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Maria Rosaria Cataldo 11 gennaio 2006 Project: Grundtvig 2- Empowerment of disadvantage target groups members Meetings in Castellana Sicula novembre /

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Presentation on theme: "Maria Rosaria Cataldo 11 gennaio 2006 Project: Grundtvig 2- Empowerment of disadvantage target groups members Meetings in Castellana Sicula novembre /"— Presentation transcript:

1 Maria Rosaria Cataldo 11 gennaio 2006 Project: Grundtvig 2- Empowerment of disadvantage target groups members Meetings in Castellana Sicula novembre / dicembre 2005

2 Maria Rosaria Cataldo 11 gennaio 2006 How should be made the experience of formation of the adults in significant way Project: Grundtvig 2 – Empowerment of disadvantage target groups members

3 Maria Rosaria Cataldo 11 gennaio 2006 Proect: Grundtvig 2 – Empowerment of disadvantage target groups members  A common view of EDA  Questions leading to plan a formative course Cultural identity of CTP What to share

4 Maria Rosaria Cataldo 11 gennaio 2006 A LIFE PROJECT Project: Grundtvig 2 - Empowerment of disadvantage target groups members

5 Maria Rosaria Cataldo 11 gennaio 2006 Place of synthesis of the formative experience of the adult THE CTP Proect: Grundtvig 2 – Empowerment of disadvantage target groups members is

6 Maria Rosaria Cataldo 11 gennaio 2006 WHERE TO FIND COMPETENCE TO REPROJECT AN OWN PIECE OF LIFE TOGHETER Proect: Grundtvig 2 – Empowerment of disadvantage target groups members

7 Maria Rosaria Cataldo 11 gennaio 2006 WHO ARE OUR ADULTS?  Migrant men  histories of eradication and great illusions  Different kind of culture (law, social’s life rules,)  Stories of Working life to the border  Migrant women  histories of eradication and great illusions  Different kind of culture (law, social’s life rules,)  working life to the edge’s stories  histories of suffered violence  histories of incomplete maternity  histories of subjugation

8 Maria Rosaria Cataldo 11 gennaio 2006  Autochthonous men  Stories of Working life to the border  Cultural and material poverty’s stories  Autochthonous women  Cultural and material poverty’s stories  Stories of Working life to the border  Cultural and material Sottomission ‘s story WHO ARE OUR ADULT?

9 Maria Rosaria Cataldo 11 gennaio 2006 COMMON ELEMENTI  All are holder of professional and life’s experience  All are thought’s holder

10 Maria Rosaria Cataldo 11 gennaio 2006 Elements of diversity  MOTIVATIONS  LEARN LANGUAGE  SOCIAL REDEMPTION  The title of study  do what don't have done before

11 Maria Rosaria Cataldo 11 gennaio 2006 ELEMENTS OF DIFFERENCE  The expectations –  Rebuild an identity in the new reality  Improve their own social and working position Empower their own knowledge

12 Maria Rosaria Cataldo 11 gennaio 2006 Learn to the adult Who is desposed,as adult,to be educated from another adult ?

13 Maria Rosaria Cataldo 11 gennaio 2006 The adult’s motivation What are the characteristics of a formative course that sustain the motivation? The adult’s educator

14 Maria Rosaria Cataldo 11 gennaio 2006 The adult’s educator  How to conijugate the expectetion of a title of study with the absence of knowledges?  Which knowledges?  How to conjugate their time with their expectations and our assignment to furnish them a meaningful experience of learning?

15 Maria Rosaria Cataldo 11 gennaio 2006  The submerged needs are those that the experience of learning makes meaningful. How to make to emerge them? The adult’s educator

16 Maria Rosaria Cataldo 11 gennaio 2006 THE TEEN-AGERS' PROBLEM

17 Maria Rosaria Cataldo 11 gennaio 2006 THE TEEN-AGERS' PROBLEM  boys and girls foreigners  Been born in italy  Rejoined  Come alone  Crushed by a collective exodus  International adoption  Children of mixed couple  Community Rom or Gipsy

18 Maria Rosaria Cataldo 11 gennaio 2006  Autochtonous boys and girls  Stories of exclusion and margination  Stories of domestic difficulties  Stories of cultural and material poverty  Stories of violence THE TEEN-AGERS' PROBLEM

19 Maria Rosaria Cataldo 11 gennaio 2006 Teach to the teen-agers in an adults’ context How to teach the social competence? Theaching them to give a name to the feelings and the emotions Favoring the discussion also departing from the contenent of knowledge.

20 Maria Rosaria Cataldo 11 gennaio 2006  To favour the training and operating dimension.  To use the techniques of the cooperative learning  To use not a disparaging authoritative communication.To avoid the clash (It is what they are look for)  Always explain the reason of a job,of aan pplication,also the motive of a rule. Teach to the teen-agers in an adults’ context

21 Maria Rosaria Cataldo 11 gennaio 2006 A repertoire of competence  The basis  Correctly formulate a problem  Plan the searches for the individualization of the possible solutions  Retrieve the necessary tools for the search  Report in critical way on the gotten results


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