This document outlines a project between several European schools aimed at promoting global citizenship, mutual understanding, and sustainable development. The project involved cooperative work between students from Spain, France, Portugal, and Poland on topics like gender equality, migration, minorities, and the Holocaust. Activities included student exchanges, online collaboration, video conferences, and exhibitions. A key activity was a visit by students to Auschwitz concentration camp to learn about the Holocaust and importance of tolerance. The goal of the project was to prevent future intolerance through developing understanding between cultures.

1. Conncecting Schools,
Building Citizenship

2. FRAMEWORK OF REFERENCE
• International Decade for the Rapprochement of Cultures
(2013/2022).
• The UNESCO Associated Schools Network (2014/2021): Building
global citizenship and promoting sustainable development.
(2014/2021).
• European Constitution and Charter of rights of European citizens.

3. PARTNER SCHOOLS
 IES LUÍS SEOANE (PONTEVEDRA)
 LICEO HENRI WALLON (AUBERVILLIERS)
 SB AQUILINO RIBEIRO (PORTO SALVO)
 GYMNAZJUM Nº 9 (RZESZÓW)

4. DIDACTIC LINES
• Learning to think
• Fostering collaborative work
• Developing multiple intelligences

5. METHODOLOGY
We will work in cooperative,
interdisciplinary teams, gathering
the students of the different
schools, with an active
methodology based upon problem-
solving and project-based
learning. The schools have
experience working together and
were chosen because of the
diversity of their students and their
location in multi-ethnic and
multicultural areas.

6. MOTIVE
The proposal emerges from the reality of a diverse and multicultural
Europe, a place of freedom and welcome, based upon the defense of
Human Rights, Culture of Peace and Sustainable Development
(Constitution and Charter of rights of European citizens); a place that
takes roots in its own history and is the result of other people’s
contributions, which have enriched its development.

7. MOTIVE
Currently, these pillars of European integration are being called into
question due to economic hardship, which is being used as an excuse to
blame “the different”, fuelling xenophobia, racism and discrimination.

8. GENERAL PURPOSE
The ultimate goal of the project is to prevent future generations from
intolerant attitudes and those behaviours opposed to the Europe we
want to build, through mutual knowledge.

9. GENERAL PURPOSE
In order to achieve it, we will work on the field of mutual knowledge
(active dialogue). Starting from the knowledge of the past, the failure of
European coexistence (Holocaust), the current problems and the
obstacles to European building (thoughtful and critical dialogue), we
will face the integration (non-imperative) of migrant students and the
role of national ethnic minorities, such as the Romanies (intercultural
dialogue), and gender roles (gender equality).

10. REASONS TO PROMOTE IT

11. GOALS AND STRATEGIES

12. GOALS AND STRATEGIES

13. ADDRESSED TOPICS AND ISSUES

14. COOPERATION AND
COMMUNICATION
We used every means at our disposal to ensure a successful cooperation:
e-mailing among teachers and students, videoconference, social networks,
Twitter, student exchange (pictures, presentations, letters, recordings),
teacher and student mobility, travelling materials, exhibitions…

15. ACTIVITIES AND RESULTS
Please find comprehensive information about the results in the project blog:
http://escolasenrede.blogspot.com
However, we would like to broadly highlight some of the activities:
oMeetings between teachers in Pontevedra and Porto Salvo to coordinate the
workload in the academic years 2013/2014 and 2014/2015.

16. ACTIVITIES AND RESULTS
o Travelling exhibitions: Aubervilliers, Pontevedra, Porto Salvo y Rzeszów
o Exhibition Costumes and Traditional instruments in Rzeszów

17. SURVEY: PRE-EXISTING IDEAS
Which are the main problems EU has to deal with? (Luís Seoane)
The economic crisis, the lack of jobs and the resulting poverty increase. Inequalities between
countries, which provoke that the strongest ones take profit and assume direction with the
resulting lack of internal democracy
There’s a difference between girl’s and boy’s answers: whereas some girls think that the
origin of the problems are misunderstanding and lack of solidarity, some boys think that the
cause is the lack of good leaders or politicians.

