Background: The process of European integration, which started in the fifties of the twentieth century from an economic point of view, involved the cultural dimension too, starting a first process of Europeanization of the people. However, it would seem that this process, economic first and then political and legal, of construction of the EU, has not been accompanied by a similar and parallel process of integration of EU citizens. Aim: This project aims to understand the reasons for this deficit through a study - conducted at local, regional, national and European level and from a multidisciplinary perspective (historical, sociological, anthropological and pedagogical one) - which analyses the educational policies that have characterized, and are still characterizing, the compulsory education in the countries of the project partners. Schools, in fact, constitute a particularly significant, large and common "laboratory", which allows you to capture the key problems that underlie the processes of formation, elaboration and perception of the idea of European citizenship. Activities and Results: The project consists of three main Work Packages. - Historical and Comparative Analysis (since the fifties of the twentieth century) of educational policies that have interested the project partner countries, conducted through the study of specific historical and educational sources (manuals for teacher training, textbooks - in The process of European integration, which started in the fifties of the twentieth century from an economic point of view, involved the cultural dimension too, starting a first process of Europeanization of the people. However, it would seem that this process, economic first and then political and legal, of construction of the EU, has not been accompanied by a similar and parallel process of integration of EU citizens. Aim: This project aims to understand the reasons for this deficit through a study - conducted at local, regional, national and European level and from a multidisciplinary perspective (historical, sociological, anthropological and pedagogical one) - which analyses the educational policies that have characterized, are still characterizing, the compulsory education in the countries of the project partners. Schools, in fact, constitute a particularly significant, large and common "laboratory", which allows you to capture the key problems that underlie the processes of formation, elaboration and perception of the idea of European citizenship. Activities and Results: The project consists of three main Work Packages. - Historical and Comparative Analysis (since the fifties of the twentieth century) of educational policies that have interested the project partner countries, conducted through the study of specific historical and educational sources (manuals for teacher training, textbooks - in particular textbooks of history, civics and literature, books and school curricula). Background: The process of European integration, which started in the fifties of the twentieth century from an economic point of view, involved the cultural dimension too, starting a first process of Europeanization of the people. However, it would seem that this process, economic first and then political and legal, of construction of the EU, has not been accompanied by a similar and parallel process of integration of EU citizens. This project aims to understand the reasons for this deficit through a study - conducted at local, regional, national and European level and from a multidisciplinary perspective (historical, sociological, anthropological and pedagogical one) - which analyses the educational policies that have characterized, and are still characterizing, the compulsory education in the countries of the project partners. Schools, in fact, constitute a particularly significant, large and common "laboratory", which allows you to capture the key problems that underlie the processes of formation, elaboration and perception of the idea of European citizenship. Activities and Results: The project consists of three main Work Packages. - Historical and Comparative Analysis (since the fifties of the twentieth century) of educational policies that have interested the project partner countries, conducted through the study of specific historical and educational sources (manuals for teacher training, textbooks - in particular textbooks of history, civics and literature, books and school curricula). - Sociological survey conducted through questionnaires, interviews, and social networks directed to teachers and students of the partner countries. - Study of the results obtained through the analisys of historical and sociological researches, in order to find successful strategies for training, in line with the anthropological The process of European integration, which started in the fifties of the twentieth century from an economic point of view, involved the cultural dimension too, starting a first process of Europeanization of the people. However, it would seem that this process, economic first and then political and legal, of construction of the EU, has not been accompanied by a similar and parallel process of integration of EU citizens. Aim: This project aims to understand the reasons for this deficit through a study - conducted at local, regional, national and European level from a multidisciplinary perspective (historical, sociological, anthropological and pedagogical one) - which analyses the educational policies that have characterized, and are still characterizing, the compulsory education in the countries of the project partners. Schools, in fact, constitute a particularly significant, large and common "laboratory", which allows you to capture the key problems that