Urban Trajectories is an integrated project that aims to promote the social growth and educational well-being of boys and girls between 11 and 17 years old by involving the educating communities of different neighborhoods arranged on two axes of the city of Palermo. The project proposes a model of educational, cultural and sports offerings built with and for the young people who benefit from them, mainly in extracurricular settings, but building generative alliances with schools in the area.
Local
Italy
sicily region - palermo city
Mainly urban
It refers to other types of transformations (soft investment)
No
No
Yes
As a representative of an organisation
Name of the organisation(s): CENTRO DIACONALE LA NOCE ISTITUTO VALDESE Type of organisation: Non-profit organisation First name of representative: ANNA Last name of representative: PONENTE Gender: Female Nationality: Italy Function: DIRECTOR Address (country of permanent residence for individuals or address of the organisation)<br/>Street and number: VIA EVANGELISTA DI BLASI, 12 Town: PALERMO Postal code: 90135 Country: Italy Direct Tel:+39 392 162 7161 E-mail:formazione@lanoce.org Website:http://www.lanoce.org/
We believe that the city's Urban Trajectories contain important educational resources for building learning experiences. That is why we thought of mapping the countless contexts that generate community life in the city. We want to create value out of the infinite repertoire of relationships and daily plots that arise around the squares, streets, fountains, fields, walls, libraries, sports centers, public parks, and green areas, which can rightfully be said to be places of knowledge and culture. Urban space can become an infinite resource for the education of young people because it is animated by social life that creates motivated and motivating knowledge.
urban space
educational initiatives
cultural initiatives
the enhancement of formal and informal networks
community empowerment
The project experiments with 2 models for combating child educational poverty that, while
differ in the territorial strategy adopted, which on the one hand provides for the
enhancement of polycentrism, while on the other provides for territorial work that is more
concentrated in a space that is a multifunctional reference point for the boys and
participating girls, keeps the common goals firm and, above all, is strengthened
through the exchange of knowledge, skills and practices that in the two territories
will be developed, ensuring that the educational communities involved can
strengthen the "lessons learned" not only through monitoring and evaluation of their
their own actions, but also from learning in coming into contact, knowing and
participating in what is experienced in the other territorial axis. The work on the two axes becomes
therefore differentiated but open to listening to the voice of the territory, going to build
an educational discourse capable of using the tools of cinema and sports as
effective aggregative and learning elements, especially if implemented within
of a participatory framework capable of multiplying the opportunities for strengthening the
citizenship skills, soft skills and social skills, without underestimating the
cognitive learning that will be stimulated.
The idea behind the project is to focus on sports and culture as elements capable of creating
enabling conditions to imagine and practice a possible change of one's own
"trajectories" of life; the choice to work on attitudes and life and social skills with
creative activities, designed and implemented by boys and girls, aims to offer opportunities for
emancipation from family and social contexts that often tend to reduce individual aspirations
individuals, reinforcing self- and peer-group confidence, and mending ties
society in which it is possible to claim new horizons.
The project will generate a network work capable of offering a wide and coordinated proposal
educational quality, giving more adequate response to the needs, requirements and desires of the
minors. The proposed actions are framed in the palimpsest of the experiments that
concern the city of girls and boys, (Tonucci, Quartarone, Pinzello, Lo
Piccolo) adapted to the world of adolescence, in which the rights of childhood and
adolescence, safe field of exploration, a place to grow.
The entire intervention is geared toward promoting the participation and protagonism of the
children, who will be encouraged to observe, reflect, express opinions, propose
solutions to issues that affect them, propose activities for peers and the
community.
Through the implementation of territorial communication and advocacy activities they will have
the opportunity to imagine, construct and present their opinions in a
structured way and concretely experience their potential role in promoting the
change of the territories in which they live.
The project reaffirms the community use of public spaces. It is a reverse path
than the privatization of public spaces in neighborhoods where this practice is
an established habit, where sidewalks become warehouses, where streets are
enclosed by gates. The project promotes a communal and engaging use of spaces,
bringing attention back to the importance of public space. This has an impact on the
neighborhoods targeted by the intervention, but it is hoped that it will also have an impact
in the context of urban planning policies.
