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Project Grundtvig 2 Project Grundtvig 2 Active citizenship and feminine identity CTP Asolo Cooperativa G. Olivotti.

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Presentation on theme: "Project Grundtvig 2 Project Grundtvig 2 Active citizenship and feminine identity CTP Asolo Cooperativa G. Olivotti."— Presentation transcript:

1 Project Grundtvig 2 Project Grundtvig 2 Active citizenship and feminine identity CTP Asolo Cooperativa G. Olivotti

2 Active citizenship and feminine identity Beneficiaries Groups of foreign women attending courses of Literacy organized by the CTP of Asolo Groups of foreign women attending courses of Literacy organized by the CTP of AsoloBeneficiaries Phases self-awareness reception – knowledge of the local area self-esteem Phases self-awareness reception – knowledge of the local area self-esteem

3 Self-awareness FIRST PHASE Self-awareness FIRST PHASE This phase aims at deepening self-awareness and reflecting on ones own project of life in everyday occurrence of school environment. In this way women are offered further tools to identify ones own strong/weak points, attitudes, motivations, interests, desires and future expectations functional to the awareness of ones own identity and role. This phase aims at deepening self-awareness and reflecting on ones own project of life in everyday occurrence of school environment. In this way women are offered further tools to identify ones own strong/weak points, attitudes, motivations, interests, desires and future expectations functional to the awareness of ones own identity and role. The aim is reached by following an individual path of self- reflection and planning, which provides the use of oral and written biographical materials, grids for self-description and role-play. The aim is reached by following an individual path of self- reflection and planning, which provides the use of oral and written biographical materials, grids for self-description and role-play. This phase aims at deepening self-awareness and reflecting on ones own project of life in everyday occurrence of school environment. In this way women are offered further tools to identify ones own strong/weak points, attitudes, motivations, interests, desires and future expectations functional to the awareness of ones own identity and role. This phase aims at deepening self-awareness and reflecting on ones own project of life in everyday occurrence of school environment. In this way women are offered further tools to identify ones own strong/weak points, attitudes, motivations, interests, desires and future expectations functional to the awareness of ones own identity and role. The aim is reached by following an individual path of self- reflection and planning, which provides the use of oral and written biographical materials, grids for self-description and role-play. The aim is reached by following an individual path of self- reflection and planning, which provides the use of oral and written biographical materials, grids for self-description and role-play.

4 Self-awareness FIRST PHASE OBJECTIVES To develop the ability to analize and reflect about ones own experience, personal history and role. To develop the ability to analize and reflect about ones own experience, personal history and role. To develop a deeper and constant awareness of the self, either as a woman and a citizen, two dimensions strongly intertwined. To develop a deeper and constant awareness of the self, either as a woman and a citizen, two dimensions strongly intertwined. To develop stronger awareness of ones personal and intimate history affected by emotional factors, but also by moments of weariness, crisis and uncertainty. To develop stronger awareness of ones personal and intimate history affected by emotional factors, but also by moments of weariness, crisis and uncertainty. To stimulate the ability to express in writing personal experiences as autobiographical narration. To stimulate the ability to express in writing personal experiences as autobiographical narration. To familiarize not only with what it is told, but also with how it is told. To familiarize not only with what it is told, but also with how it is told. To develop the attitude to writing from the womans point of view with the aim of highlighting subjectivity and individuality. To develop the attitude to writing from the womans point of view with the aim of highlighting subjectivity and individuality. To stimulate through writing the interpretation of autobiographical written narration as a building up of meanings. To stimulate through writing the interpretation of autobiographical written narration as a building up of meanings.OBJECTIVES To develop the ability to analize and reflect about ones own experience, personal history and role. To develop the ability to analize and reflect about ones own experience, personal history and role. To develop a deeper and constant awareness of the self, either as a woman and a citizen, two dimensions strongly intertwined. To develop a deeper and constant awareness of the self, either as a woman and a citizen, two dimensions strongly intertwined. To develop stronger awareness of ones personal and intimate history affected by emotional factors, but also by moments of weariness, crisis and uncertainty. To develop stronger awareness of ones personal and intimate history affected by emotional factors, but also by moments of weariness, crisis and uncertainty. To stimulate the ability to express in writing personal experiences as autobiographical narration. To stimulate the ability to express in writing personal experiences as autobiographical narration. To familiarize not only with what it is told, but also with how it is told. To familiarize not only with what it is told, but also with how it is told. To develop the attitude to writing from the womans point of view with the aim of highlighting subjectivity and individuality. To develop the attitude to writing from the womans point of view with the aim of highlighting subjectivity and individuality. To stimulate through writing the interpretation of autobiographical written narration as a building up of meanings. To stimulate through writing the interpretation of autobiographical written narration as a building up of meanings.

