"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."

"<< Background >>The environmental crisis is alarming today, because humanity uses more natural resources than the planet can reproduce. The world is facing one of its most important challenges: to develop itself sustainably. As members of the European Union and citizens of the world, the partners of this project : France, Spain, Italy, Bulgaria, Turkey and North Macedonia want to take part in European efforts for the environment and sustainable development. We were challenged by the sentence of Pierre Rabhi : ""Which planet will we leave to our children and which children will we leave to the planet"". The partners of this group are aware of their responsibility and their role in the ecological transition. Awareness must start with school, and we are committed to use our skills and our various experiences for ecologically virtuous purposes. A good knowledge of the richness of each of the partners' environments, the ecosystems that live in each country and their roles in nature is the basis that we have chosen to raise students’ awareness and that the following actions make sense. In their strategies of development, the administrative departments of the partner schools in this project want to give priority to a professional training about sustainable development but also to the use of digital tools necessary for research and for the success of exchanges between the partners. We want the actions and training offered to be an opportunity to learn about life in society: that everyone is consulted, invited to speak, to express their point of view while respecting that of others’, without ever wanting to erase the differences but transform them into assets. We hope that the activities led in schools have an intergenerational impact and that, hence, solidarity wins over individualism, generosity over withdrawal, the long term over the immediate, sobriety over unrestrained consumption. . The ""Ecoles' logie"" project will promote European cooperation and the development of creativity, multiple intelligences, innovative methods so that everyone feels involved and is successful, whatever their level or background.<< Objectives >>Each school already has specific or sustainable actions to fight against waste, to clean up nature, to change consumption habits…. Even if these actions at a school level have effects on the behavior of our pupils and their families, we believe that transnational actions will have a greater impac, they will bring a new dynamic. Also we have a lot to learn from sharing. The logic of our project aims to make children aware of their environment and involve them in the active preservation of nature so that they become responsible European citizens. To achieve our goals, it is necessary to train the whole staff, discuss our teaching methods, develop digital practices, and use innovative methods. This project should be carried out transnationally so that we stay open-minded and to share as many points of view as possible. Children involved in the project will have to interact with their peers using new technologies. In order to open up to others and understand that despite the differences in living conditions and cultures, it is our common responsibility to live together and grow in a peaceful coexistence, in a clean, friendly and preserved natural environment. Cooperation between partners will stimulate the development of basic and transversal skills. Working with associations and local communities will help us achieve our goals, particularly those related to the environment and climate changes. The project's objectives : 1. To develop form an ecological way of thinking, attitudes and responsibilities in environmental protection among students 2. To cooperate between different countries to answer meet the need to meet for environmental protection activities 3. To mobilize ourselves to meet the need for digital development. 4. To actively participate in a democratic society and be aware of being ""European"". 5. To develop creativity, stimulate curiosity and a sense of research by collecting informations related to the environment and climate changes.<< Implementation >>Project activities: 1. Guided tours to discover the ecosystems in each country ; Day trips with the students participating in the project; 2. Discoveries sharing with partners; and comparison of the different environments according to the country; 3. To make reports, tutorials, videos, photos, quizzes, drawings; 4. To set up challenges related to ecology and share the results;<< Results >>Results of all the activities during the project and expected effects: - Long-term changes in behavior for a healthier lifestyle, more respect towards nature and therefore more sustainable attitudes (in within partner schools with the creation of a common charter and in families – To establish concrete common actions, and to agree on a common code of good conduct. With this project we would like to: - make our young students aware of the importance of the ecosystems that surround them, their fragility and the means that help them to regenerate. - enable students, aspiring citizens, to answer the challenges of ecological transition by promoting eco-responsible initiatives and behaviors. - discover with them the keys to sustainable consumption and approach transverse issues, such as waste management, production and transport methods… - involve parents’ associations for an impact on family and intergenerational habits"