VULNERABLE SOCIAL IDENTITY:In multiproblem neighborhoods such as those in which we intend to
intended to intervene, identity is often structured on local cultural factors, rigid
but vulnerable because it is rooted in context. There is disorientation generated by the possibility
to step out of one's neighborhood-shell. Children need to look at their own
life trajectory from their comfort zones and often, in contexts
characterized by fragility, disintegration, social tension and widespread illegality, these
places are represented by the street.
INSUFFICIENT EXTRACURRICULAR EDUCATIONAL OFFERINGS
In the afternoons and summers, children cannot join cultural, educational,
sports of their interest, because the few present have high costs. The schools
offer extracurricular activities accessible only to a part of their pupils/children.
Therefore, many children experience the street as their only meeting place.
SAFEGUARDING
The phenomenon of child abuse and maltreatment is socially accepted,
hardly recognized by practitioners/educators/teachers who are in contact with
multiproblem minors, and the collaboration between the Third Sector and institutions to
counter this phenomenon is insufficient.
NETWORK
Interventions to respond to socio-educational distress are often insufficient and
fragmented. The complexity of the different factors of distress co-present in households with
multiproblematic requires systemic, multidisciplinary work, with specific interventions
that link to each other in a synergistic and explicit way.
SPORTS NOT FOR ALL*
The lack of neighborhood sports facilities, the absence of free accessible facilities,
mean that kids to play (soccer usually) have to climb over the gate
to use school grounds. "Different" and affordable sports proposals are
rare.
Girls usually do not participate in sports activities.
The "urban trajectories" project aims to respond to these needs in the Palermo area
The beneficiaries of the project are boys and girls between the ages of 11 and 17 who live in the
Zisa, Noce, Danisinni, Kalsa, Sant'Erasmo and Romagnolo neighborhoods.
The activities are carried out with an inclusive approach, so minors with discomfort (with
BES, of non-Italian cultural origin, from low-income families,
single-income, single-parent, MSNA, etc.) will participate in the activities without exclusion
and with special attention from educators and operators resulting from the
considering the uniqueness of each in every educational/training relationship.
The total number of direct recipients is about 6,000 boys/girls.
Thanks to the presence of the CPIA which has branches in both territorial axes and the SAI managed
by the Diaconal la Noce Center, at least a hundred MSNAs will be involved.
The number of teachers/educators/operators who will participate directly in the
project activities is at least 130 (A1, A5, A6).
Multiproblem families, directly involved in A5 and A6 are at least 250, but
indirect beneficiaries are considered all families with whom the operators will come into
contact and who, albeit often informally, will receive support with respect to
to the reading of the child's growth process, to the parent/child relationship, to
possible services that can support the family.
The indirect beneficiaries are at least 4,000 boys/girls, which includes the students and
students of the schools involved (not directly involved in project activities
but who will benefit from the changes made at school, the work to promote the
school well-being carried out by the peer group, the child safeguarding videos and the
audiovisual products produced during the participatory filmmaking action.
The project promotes a process of establishing composite and
multistakeholders, composed of the actors who participate in the political, economic,
educational and cultural life of the community that can become an active reference for the
local development processes of territories enriched by the participation of young people.
A central role in these "territorial pacts" will be played by schools and third sector entities
already active in the two territorial axes but the innovativeness will be in the involvement of actors
diverse, not directly related to "educational" issues but capable of affecting
on the quality of life and development of the territory, in particular to actors
of social innovation, linked to the world of research, social enterprises or engaged
in paths of social responsibility.
Territorial alliances, educational pacts and collective actors engaged in territories
become part of a community lab whose function is to connect the different
interventions, do advocacy with institutions in a collective process to take and let
take the floor, including girls and boys around the issue of poverty and poverty
education; a laboratory of participation and a community of practice to integrate,
from below, territorial policies and educational policies.