5 CONTENTS History of first name and its origin. History of first name and its origin. Identity card Identity card Family tree Family tree Portrait: how I was, how I am. Portrait: how I was, how I am. Preferences. Preferences. Personal belongings Personal belongings The language I know The language I know Maternity. Maternity. Curriculum Vitae Curriculum VitaeCONTENTS History of first name and its origin. History of first name and its origin. Identity card Identity card Family tree Family tree Portrait: how I was, how I am. Portrait: how I was, how I am. Preferences. Preferences. Personal belongings Personal belongings The language I know The language I know Maternity. Maternity. Curriculum Vitae Curriculum Vitae Travelling with ones own baggage of memories and expectations. Journey toward Italy. In grandparents times, in a different country. Food and traditional cuisine. Cultural traditions: tales, festivals, calendar and folk dances. Travelling with ones own baggage of memories and expectations. Journey toward Italy. In grandparents times, in a different country. Food and traditional cuisine. Cultural traditions: tales, festivals, calendar and folk dances. Self-awareness FIRST PHASE

6 METHODOLOGY Listening to autobiographical stories of the students. Listening to autobiographical stories of the students. Interpretation of daily life as a path which includes the following aspects: practical, affective, emotional and subjective, within a family contest. Interpretation of daily life as a path which includes the following aspects: practical, affective, emotional and subjective, within a family contest. Assessment and implementation of the autobiographical method. Assessment and implementation of the autobiographical method. Encourage autobiographical narration as a means of working out and widening ones mental landscapes. Encourage autobiographical narration as a means of working out and widening ones mental landscapes. Create a suitable ambience that facilitate listening to, telling and comparing personal experiences. Create a suitable ambience that facilitate listening to, telling and comparing personal experiences.METHODOLOGY Listening to autobiographical stories of the students. Listening to autobiographical stories of the students. Interpretation of daily life as a path which includes the following aspects: practical, affective, emotional and subjective, within a family contest. Interpretation of daily life as a path which includes the following aspects: practical, affective, emotional and subjective, within a family contest. Assessment and implementation of the autobiographical method. Assessment and implementation of the autobiographical method. Encourage autobiographical narration as a means of working out and widening ones mental landscapes. Encourage autobiographical narration as a means of working out and widening ones mental landscapes. Create a suitable ambience that facilitate listening to, telling and comparing personal experiences. Create a suitable ambience that facilitate listening to, telling and comparing personal experiences.

7 Self-awareness

8 Personal history

9 STORIA PERSONALE QUESTIONARIO Come ti chiami? Il tuo nome ha un significato particolare? Dati anagrafici? (luogo e data di nascita, domicilio) Che scuole hai frequentato? Se hai lavorato nel tuo Paese che lavoro hai fatto? Sei sposato? Hai figli? Quando sei arrivato in Italia? In quale città sei andato? Perché hai scelto lItalia: quali aspettative avevi? Che cosa fai ora? Cosa significa per te cittadinanza? Quali saperi/ competenze, maturate nel tuo paese di origine, puoi utilizzare in Italia? Che cosa ti piace e cosa non ti piace? Che progetti hai? Come ti stai attivando per realizzarli? Di che cosa hai paura/bisogno? Io qui mi sento….

10 MARIA Deriva dall'ebraico Maryam che a sua volta ha origine dall'egiziano mrjt, "amato, caro", con il suffisso femminile ebraico -am. E' il nome femminile i più diffusi nel Mediterraneo per via della sua matrice religiosa. L'onomastico è tradizionalmente festeggiato il 12 settembre in onore della Madre di Gesù. SIGNIFICATO DEL NOME IVANA Deriva dal femminile dell'ebraico Yohanan e significa "dono del Signore" e anticamente veniva dato alle bambine nate dopo molti anni di matrimonio. L'onomastico si può festeggiare insieme a san Ivano l'8 ottobre.

