Project Project Grundtvig 2Grundtvig 2
Active citizenship and Active citizenship and
feminine identityfeminine identity
CTP AsoloCTP Asolo
Cooperativa G. Olivotti Cooperativa G. Olivotti
Active citizenship and Active citizenship and feminine identityfeminine identity
BeneficiariesBeneficiaries Groups of foreign Groups of foreign
women attending women attending courses of courses of Literacy Literacy organized by the organized by the CTP of AsoloCTP of Asolo
BeneficiariesBeneficiaries Groups of foreign Groups of foreign
women attending women attending courses of courses of Literacy Literacy organized by the organized by the CTP of AsoloCTP of Asolo
PhasesPhases self-awarenessself-awareness reception – reception –
knowledge of the knowledge of the local arealocal area
self-esteemself-esteem
PhasesPhases self-awarenessself-awareness reception – reception –
knowledge of the knowledge of the local arealocal area
self-esteemself-esteem
Self-awareness Self-awareness FIRST PHASEFIRST PHASE
This phase aims at deepening self-awareness and This phase aims at deepening self-awareness and reflecting on one’s own project of life in everyday reflecting on one’s own project of life in everyday occurrence of school environment. In this way occurrence of school environment. In this way women are offered further tools to identify one’s women are offered further tools to identify one’s own strong/weak points, attitudes, motivations, own strong/weak points, attitudes, motivations, interests, desires and future expectations interests, desires and future expectations functional to the awareness of one’s own identity functional to the awareness of one’s own identity and role.and role.
The aim is reached by following an individual The aim is reached by following an individual path of self-reflection and planning, which path of self-reflection and planning, which provides the use of oral and written biographical provides the use of oral and written biographical materials, grids for self-description and role-play.materials, grids for self-description and role-play.
This phase aims at deepening self-awareness and This phase aims at deepening self-awareness and reflecting on one’s own project of life in everyday reflecting on one’s own project of life in everyday occurrence of school environment. In this way occurrence of school environment. In this way women are offered further tools to identify one’s women are offered further tools to identify one’s own strong/weak points, attitudes, motivations, own strong/weak points, attitudes, motivations, interests, desires and future expectations interests, desires and future expectations functional to the awareness of one’s own identity functional to the awareness of one’s own identity and role.and role.
The aim is reached by following an individual The aim is reached by following an individual path of self-reflection and planning, which path of self-reflection and planning, which provides the use of oral and written biographical provides the use of oral and written biographical materials, grids for self-description and role-play.materials, grids for self-description and role-play.
Self-awareness Self-awareness FIRST PHASEFIRST PHASE
OBJECTIVESOBJECTIVES
To develop the ability to analize and reflect about one’s To develop the ability to analize and reflect about one’s own experience, personal history and role.own experience, personal history and role.
To develop a deeper and constant awareness of the self, To develop a deeper and constant awareness of the self, either as a woman and a citizen, two dimensions either as a woman and a citizen, two dimensions strongly intertwined.strongly intertwined.
To develop stronger awareness of one’s personal and To develop stronger awareness of one’s personal and intimate history affected by emotional factors, but also intimate history affected by emotional factors, but also by moments of weariness, crisis and uncertainty.by moments of weariness, crisis and uncertainty.
To stimulate the ability to express in writing personal To stimulate the ability to express in writing personal experiences as autobiographical narration.experiences as autobiographical narration.
To familiarize not only with what it is told, but also To familiarize not only with what it is told, but also with how it is told.with how it is told.
To develop the attitude to writing from the woman’s To develop the attitude to writing from the woman’s point of view with the aim of highlighting subjectivity point of view with the aim of highlighting subjectivity and individuality.and individuality.
To stimulate through writing the interpretation of To stimulate through writing the interpretation of autobiographical written narration as a building up of autobiographical written narration as a building up of meanings.meanings.
OBJECTIVESOBJECTIVES
To develop the ability to analize and reflect about one’s To develop the ability to analize and reflect about one’s own experience, personal history and role.own experience, personal history and role.
To develop a deeper and constant awareness of the self, To develop a deeper and constant awareness of the self, either as a woman and a citizen, two dimensions either as a woman and a citizen, two dimensions strongly intertwined.strongly intertwined.
To develop stronger awareness of one’s personal and To develop stronger awareness of one’s personal and intimate history affected by emotional factors, but also intimate history affected by emotional factors, but also by moments of weariness, crisis and uncertainty.by moments of weariness, crisis and uncertainty.