Translated with www.DeepL.com/Translator (free version)
The project gives continuity and expands the actions to combat educational poverty already
initiated by the partnership actors on two urban axes of the metropolitan city of
Palermo.
In axis 1, that of the Zisa/Noce/Danisinni territory, the activities are coordinated by the
lead partner CLAC and continue a work of shared intentions already initiated on
previous variable-geometry projects with the other territorial partners, again in the
socio-educational field. In particular, the sharing of how crucial is the
way of living and traversing urban space for the development of boys and
girls, has led to a willingness to experiment with actions that open up new
connections between the 3 very close but separate neighborhoods.
In Axis 2 - Kalsa/Sant'Erasmo/Romagnolo, the partnership was born from an alliance
territorial educational between cultural centers and social promotion associations (Ecomuseo
Mare Memoria Viva, booq, Handal and Send) that have long shared a strategy of
intervention aimed at generating lasting and profound social change in the territory.
Along with the territorial partners there are cross-cutting partners to the two axes such as U'Game and
EDI who will develop projects in both territories.
The partner Maghweb, which deals with communication with a methodology that is not
ordinary, was involved as it seems to be the most akin to the educational work
non-formal that the project intends to carry out.
The SV, chosen at the suggestion of the EOS Foundation, has already collaborated
previously with the lead partner.
It is a broad partnership divided into two territorial clusters that work on
specific communities allowing for greater individualization of interventions and the
care of community relations specific to the two territories.
The reappropriation of common spaces by boys and girls is the focus of this project
This project, whose activities take place in the classroom only occasionally, but mostly in the squares, the cultural yards at Zisa, the community centers, the social farm.
squares, the cultural yards at Zisa, the community centers, the social farm, the ecomuseum, the library workshop, the gardens, the social farm.
at the ecomuseum, at the bibliofficina, in gardens, at the marina, in invented sports spaces
in public spaces.
And spaces made available to be inhabited by boys and girls to experience
new forms of learning and sociality are beautiful spaces, archaeological complexes, industrial, former stations, former convents.
industrial, former stations, former convents, museums, libraries, gardens and urban farms.
The project makes a field choice in allocating these extracurricular spaces as permanent
permanent educational.
We adhere to The Unbounded School's manifesto that: "If the school goes out
outside the school building, it is not the city that must become school, but it is education that must
articulate itself in plural paths of learning offered by the spaces of the city: the Unbounded School interpenetrates with the spaces of the city.
Unbounded becomes interpenetrated by the city and at the same time enters the city. In this
perspective, the school is no longer just a building and is not a building alone, because the educational relationship will also have to take place in
educational relationship will also have to take place in parks, museums, theaters, and gardens,
The definition of a school thus offers a great opportunity: it allows for a new pedagogical project, in which the school
a new pedagogical project, in which it implements new forms and paths of learning, develop new forms of
of learning, develop new forms of civic pedagogy, with a view to a radical reconfiguration of educational policy.
A radical reconfiguration of educational policy.
- Re-appropriation of the
school and common spaces
(e.g. school, municipal areas,
offices of Third
Sector) of the territories
involved;
- openness of the
school to the territory.
- Support of parenting
and involvement of
families (possible reconciliation
family-work and increased
empowerment of
families in the
education).
- Involvement and
enlargement of the
educating community
(Involving and
enlarge the
educating community in the territories of
intervention, promoting
the activation of synergies between
territorial actors in the
process of growth and
education of minors, in particular
particularly those not
present in the partnership. )
- Promotion of the
cognitive and non-cognitive skills
(e.g., digital skills,
skills in
STEM) and non-cognitive (e.g.
relational),
- Child-adult and child-minor relationships as the main educational and
learning.
The philosophy of the project aims to counter educational povertỳ first and foremost from a
first and foremost from a relational point of view, exposing beneficiaries to models and experiences with
which, otherwise, they risk never coming into contact. It involves proposing the two places
inhabited and animated mainly by adults as a territory of discovery of positive models in
terms of interactions, relationships, and planning̀.