11 My name is Maria Ivana and Im 29. My mother Jana was a teacher in a kindergarten but now shes in pension. My father Zdebek was a policeman, now hes in pension. Ive a sister, Martina and she is 34. When I was at my firts age at school my brother Zbynek was born. At the beginning I didnt like him because I wanted to play with a baby but he always sleeped. But a man accustum yourself to everything. Now Ive a good relation with my family. From half - 2 to 6 years old I went to kindergarten because my parents worked. From 6 to 12 years old I went to primary school, it was quite easy because my parents teached me a lot of thing. Its a pitty that I didnt study Italian, now it would be more easy. But who know the future?! I went to secondary school but I didnt know what I want so I attended the same school of my sister. During this commercial school I worked in an office, in the afternoon. When I was 24 I met my husband and my life chandged complitely. I took the great decision... leave my nation and all my life (my family, my friends, my work). Love is powerfull!!! So, now Im here in Italy for 3 yaers. At the beginning it was difficult, but now I feel very good and happy. PERSONAL BIOGRAPHY

12 KROMERIZ

13 MIRA (Ve)

14 Curriculum vitae Nome……………………………Maria Ivana Data e luogo di nascita…………..10.02.78 Kromeriz, Repubblica Ceca Residenza ……………………….Mira (Ve) via Casa Comunale, 10 Stato Civile ………………………coniugata Titoli di studio 2001 Corso di lingua italiana della durata di due anni 1992 – 1995 Diploma di maturità, istituto tecnico Commerciale Esperienze professionali 1995 – 2002 Lavoro full-time presso società di revisione: responsabile della contabilità generale Conoscenze informatiche MS Windows e Office, Internet, Explorer Lingue Ceco (madre lingua), slovacco, italiano (inglese, russo, tedesco conoscenza scolastica)

15 CITTADINANZA…. Quando sento lespressione cittadinanza, la prima cosa che mi viene in mente è unaltra espressione Ceca, associata alla parola orgoglio. Anche se il mio paese è piccolissimo sono feklice ed orgogliosa di essere nata proprio lì. Secondo me non è facile per nessuno lasciare il proprio paese dove si è nati. Il paese che per tutta la vita rimane dentro al tuo cuore e dove ha origine la tua famiglia. E anche vero che tutte queste sensazioni un uomo le scopre dopo aver lasciato la sua casa. Finché un uomo non diventa uno straniero non percepisce tute queste cose. Quando parlo di cittadinanza devo ricordare anche il nostro Inno nazionale nel quale non si cantano fatti eroici ma le bellezze, la natura e lamore per la nostra terra.

16 TOPICS RELATED TO THE JOURNEY

17 The journey questionnaire The journey questionnaire

18 Alimas journey

19 Where did you leave from? Da un villaggio vicino a Marrakech When did you leave ? Nel 2002 in settembre

20 Alimas journey How did you travel? How did you travel? In autobus da Marrakech fino a Tangeri In autobus da Marrakech fino a Tangeri In traghetto da Tangeri fino ad Algesiras In traghetto da Tangeri fino ad Algesiras In autobus da Algesiras fino a Barcellona In autobus da Algesiras fino a Barcellona In autobus da Barcellona a Padova In autobus da Barcellona a Padova Poi in macchina con mio marito Poi in macchina con mio marito

21 Alimas journey What did you pack in your baggage? What did you pack in your baggage?

22 Alimas journey Who did you leave behind? Who did you leave behind?

23 Alimas journey What were the significant events during the trip? What were the significant events during the trip? Il viaggio in traghetto verso la baia di Algesiras Il viaggio in traghetto verso la baia di Algesiras Forse lultima moschea che avrei visto Forse lultima moschea che avrei visto Did you know where you would stay? Si a Barcellona dove vive mia sorella e Padova dove mio marito mi aspettava.

24 Alimas journey Why did you leave for Italy ? Why did you leave for Italy ? Per ricongiungimento coniugale Per ricongiungimento coniugale Who came with you? Who came with you? Ho viaggiato assieme al figlio di mio marito che portavo in grembo Ho viaggiato assieme al figlio di mio marito che portavo in grembo Who did you meet during your trip? Ho incontrato una coppia di marocchini che mi hanno aiutata con la lingua e il marito mi ha ceduto il posto più comodo in autobus, perché avevo il pancione. Ho incontrato una coppia di marocchini che mi hanno aiutata con la lingua e il marito mi ha ceduto il posto più comodo in autobus, perché avevo il pancione. What did you expect to find ? Mi aspettavo di trovare un ambiente accogliente, una casa grande e gli amici che erano già in Italia da tempo Were you satisfied or disappointed? Sono rimasta delusa del comportamento poco disponibile dellautista del pulman e di come mi osservavano I miei vivini di casa What do you remember most fondly? Lincontro a Barcellona con mia sorella e il fatto di aver riabbracciato mio marito e per aver partorito in ospedale in Italia dopo due giorni che ero arrivata.