To stimulate the ability to express in writing personal To stimulate the ability to express in writing personal experiences as autobiographical narration.experiences as autobiographical narration.
To familiarize not only with what it is told, but also To familiarize not only with what it is told, but also with how it is told.with how it is told.
To develop the attitude to writing from the woman’s To develop the attitude to writing from the woman’s point of view with the aim of highlighting subjectivity point of view with the aim of highlighting subjectivity and individuality.and individuality.
To stimulate through writing the interpretation of To stimulate through writing the interpretation of autobiographical written narration as a building up of autobiographical written narration as a building up of meanings.meanings.
CONTENTSCONTENTS
History of first name History of first name and its origin.and its origin.
Identity cardIdentity card Family treeFamily tree Portrait: how I was, how Portrait: how I was, how
I am .I am . Preferences.Preferences. Personal belongingsPersonal belongings The language I knowThe language I know Maternity.Maternity. Curriculum VitaeCurriculum Vitae
CONTENTSCONTENTS
History of first name History of first name and its origin.and its origin.
Identity cardIdentity card Family treeFamily tree Portrait: how I was, how Portrait: how I was, how
I am .I am . Preferences.Preferences. Personal belongingsPersonal belongings The language I knowThe language I know Maternity.Maternity. Curriculum VitaeCurriculum Vitae
Travelling with one’s Travelling with one’s own baggage of own baggage of memories and memories and expectations.expectations.
Journey toward Italy.Journey toward Italy. In grandparents’ In grandparents’
times , in a different times , in a different country .country .
Food and traditional Food and traditional cuisine.cuisine.
Cultural traditions: Cultural traditions: tales, festivals, calendar tales, festivals, calendar and folk dances.and folk dances.
Travelling with one’s Travelling with one’s own baggage of own baggage of memories and memories and expectations.expectations.
Journey toward Italy.Journey toward Italy. In grandparents’ In grandparents’
times , in a different times , in a different country .country .
Food and traditional Food and traditional cuisine.cuisine.
Cultural traditions: Cultural traditions: tales, festivals, calendar tales, festivals, calendar and folk dances.and folk dances.
Self-awareness Self-awareness FIRST PHASEFIRST PHASE
Self-awareness Self-awareness FIRST PHASEFIRST PHASE
METHODOLOGYMETHODOLOGY
Listening to autobiographical stories of the Listening to autobiographical stories of the students.students.
Interpretation of daily life as a path which includes Interpretation of daily life as a path which includes the following aspects: practical, affective, emotional the following aspects: practical, affective, emotional and subjective, within a family contest.and subjective, within a family contest.
Assessment and implementation of the Assessment and implementation of the autobiographical method.autobiographical method.
Encourage autobiographical narration as a means of Encourage autobiographical narration as a means of working out and widening one’s mental landscapes.working out and widening one’s mental landscapes.
Create a suitable ambience that facilitate listening Create a suitable ambience that facilitate listening to, telling and comparing personal experiences.to, telling and comparing personal experiences.
METHODOLOGYMETHODOLOGY
Listening to autobiographical stories of the Listening to autobiographical stories of the students.students.
Interpretation of daily life as a path which includes Interpretation of daily life as a path which includes the following aspects: practical, affective, emotional the following aspects: practical, affective, emotional and subjective, within a family contest.and subjective, within a family contest.
Assessment and implementation of the Assessment and implementation of the autobiographical method.autobiographical method.
Encourage autobiographical narration as a means of Encourage autobiographical narration as a means of working out and widening one’s mental landscapes.working out and widening one’s mental landscapes.
Create a suitable ambience that facilitate listening Create a suitable ambience that facilitate listening to, telling and comparing personal experiences.to, telling and comparing personal experiences.
Self-awarenessSelf-awareness
Personal historyPersonal history
STORIA PERSONALESTORIA PERSONALE QUESTIONARIO 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 l’Italia: 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….
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.
My name is Maria Ivana and I’m 29. My mother Jana was a teacher in a kindergarten but now she’s in pension. My father Zdebek was a policeman, now he’s in pension. I’ve 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 didn’t like him because I wanted to play with a baby but he always sleeped. But a man accustum yourself to everything. Now I’ve 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. It’s a pitty that I didn’t study Italian, now it would be more easy.But who know the future?!I went to secondary school but I didn’t 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 I’m here in Italy for 3 yaers. At the beginning it was difficult , but now I feel very good and happy.