underlie the processes of formation, elaboration and perception of the idea of European citizenship. and Results: The project consists of three main Work Packages. and Comparative Analysis (since the fifties of the twentieth century) of educational policies that have interested the project partner countries, conducted through the study of specific historical and educational sources (manuals for teacher training, textbooks - in particular textbooks of history, civics and literature, books and school curricula). survey conducted through questionnaires, interviews, and social networks directed to teachers and students of the partner countries. of the results obtained through the analisys of historical and sociological researches, in order to find successful strategies for training, in line with the anthropological perspective of integration of Background: The process of European integration, which started in the fifties of the twentieth century from an economic point of view, involved the cultural dimension too, starting a first process of Europeanization of the people. However, it would seem that this process, economic first and then political and legal, of construction of the EU, has not been accompanied by a similar and parallel process of integration of EU citizens. Aim: This project aims to understand the reasons for this deficit through a study - conducted at local, regional, national and European level and from a multidisciplinary perspective (historical, sociological, anthropological and pedagogical one) - which analyses the educational policies that have characterized, and are still characterizing, the compulsory education in the countries of the project partners. Schools, in fact, constitute a particularly significant, large and common "laboratory", which allows you to capture the key problems that underlie the processes of formation, elaboration and perception of the idea of European citizenship. Activities and Results: The project consists of three main Work Packages. - Historical and Comparative Analysis (since the fifties of the twentieth century) of educational policies that have interested the project partner countries, conducted through the study of specific historical and educational sources (manuals for teacher training, textbooks - in particular textbooks of history, civics and literature, books and school curricula). - Sociological survey conducted through questionnaires, interviews, and social networks directed to teachers and students of the partner countries. - Study of the results obtained through the analisys of historical and sociological researches, in order to find successful strategies for training, in line with the anthropological perspective of integration of European "homo novus

Homo-Novus

SANI, Roberto;ASCENZI, ANNA;MEDA, JURI;BRUNELLI, MARTA;PATRIZI, ELISABETTA;VERDUCCI, Daniela
2010-01-01

Abstract

Background: The process of European integration, which started in the fifties of the twentieth century from an economic point of view, involved the cultural dimension too, starting a first process of Europeanization of the people. However, it would seem that this process, economic first and then political and legal, of construction of the EU, has not been accompanied by a similar and parallel process of integration of EU citizens. Aim: This project aims to understand the reasons for this deficit through a study - conducted at local, regional, national and European level and from a multidisciplinary perspective (historical, sociological, anthropological and pedagogical one) - which analyses the educational policies that have characterized, and are still characterizing, the compulsory education in the countries of the project partners. Schools, in fact, constitute a particularly significant, large and common "laboratory", which allows you to capture the key problems that underlie the processes of formation, elaboration and perception of the idea of European citizenship. Activities and Results: The project consists of three main Work Packages. - Historical and Comparative Analysis (since the fifties of the twentieth century) of educational policies that have interested the project partner countries, conducted through the study of specific historical and educational sources (manuals for teacher training, textbooks - in The process of European integration, which started in the fifties of the twentieth century from an economic point of view, involved the cultural dimension too, starting a first process of Europeanization of the people. However, it would seem that this process, economic first and then political and legal, of construction of the EU, has not been accompanied by a similar and parallel process of integration of EU citizens. Aim: This project aims to understand the reasons for this deficit through a study - conducted at local, regional, national and European level and from a multidisciplinary perspective (historical, sociological, anthropological and pedagogical one) - which analyses the educational policies that have characterized, are still characterizing, the compulsory education in the countries of the project partners. Schools, in fact, constitute a particularly significant, large and common "laboratory", which allows you to capture the key problems that underlie the processes of formation, elaboration and perception of the idea of European citizenship. Activities and Results: The project consists of three main Work Packages. - Historical and Comparative Analysis (since the fifties of the twentieth century) of educational policies that have interested the project partner countries, conducted through the study of specific historical and educational sources (manuals for teacher training, textbooks - in particular textbooks