Child Protection.
The territorial work on CSG is an element of innovation with respect to the Palermo area.
The project ensures the protection of minors from risks of abuse and mistreatment by
adults in a fiduciary position. It will also promote a culture of child safeguarding and
inter-institutional collaboration in this regard.
Community sports
The use in an unusual way with coordinated actions of mapped places to propose a new possible and playful use for places will demonstrate that some squares, streets and empty
urban spaces in neighborhoods can be temporary playgrounds. They can be
soccer fields, martial arts tatami mats or basketball courts. The centers and
associations involved will be running infrastructures that can transform
indistinct urban space into a playground. At the same time, thanks to the infrastructure and
organizational capacity of the associations, sports activities and courses will be provided that will
will enrich the educational offerings of the centers and demonstrate the educational opportunities that the
city can provide.
Street education
The service provides educational interventions by a team of educators who go
go to the places where the social and relational life of minors takes place most,
to intercept adolescents at risk of deviance and social exclusion and establish with them
a relationship of trust.
the project will experiment with an area-based communication model that looks
also "outside the home window," capable of giving all project actors an
integrated view of countering educational poverty, a composite point of view that is not
monotonous. A process that looks beyond evaluation as the sum of actions
communication and the satisfaction of quantitative indicators, that unties the success
of communication activity from "virality" and the mechanics of numbers
of engagement but that looks at the impact of communication on a dimension
qualitatively high and that through the dissemination key allows a wider audience
wide audience to access the discourse on educational poverty, its causes, consequences and
remedial actions related to it.
From September to date, the partners of the Urban Trajectories project in their respective axes have held meetings about mapping the territory through exploratory walks, involving CPIA, Antonio Ugo, Manzoni, SAI and SED schools. Exploratory walks are activities that work in synergy with multiple project activities, such as Community Mapping (A.1.1), aimed at deepening the knowledge and analysis of territories and processes involving adolescents and pre-adolescents (11-17 years old), Scouting (A.1.4) aimed at identifying participants and their involvement, The Widespread Cultural Center (A.5.4), etc.
Community mapping was a neighborhood exploration carried out with groups of girls and boys (11-17), with multiple objectives: KNOWLEDGE, EDUCATION and SPACE AWARENESS.
Concurrently, meetings were held for the project partners to construct the Child Safeguarding Policy. The primary goal of the policy is to create a safe environment and an open and responsible organizational climate that is capable of protecting boys and girls and at the same time anyone working with them.
An experimental creative writing and rap workshop was also held at the Zisa Cultural Sites, which is based on the participation and free expression of participants through writing methods in rap or prose. Rap in this case proved to be a valuable support for language and expressiveness as it acts as an outlet valve. Subsequent workshops will lead to the production of a musical piece and a final video clip, which will feature the young participants.
In order to increase the effectiveness of actions and promote their sustainability, the project will enhance the educating community for the optimization of existing and activatable resources.
If acting as a Community of Practice is a key to transferability of methodologies and
knowledge that will enrich the project partners and educating communities involved in
important way, strengthening the human capital that intends to continue to engage
in teaching/learning processes with new generations, this same
collaboration is also a source of economic sustainability: in terms of
raising additional funds for the joint implementation of experimental or
less of an educational/training nature, thanks to networking, tables of
specific planning with reference to European calls and funding lines suitable to
enable the continuation and further development of what has been activated thanks to the project.
Regarding the transferability/replicability of results and methodologies, each of the
partners will be the bearer of the know-how acquired in the networks in which it is embedded.
Project outputs include a multimedia platform that will be a solid
continuity tool for the project, which the project partners, together with additional
entities that will be involved during the project, can continue to use for
the implementation of further projects that are grafted into what has been built by Trajectories
Urban.
The microvideos created, along with the final project report presenting the
results obtained, will be available to the City of Palermo to replicate
the experience in other neighborhoods, and will be disseminated by the partnership at conferences or
regional/national level events, so as to facilitate the transfer of
know-how to other contexts.