PERSONAL BIOGRAPHY
KROMERIZ
MIRA (Ve)
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)
CITTADINANZA….
Quando sento l’espressione “cittadinanza”, la prima cosa che mi
viene in mente è un’altra 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 l’amore per la nostra terra.
TOPICS RELATED TO THE JOURNEYTOPICS RELATED TO THE JOURNEY
The journeyThe journey questionnairequestionnaire
Alima’s journeyAlima’s journey
Alima’s journeyAlima’s journey Where did you Where did you
leave from?leave from? Da un villaggio Da un villaggio
vicino a Marrakechvicino a Marrakech When did you When did you
leave ?leave ? Nel 2002 in Nel 2002 in
settembresettembre
Alima’s journeyAlima’s journey
How did you How did you travel?travel?
In autobus da In autobus da Marrakech fino a Marrakech fino a TangeriTangeri
In traghetto da Tangeri In traghetto da Tangeri fino ad Algesirasfino ad Algesiras
In autobus da Algesiras In autobus da Algesiras fino a Barcellonafino a Barcellona
In autobus da In autobus da Barcellona a PadovaBarcellona a Padova
Poi in macchina con mio Poi in macchina con mio maritomarito
Alima’s journeyAlima’s journey
What did you pack in your What did you pack in your baggage?baggage?
Alima’s journeyAlima’s journey Who did you leave Who did you leave
behind?behind?
Alima’s journeyAlima’s journey What were the What were the
significant events significant events during the trip?during the trip?
Il viaggio in traghetto Il viaggio in traghetto verso la baia di verso la baia di Algesiras Algesiras
Forse l’ultima moschea Forse l’ultima moschea che avrei vistoche avrei visto
Did you know where Did you know where you would stay?you would stay?
Si a Barcellona dove Si a Barcellona dove vive mia sorella e vive mia sorella e Padova dove mio marito Padova dove mio marito mi aspettava.mi aspettava.
Alima’s journeyAlima’s journey Why did you leave for Italy ?Why did you leave for Italy ? Per ricongiungimento Per ricongiungimento
coniugaleconiugale
Who came with you?Who came with you? Ho viaggiato assieme al figlio Ho viaggiato assieme al figlio
di mio marito che portavo in di mio marito che portavo in grembogrembo
Who did you meet during your trip?
Ho incontrato una coppia di Ho incontrato una coppia di marocchini che mi hanno marocchini che mi hanno aiutata con la lingua e il marito aiutata con la lingua e il marito mi ha ceduto il posto più mi ha ceduto il posto più comodo in autobus, perché comodo in autobus, perché avevo il pancione.avevo il pancione.
What did you expect to find ?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 Were you satisfied or disappointed?disappointed?
Sono rimasta delusa del comportamento poco disponibile dell’autista del pulman e di come mi osservavano I miei vivini di casa
What do you remember most What do you remember most fondly?fondly?
L’incontro a Barcellona con mia L’incontro a Barcellona con mia sorella e il fatto di aver sorella e il fatto di aver riabbracciato mio marito e per aver riabbracciato mio marito e per aver partorito in ospedale in Italia dopo partorito in ospedale in Italia dopo due giorni che ero arrivata.due giorni che ero arrivata.
WRITTEN PRODUCTIONWRITTEN PRODUCTION
Reception – guidance to Reception – guidance to local public facilities and local public facilities and services services SECOND PHASESECOND PHASE
OBJECTIVESOBJECTIVES
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 To be able to identify facilities, public services and their
location (useful telephone numbers, immigration office, location (useful telephone numbers, immigration office, post office, school, library, bank , local social health post office, school, library, bank , local social health services, first aid, doctor / children’ doctor / obstetric ’s services, first aid, doctor / children’ doctor / obstetric ’s surgery, family advisory bureau.surgery, family advisory bureau.
To be able to fill in forms concerning public services To be able to fill in forms concerning public services available in the local area (telegrams, postal orders, available in the local area (telegrams, postal orders, school registration forms, job centre registration forms).school registration forms, job centre registration forms).
To know rights and duties of children in compulsory To know rights and duties of children in compulsory education.education.
To be able to use useful telephone numbers for first To be able to use useful telephone numbers for first emergency.emergency.
To be able to find local Boards and services that can help To be able to find local Boards and services that can help solve daily life problems.solve daily life problems.
