Centro Machiavelli has been involved in language learning since 1978. We have been organizing Italian language and culture courses for 40 years and this year we are celebrating the 40th year of non-stop activity. Our students come from all over the world and have different objectives: some study Italian for strictly cultural reasons, others for temporary work needs, others to take up permanent residence here. This involves different approaches and different objectives depending on the mix of the class. This is our main activity.
Since 2009 however, we have started designing learning programmes, training in general, accessing funds from the EU for these activities. In this article we would like to talk about the DREAM PROJECT, a project that is therefore particularly dear to us, that concerns educational models. It is aimed at teachers that work with students from 0 to 10 years.
EU PROGRAMME ERASMUS PLUS
KA2 Strategic Partnerships Innovation
DREAM, Development and Run-test of an Educational Affective Model
Currently Centro Machiavelli is realizing, in cooperation with University of Florence, an innovative project within the European program ERASMUS PLUS titled DREAM, Development and Run-test of an Educational Affective Model.The main project’s idea arises from cultural and pedagogical EU debate on educative issues and it is inspired by the book “La facile Felicità, Crescereinsieme in una Democrazia Affettiva” GoWare 2015 of Dr. Renato Palma, psychotherapist, especially starting from the detected need to broaden and deepen the research on European educational models adopted in the most important phases of the educational process, relating them with the concept of Affective Education and involving main Mediterranean Countries such as: Italy, Spain, France and Greece.
DREAM started in Sept. 2016 and will last until Sept. 2019. It involves the main Mediterranean countries and intends to implement an innovative pedagogical approach for developing an Educative Model based on the principle of Affective Education.
More in detail, the project intends to introduce an innovative Educational Model based on the principle of Affective Education, shared at international level, which improves the pedagogical practices used in European countries, by producing a renewal of the existing Educational Systems.
The project idea is situated in the continuum of the current cultural and pedagogical European debate around Early Educational Systems focused on how to improve their quality and inclusiveness, taking in account the specific peculiarities and needs of their target groups. For reaching this improvement a shared pedagogical strategy, which considers the importance of the affective dimension of education it emerged as fundamental premise.
The Educational Affective Model proposed should be applied directly from preschool with the aim to create since the beginning a positive learning environment, which can be perceived by pupils as inclusive and comfortable, ensuring a good start in education for all. Adopting an affective perspective in education since its start can influence positively all future relationships between Educative Institutions and pupils, fostering their gradual familiarization with the System, limiting in this way possible disaffection dynamics and conflicts.
Give to managers, educators, teachers and other providers of education in the partner countries (and other countries who then express interest in the proposed “Educational Affective Model”) elements for study, reflection and experience to enable them to make the school a space of emotional relationships within which ‘cognitive learning’ is not achieved at the expense of the healthy relations, by overcoming asymmetric relationship models in favor of building an affective education on which to base a desirable social coexistence.
Professionals working in the educational sector: managers, teachers, educators, others people working in this field.
MAIN INTELLECTUAL ACTIVITIES AND OUTPUTS:
1. PEDAGOGICAL FRAMEWORK – Survey and analysis: collection of existing material, research in the areas involved, defining in detail the activities to be implemented in each territory, etc.
2. EDUCATIONAL AFFECTIVE MODEL – Development of shared practices based on the results of the survey and analysis, detailed definition of the educational model, its contents and development of the learning materials for the beneficiaries.
3. Development of the final “EDUCATIONAL AFFECTIVE MODEL”: defining the contents in detail, planning of the process and preparation of the final program and teaching materials.
Testing of the “EDUCATIONAL AFFECTIVE MODEL” on a sample of beneficiaries and development of the final version (based on the results of the test).
Today we are at in middle stage of our pathway, we realized the PEDAGOGICAL FRAMEWORK by revealing general current situation, needs and perspectives for the future of education in all involved countries.
In this moment we are jointly drafting with all partners the Affective Educational Model to be shared, transferred to educators, teachers and operators, then next autumn we will start the test-run phase in several schools already contacted and involved by each partner in the focus groups realized during the initial survey phase.