A Dimensão Europeia da [na] educação

Constructing an inclusive institutional culture – Intercultural competences in cultural services

Synopsis

If we are to build an inclusive institutional culture within the increasingly pluralist societies of 21st century Europe, focussing solely on the development of skills and knowledge is not enough. There have to be changes in the way in which administrative authorities and the organisations providing services to the public view their role and in the action they take. 
While it is essential for migrants to learn the language of their host country, understanding the codes of conduct, standards, allegiances, rules and exceptions is perhaps an even greater challenge. 
This clearer understanding of the institutional fabric is an inevitable part of what is termed “integration” and also applies to minorities. 
Since this process does not occur unassisted, this guide puts forward a number of proposals to help acquire the institutional skills which are vital for understanding, dialogue, guidance, negotiation and conflict resolution, to name but a few. These are all aspects inherent in interaction processes and essential for respecting diversity. 
This guide is an indispensable tool for public and private operators, social workers, mediators and all other stakeholders aware of the need to incorporate these aspects into their exchanges, particularly when rights and human dignity are at stake. This will help nurture confidence in public institutions and avoid the development of fear or any other barrier which could lead to unequal access – or indeed no access – to social, health-care or other services. 
Through this work, the Council of Europe reminds us that in pluralist societies the most effective guarantee of successful integration and harmonious co-existence is social justice.

Contents

Preface

General introduction

Notes for the reader

Seven stages in constructing an inclusive institutional culture

Part A
Pluricultural realities and institutional responsibilities

Part B
Constraints, obstacles and resistance

Part C 
Intercultural skills: models for training and action

Part D
Needs identification/assessment and processing of requests

Part E
Translation, mediation and assessment: communication tools

Part F
Conflict resolution, negotiation and dialogue for mutual understanding

Part G
Approaches and introduction strategies for intercultural and diversity management

General conclusion

Appendices

Bibliography

Fonte: Council of Europe

Teacher education for change – The theory behind the Council of Europe Pestalozzi Programme

Synopsis

What is the main role for teachers today? Why is the Council of Europe dealing with education, and teacher education in particular? How is educational thinking guided by visions of a future society desirable for all?

How, in the midst of a fierce battle for curriculum time, can education for human rights, democracy and mutual understanding be embedded in the existing curricula?

What are the values underlying our educational visions?

The aim of this publication is to offer a few answers to these and many other questions. Above all, its purpose is to contribute to the ongoing debate, more necessary than ever, on the role of teachers and teacher education in the broader context of teaching and learning for a sustainable democratic society.

 

Contents:

Chapter One: Education and society

The key role of education for sustainable democratic societies
Education vs. educations
“Savoirs” and values vs. themes: transversal components of teaching
for strengthening democratic societies
Education as liberation of the self: principles and concepts of learning
and teaching in the Pestalozzi Programme

Chapter Two: Rationale and foundations of the Pestalozzi Programme
The pedagogical foundations of the Pestalozzi Programme

Further food for pedagogical thought: influences and inspirations
Getting people doing … to get them thinking
Toward a community of practice: supporting the collaborative work

Chapter Three: Action for change
Overcoming resistance

Ways to bring about change
The benefits of networking: an example from Cyprus

Conclusion
Making a difference

Reference: Council of Europe

EDC/HRE Volume II: Growing up in democracy – Lesson plans for primary level on democratic citizenship and human rights.

Growing up in democracy is addressed to teachers who want to integrate Education for Democratic Citizenship (EDC) and Human Rights Education (HRE) in their daily subject teaching. Nine teaching units of approximately four lesson plans each give step-by-step instructions and include student handouts and background information for teachers. The complete manual provides a full school year’s curriculum for students in primary school (grades 4 to 6), but as each unit is also complete in itself the manual allows great flexibility in use. It is therefore also suitable for textbook editors, curriculum developers, teacher trainers, student teachers and beginning teachers. The objective of EDC/HRE is to teach children to become active citizens who are willing and able to participate in the democratic community. Therefore, EDC/HRE strongly emphasise action and task-based learning. The school community is conceived as a sphere of authentic experience where young people can learn how to participate in democratic decision making and may take responsibility at an early age. Key concepts for EDC/HRE are taught as tools of life-long learning.

Reference: Council of Europe

Europeans and their rights – Freedom of expression

Freedom of expression is not absolute, even although it is a fundamental right enshrined in the European Convention on Human Rights. Under the terms of the Article 10 of the Convention, its exercise may be subject to such restrictions as are prescribed by law and are “necessary in a democratic society” in order to uphold the rights of all individuals. The author compares and analyses the protection of and limits on the right to freedom of expression in the case law of European constitutional courts and the European Court of Human Rights, drawing on practical examples, to see whether a common European approach exists in this area.

Reference: Council of Europe

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