OBJECTIVESOBJECTIVES
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 To be able to identify facilities, public services and their
location (useful telephone numbers, immigration office, location (useful telephone numbers, immigration office, post office, school, library, bank , local social health post office, school, library, bank , local social health services, first aid, doctor / children’ doctor / obstetric ’s services, first aid, doctor / children’ doctor / obstetric ’s surgery, family advisory bureau.surgery, family advisory bureau.
To be able to fill in forms concerning public services To be able to fill in forms concerning public services available in the local area (telegrams, postal orders, available in the local area (telegrams, postal orders, school registration forms, job centre registration forms).school registration forms, job centre registration forms).
To know rights and duties of children in compulsory To know rights and duties of children in compulsory education.education.
To be able to use useful telephone numbers for first To be able to use useful telephone numbers for first emergency.emergency.
To be able to find local Boards and services that can help To be able to find local Boards and services that can help solve daily life problems.solve daily life problems.
Reception – guidance to Reception – guidance to local public facilities and local public facilities and
services services SECOND PHASESECOND PHASE
CONTENTSCONTENTS Reading local maps and orienteering Reading local maps and orienteering
activities .activities . Use of thematic maps.Use of thematic maps. Knowledge of administrative services.Knowledge of administrative services. Knowledge and analysis of various forms in Knowledge and analysis of various forms in
use at the local public services and their use at the local public services and their vocabulary.vocabulary.
Reading and knowledge of school Reading and knowledge of school regulations.regulations.
Knowledge of the guide to local services.Knowledge of the guide to local services.
CONTENTSCONTENTS Reading local maps and orienteering Reading local maps and orienteering
activities .activities . Use of thematic maps.Use of thematic maps. Knowledge of administrative services.Knowledge of administrative services. Knowledge and analysis of various forms in Knowledge and analysis of various forms in
use at the local public services and their use at the local public services and their vocabulary.vocabulary.
Reading and knowledge of school Reading and knowledge of school regulations.regulations.
Knowledge of the guide to local services.Knowledge of the guide to local services.
Reception – guidance to Reception – guidance to local public facilities and local public facilities and
services services SECOND PHASESECOND PHASE
METHODOLOGY
Cultural trips round the local area.Cultural trips round the local area. Territorial maps.Territorial maps. Visits to a number of administrative Visits to a number of administrative
services.services.
METHODOLOGY
Cultural trips round the local area.Cultural trips round the local area. Territorial maps.Territorial maps. Visits to a number of administrative Visits to a number of administrative
services.services.
Self-esteem * Self-esteem * THIRD FHASETHIRD FHASE
OBJECTIVESOBJECTIVES
To know the language in a way which is To know the language in a way which is functional to daily life.functional to daily life.
To know and use local public services.To know and use local public services. To be aware of one’s rights and duties.To be aware of one’s 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.
OBJECTIVESOBJECTIVES
To know the language in a way which is To know the language in a way which is functional to daily life.functional to daily life.
To know and use local public services.To know and use local public services. To be aware of one’s rights and duties.To be aware of one’s 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.
Self-esteem * Self-esteem * THIRD FHASETHIRD FHASE
CONTENTS
Journey in the self to Journey in the self to discover one’s discover one’s capabilities and capabilities and potencialities.potencialities.
EVALUATIONEVALUATION
questionnairequestionnaire
CONTENTS
Journey in the self to Journey in the self to discover one’s discover one’s capabilities and capabilities and potencialities.potencialities.
EVALUATIONEVALUATION
questionnairequestionnaire
METHODOLOGY Course on self-esteemCourse on self-esteem Listening service Listening service
(reception)(reception) Parties and cultural Parties and cultural
events with music and events with music and dancesdances
Cultural trips round the Cultural trips round the local arealocal area
Projection of films about Projection of films about women’s role in societywomen’s role in society
Conference on “ Women Conference on “ Women and Culture “and Culture “
Readings from women Readings from women writers ’workswriters ’works
Play: Women and SciencePlay: Women and Science
METHODOLOGY Course on self-esteemCourse on self-esteem Listening service Listening service
(reception)(reception) Parties and cultural Parties and cultural
events with music and events with music and dancesdances
Cultural trips round the Cultural trips round the local arealocal area
Projection of films about Projection of films about women’s role in societywomen’s role in society
Conference on “ Women Conference on “ Women and Culture “and Culture “
Readings from women Readings from women writers ’workswriters ’works
Play: Women and SciencePlay: Women and Science
* This phase goes crosswide the others.
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