"In The Declaration of Paris, published in April 2018, a group of intellectuals and university professors studied the political and social state of Europe, and what it means to be European. Their conclusion was that we are facing a collapse of the cultural heritage due to deception, guilty feelings and fear of self affirmation.The members of this project, High school teachers from the Czech Republic, France, Italy and Romania aim at allowing students to discover the different faces of Europe.The project : ""Discovering Europe - yours, mine and ours"" will show that Europe is a melting pot but at the same time each member should thrive on their diversity.Our schools cater to students of different horizons, so this project will be a great opportunity to promote social inclusion as well as cultural diversity and exchanges. Social economic factors will be studied and we will reflect on gender equality in the different territories, culture, the history of Men and places. Thus, all the schools get a better awarenesses of European Cultural Patrimony .Our students will develop transversal skills, language fluency, ITC and art skills that will make them become the best they can be in one or more of those fields.About one hundred students will exchange their productions in French (in English if need be); These will be based on pair work, personal work or group activities. The aim will be to help partner students discovering one another territory and tell about their experiences as young Europeans.These activities will allow less dropouts and reduce social inequalities and promote European Exchanges, because partners will be interested in building more connections outside their countries. The very fact, that they are talking with native speakers will trigger their desire to learn more and better.This project aims at :- Promoting French use in Europe- increasing students's fluency in French (and English when used as a vehicular language)- Developing tolerance, fight discriminations and xenophobia - Discovering the patrimony of one's own culture and other places in Europe, including overseas territories - Curving school dropouts and fight against illiteracies - Learning to learn with technology and learning to use information- Allowing young Europeans to meet their peers in different parts of Europe, sharing their experiences whether similar or not- Developing artistic, computer, and cultural skills for a better employability This project will increase our potential to perform efficient team building activities within our schools, local authorities and partnerships with local and international companies. It will enable us to take up new challenges in our teaching methods. .Students will benefit from this exposure to become European leaders, since it's been proven that participationg in an Eramus+ projject, increase employabilty."

"Title: MY DIFFERENT HERO, THIS EXTRA-ORDINARY HERO The project '' My pupil differs from this extra-ordinary hero '' follows a precedent entitled the kindergarten lever for the future education of the child. It had wondered about the importance of kindergarten in schooling. a child in our priority neighborhoods.In the description of our new project, we are part of Wresinski's approach, known as the approach of the crossing of knowledge and practices initiated by the ATD Fourth World movement. This approach is based on the fact that three types of knowledge coexist in society: lived knowledge, action knowledge, and academic knowledge. Indeed our school is located in a priority neighborhood of the city where is located in the same street, a kindergarten, an elementary school, a college, and a vocational high school. In the area, our students are destined to frequent this district for 15 years except for exception. It is an area where social and academic inequality is striking. Students are often witnesses to the physical verbal abuse of their elders.But the answers the school brings are not up to the stakes and do not meet the needs of students. The action of teachers to take students out of this scheme is ineffective and conversely maintains a fragile social and school situation. The teachers of our schools lacked from year to year of enthusiasm and showed a form of resignation ""we can not do anything, it's like that"" so we did school point.It was necessary for us as the school director pulled the teaching team of his lethargy by offering him a vision of the different schools. We proposed to fellow teachers to question the care of pupils with special needs but from the point of view of inclusion. When the project took shape, we thought it was necessary to treat it to some degree because these students, in particular, needed to be able to project on their future schooling.Our goal was: Set up stimulating, welcoming, motivating, caring and respectful schools, as recommended by the Directorate-General for Education and Culture in the document Education and Culture 2020 (2015, 11).Train the school community to care for students with special needs.Act on educational professionals to change class practices.Enter an inclusion component in the establishment project.The activities that we proposed focused on the professionalization of the actors for that we had throughout the project, themes around a fair school for all. So we explored the links between:• School and cultural diversity• Schools, territories and educational success • School and inclusion here or elsewhere, Throughout the project and with the contribution of training events in terms of the conference, exchange of practices and observation. The pedagogical team of Soliveau never ceased to question the effectiveness of its action with the students. After the formation in Italy, the team decided to revise completely its organization by setting up a pedagogy that considers that each student has a specific need.The Bulgarian, Romanian, Italian and Guadeloupean partners have each witnessed in their school, as in Soliveau, a transformation in the management of difference. Our aim is to strengthen the collaboration between the establishments of our sector in order to offer school spaces where each pupil finds his place. And that every teacher is committed to leading every student has at least one success.This project has had the merit of bringing out differences experienced as obstacles but not as levers (example: Italian-Bulgarian migrant students were highlighted during meetings with Bulgarian teachers) and to promote these students within their institution while changing the practices of teachers.As a result of this project, walls have been cut down between schools and our motto '' let's make our differences '' to help our students succeed."