25 WRITTEN PRODUCTION

26 Reception – guidance to local public facilities and services SECOND PHASE OBJECTIVES To be able to read a map of the territory. To be able to read a map of the territory. To be able to identify facilities, public services and their location (useful telephone numbers, immigration office, post office, school, library, bank, local social health services, first aid, doctor / children doctor / obstetric s surgery, family advisory bureau. To be able to identify facilities, public services and their location (useful telephone numbers, immigration office, post office, school, library, bank, local social health services, first aid, doctor / children doctor / obstetric s surgery, family advisory bureau. To be able to fill in forms concerning public services available in the local area (telegrams, postal orders, school registration forms, job centre registration forms). To be able to fill in forms concerning public services available in the local area (telegrams, postal orders, school registration forms, job centre registration forms). To know rights and duties of children in compulsory education. To know rights and duties of children in compulsory education. To be able to use useful telephone numbers for first emergency. To be able to use useful telephone numbers for first emergency. To be able to find local Boards and services that can help solve daily life problems. To be able to find local Boards and services that can help solve daily life problems.OBJECTIVES To be able to read a map of the territory. To be able to read a map of the territory. To be able to identify facilities, public services and their location (useful telephone numbers, immigration office, post office, school, library, bank, local social health services, first aid, doctor / children doctor / obstetric s surgery, family advisory bureau. To be able to identify facilities, public services and their location (useful telephone numbers, immigration office, post office, school, library, bank, local social health services, first aid, doctor / children doctor / obstetric s surgery, family advisory bureau. To be able to fill in forms concerning public services available in the local area (telegrams, postal orders, school registration forms, job centre registration forms). To be able to fill in forms concerning public services available in the local area (telegrams, postal orders, school registration forms, job centre registration forms). To know rights and duties of children in compulsory education. To know rights and duties of children in compulsory education. To be able to use useful telephone numbers for first emergency. To be able to use useful telephone numbers for first emergency. To be able to find local Boards and services that can help solve daily life problems. To be able to find local Boards and services that can help solve daily life problems.

27 Reception – guidance to local public facilities and services SECOND PHASE CONTENTS Reading local maps and orienteering activities. Reading local maps and orienteering activities. Use of thematic maps. Use of thematic maps. Knowledge of administrative services. Knowledge of administrative services. Knowledge and analysis of various forms in use at the local public services and their vocabulary. Knowledge and analysis of various forms in use at the local public services and their vocabulary. Reading and knowledge of school regulations. Reading and knowledge of school regulations. Knowledge of the guide to local services. Knowledge of the guide to local services.CONTENTS Reading local maps and orienteering activities. Reading local maps and orienteering activities. Use of thematic maps. Use of thematic maps. Knowledge of administrative services. Knowledge of administrative services. Knowledge and analysis of various forms in use at the local public services and their vocabulary. Knowledge and analysis of various forms in use at the local public services and their vocabulary. Reading and knowledge of school regulations. Reading and knowledge of school regulations. Knowledge of the guide to local services. Knowledge of the guide to local services.

28 Reception – guidance to local public facilities and services SECOND PHASE METHODOLOGY Cultural trips round the local area. Cultural trips round the local area. Territorial maps. Territorial maps. Visits to a number of administrative services. Visits to a number of administrative services. METHODOLOGY Cultural trips round the local area. Cultural trips round the local area. Territorial maps. Territorial maps. Visits to a number of administrative services. Visits to a number of administrative services.

29 Self-esteem * THIRD FHASE OBJECTIVES To know the language in a way which is functional to daily life. To know the language in a way which is functional to daily life. To know and use local public services. To know and use local public services. To be aware of ones rights and duties. To be aware of ones rights and duties. To express opinions. To express opinions. To be assertive. To be assertive. To take care of oneself. To take care of oneself. To be oneself. To be oneself.OBJECTIVES To know the language in a way which is functional to daily life. To know the language in a way which is functional to daily life. To know and use local public services. To know and use local public services. To be aware of ones rights and duties. To be aware of ones rights and duties. To express opinions. To express opinions. To be assertive. To be assertive. To take care of oneself. To take care of oneself. To be oneself. To be oneself. * This phase goes crosswide the others.

30 Self-esteem * THIRD FHASE CONTENTS Journey in the self to discover ones capabilities and potencialities. Journey in the self to discover ones capabilities and potencialities.EVALUATION questionnaire questionnaire CONTENTS Journey in the self to discover ones capabilities and potencialities. Journey in the self to discover ones capabilities and potencialities.EVALUATION questionnaire questionnaire METHODOLOGY Course on self-esteem Listening service (reception) Parties and cultural events with music and dances Cultural trips round the local area Projection of films about womens role in society Conference on Women and Culture Readings from women writers works Play: Women and Science METHODOLOGY Course on self-esteem Listening service (reception) Parties and cultural events with music and dances Cultural trips round the local area Projection of films about womens role in society Conference on Women and Culture Readings from women writers works Play: Women and Science * This phase goes crosswide the others.


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