of Refugees, 1951, article 1A]

We propose you an example of class activity aimed at reflect on the issue of migration and refugees through 3 phases: Identify yourself, Investigate, Accept.

Identify yourself  with a migrant/refugee

What do you know about refugees? Who are they? what’s the situation in their homes? What kind of tragedies are escaping and what kind of troubles are facing of during their escape? What kind of shelter would they receive?

Through the following questions try to Identify yourself  with a migrant/refugee escaping from her/his home:

How would you organize your escape?

To which country? Why?

Which objects would you take with you?

How do you imagine your escape?

When possible, it could be useful to organize a meeting with a refugee in order to let your class  knowing directly their experience. Otherwise one can watch videos, photos, like those available on the UNHCR website: for example https://www.youtube.com/watch?v=5kCnJwckhfY

Investigate

Do you know any refugees?  Are there any refugees in your school/class?

Which is the situation in their home country?

Why had they to get away from their homes ?

What’s their present condition?

Accept

What is acceptance for you?

How is inclusion for refugees in your Country? What are its strong-points? What could be done better?

To the students:

Your opinion is important to us: Pls. answer to these last questions:

What is acceptance for you?

What can you/your community/your country do, to better include them?

How is inclusion for refugees in your Country? What are its strong-points? What could be done better?

After the work you did with your class, has your perception on refugees changed? How?

To the teacher:

As said, this is only an example of activity that could be led in the class. But we wish to know the activity you are going to undertake. Therefore we ask you to describe it through a short paper 4000/5000 characters (spaces included), accompanied by slides, or pictures or short clips, etc…. This, in order to create a resource for teachers on the dedicated web-site, currently under construction.

Therefore, we ask you to send us your paper, attachments and the answer of your students through wetransfer (https://www.wetransfer.com/), within September 15th 2016 at the following e-mail: dgsip.ufficio4@istruzione.it.

For any information pls contact the following e-mail: rosariamaria.petrella@istruzione.it; giuseppe.fusacchia@istruzione.it