of history, civics and literature, books and school curricula). Background: The process of European integration, which started in the fifties of the twentieth century from an economic point of view, involved the cultural dimension too, starting a first process of Europeanization of the people. However, it would seem that this process, economic first and then political and legal, of construction of the EU, has not been accompanied by a similar and parallel process of integration of EU citizens. This project aims to understand the reasons for this deficit through a study - conducted at local, regional, national and European level and from a multidisciplinary perspective (historical, sociological, anthropological and pedagogical one) - which analyses the educational policies that have characterized, and are still characterizing, the compulsory education in the countries of the project partners. Schools, in fact, constitute a particularly significant, large and common "laboratory", which allows you to capture the key problems that underlie the processes of formation, elaboration and perception of the idea of European citizenship. Activities and Results: The project consists of three main Work Packages. - Historical and Comparative Analysis (since the fifties of the twentieth century) of educational policies that have interested the project partner countries, conducted through the study of specific historical and educational sources (manuals for teacher training, textbooks - in particular textbooks of history, civics and literature, books and school curricula). - Sociological survey conducted through questionnaires, interviews, and social networks directed to teachers and students of the partner countries. - Study of the results obtained through the analisys of historical and sociological researches, in order to find successful strategies for training, in line with the anthropological The process of European integration, which started in the fifties of the twentieth century from an economic point of view, involved the cultural dimension too, starting a first process of Europeanization of the people. However, it would seem that this process, economic first and then political and legal, of construction of the EU, has not been accompanied by a similar and parallel process of integration of EU citizens. Aim: This project aims to understand the reasons for this deficit through a study - conducted at local, regional, national and European level from a multidisciplinary perspective (historical, sociological, anthropological and pedagogical one) - which analyses the educational policies that have characterized, and are still characterizing, the compulsory education in the countries of the project partners. Schools, in fact, constitute a particularly significant, large and common "laboratory", which allows you to capture the key problems that underlie the processes of formation, elaboration and perception of the idea of European citizenship. and Results: The project consists of three main Work Packages. and Comparative Analysis (since the fifties of the twentieth century) of educational policies that have interested the project partner countries, conducted through the study of specific historical and educational sources (manuals for teacher training, textbooks - in particular textbooks of history, civics and literature, books and school curricula). survey conducted through questionnaires, interviews, and social networks directed to teachers and students of the partner countries. of the results obtained through the analisys of historical and sociological researches, in order to find successful strategies for training, in line with the anthropological perspective of integration of Background: The process of European integration, which started in the fifties of the twentieth century from an economic point of view, involved the cultural dimension too, starting a first process of Europeanization of the people. However, it would seem that this process, economic first and then political and legal, of construction of the EU, has not been accompanied by a similar and parallel process of integration of EU citizens. Aim: This project aims to understand the reasons for this deficit through a study - conducted at local, regional, national and European level and from a multidisciplinary perspective (historical, sociological, anthropological and pedagogical one) - which analyses the educational policies that have characterized, and are still characterizing, the compulsory education in the countries of the project partners. Schools, in fact, constitute a particularly significant, large and common "laboratory", which allows you to capture the key problems that underlie the processes of formation, elaboration and perception of the idea of European citizenship. Activities and Results: The project consists of three main Work Packages. - Historical and Comparative Analysis (since the fifties of the twentieth century) of educational policies that have interested the project partner countries, conducted through the study of specific historical and educational sources (manuals for teacher training, textbooks - in particular textbooks of history, civics and literature, books and school curricula). - Sociological survey conducted through questionnaires, interviews, and social networks directed to teachers and students of the partner countries. - Study of the results obtained through the analisys of historical and sociological researches, in order to find successful strategies for training, in line with the anthropological perspective of integration of European "homo novus
2010
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11393/60381
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