18. LOGO CONTEST

19. VIDEOS AND DIGITAL
MAGAZINE
http://issuu.com/luispereiro/docs/revista_comenius_para_issuu

20. VIDEOCLIPS ON GENDER EQUALITY AMONG
YOUNG PEOPLE

21. STUDENT EXCHANGE
AUBERVILLIERS
PONTEVEDRA
RZESZÓW
PORTO SALVO

22. THE STUDY OF THE HOLOCAUST
WHY TO STUDY THE HOLOCAUST?
Teaching and learning about the Holocaust highlights universal issues,
which are at the heart of UNESCO’s efforts to promote peace and mutual
understanding: equality and respect for justice regardless of ethnicities,
gender, religion, or language.
Our students:
Will measure the consequences of an ethnicity developing unbounded prejudice, racism and
hatred on another one.
Will understand how silence, indifference and apathy from a group of human beings can result
in the oppression and extermination of other human beings.
Will think about the use and abuse of power, and the responsibilities of individuals,
organisations and nations when they confront civil rights violations and/or genocidal policies.
Will raise awareness so that no genocide will take place anywhere in the world EVER AGAIN.

23. FRAMEWORK OF REFERENCE
 Declaration of the Stockholm International Forum on the Holocaust.
January, 2000
 60/7 Resolution adopted by the UN General Assembly, designating the
27th of January as International Day of Commemoration in memory of
the victims of the Holocaust (1st of November 2005).
 Spain’s Organic Law for Education Quality Improvement (LOMCE), in
its additional provision about “Prevention and peaceful resolution of
conflicts and values supporting democracy and human rights”, which
establishes the study of the Jewish Holocaust as a historical fact within
the syllabus in different years of basic education.

24. TIMELINE
YEAR 2013/2014: ADDRESSED TOPICS
The Holocaust
Porajmos: The other Holocaust. The Romany genocide by the
Nazis.
The silent Holocaust.
Righteous among the Nations.

25. ACTIVITY PROGRAMME
EXHIBITION: “Realise that this has
happened. Lessons to be learnt from
Holocaust”
MEETINGS IN THE LIBRARY: Documentary
“The violinist of Auschwitz”
READING: The violinist of Auschwitz, The
Diary of Anna Frank, The librarian of
Auschwitz…
THE VALUE OF HELP: Lola Touza, Arístides
de Sousa Mendes, Ángel Sanz Briz, Henryl
Slawik, Camille Ernst
ONLINE WORKING DAY: “Assembly of
Peace”

27. TIMELINE
YEAR 2014/2015: ADDRESSED TOPICS
The children victims of the Holocaust.
The life of the hidden children.
The surviving children.
Janusz Korczak.

28. ACTIVITY PROGRAMME
EXHIBITION: The children
victims of the Holocaust.
READING AND MEETING: “28
days”
SCREENING:“Último tren a
Treblinka.Una biografía para
Janusz Korczak”. “DOTTOR
KORCZAK” (A.Wajda, 1990)

30. VISITING AUSCHWITZ
The cornerstone of the study of the Holocaust was the visit of 29 students to
Auschwitz extermination camp in the 70th anniversary of its liberation, which they
defined as “the most important visit in their lives”.

31. VISITING AUSCHWITZ
“IT HELPED US REALISE WHAT ACTUALLY HAPPENED”
“ACTUALLY SEEING IT IS A WHOLE OTHER
THING”
“NOTHING
GETS
YOU
READY
FOR
THAT
MOMENT”
“WE CRIED SINCE WE WENT THROUGH THE GATE”
“IT’S AN IMPERATIVE LESSON TO LEARN”

32. “I learned to value more my friends and teachers, to
realise that the rain isn’t enough to spoil a perfect day,
that distance is only an excuse for those who are
scared, friends aren’t made with a language but with a
heart, and home is not a place but a feeling”.
ALBA LORENZO