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Cooperation with Schools

Since its foundation, ASAI has collaborated with numerous primary and secondary schools, in synergy with other actors in the education community, to experiment and co-design a different way of doing school through interdisciplinary teaching activities that promote well-being in the learning environment.

The goal is to activate avenues of exchange, mutual learning, and collaboration among the actors of the educational community, with a cultural approach that places a sense of responsibility on the various actors called upon to play a role in the “educating city” and in the practice of diffuse education. The common goal is to activate participatory processes that strengthen and enhance public schools as laboratories of social and democratic participation, thereby supporting them in becoming a community.

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Through various school projects in numerous classrooms, we build networks to move away from the approach of offering services to respond to needs and into the perspective of desire, dreams, and participation, starting with the well-being of children, adolescents, and the educational community. The connection between school and after-school activities is fundamental for us: many of the students we meet in class in the morning and in the afternoon attend our community centers. Their voice and resources are the starting points for designing our interventions and best assisting them on the path of growth and learning.

Attualmente ASAI e Terremondo collaborano con 20 scuole di primo e secondo grado, in particolare con i progetti Provaci ancora, Sam!, Cassiopea e Giovani Investimenti.

ASAI and Terremondo currently collaborate with 20 primary and secondary schools, specifically on the projects Provaci ancora, Sam! (Play it again, Sam!), Cassiopea, and Giovani Investimenti (Young Investments).

Projects

 

  • Provaci Ancora, Sam! (Play it again, Sam!)
  • Cassiopea
  • Giovani Investimenti (Young Investments)

Provaci Ancora, Sam!

The “Provaci ancora, Sam!” (Play it again, Sam!) project began in Turin in 1989 aimed at promoting school success and preventing school dropout.

Made possible through the collaboration between the Educational Services of the City of Turin, the Regional School Office for Piedmont, the San Paolo Company, the Ufficio Pio Foundation, the Foundation for Schools and a network of local organizations, the project contributes to the creation of synergies between school and after-school activities, integrating the work of teachers, educators, and staff within an educating community.

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ASAI currently collaborates on the project in Districts 7, 8, and 9 in two areas of focus:

– primary prevention (preventive Sam) aimed at students attending Manzoni, Pertini, Regio Parco, and Ricasoli schools. The proposed activities blend the activities of educators in the classroom during school hours, implemented in close collaboration with the teachers of the class councils involved, with after-school programs of various kinds ranging from academic support to workshops in art and self-expression.

– secondary prevention (Sam Catch-up) is aimed at children over fourteen who are at high risk of dropping out or who have already interrupted their schooling. Within the Parini and Pellico CPIAs (Provincial Centers for Adult Education), such children have the opportunity to earn a middle school diploma and be guided toward vocational education and training pathways.

Cassiopea

Created by the Terremondo Cooperative and supported by the non-profit Con i Bambini (With the Children) under their Educating Communities grant, this project promotes a system of interventions aimed at activating, regenerating, and strengthening the educating community in the territories of the Aurora district in Turin and in the Municipality of Piobesi Torinese.

The keystone of the project is the involvement of the population in order to organize the constellation of stakeholders, strengthen ties, and build an educational village for the children and the community of the areas targeted by the project. Specifically, the pupils, teachers, and families of Parini Primary School are involved, and together, they are designing a new way of experiencing school to make it a gathering space for adults and children even after school hours. There are many initiatives, such as mom meetups, Chinese courses for children, workshops on emotions, and festive and educational events.

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Giovani Investimenti (Young Investments)

The project is supported by the CRT Foundation and implemented by ASAI in cooperation with the Terremondo Cooperative and three high schools (IIS Bodoni Paravia, IPS J. B. Beccari, IPSIA Birago) that have been contributing to the project for years.

Giovani Investimenti focuses on youth participation, with the aim of promoting synergistic and integrated measures to improve the confidence that boys and girls have in their own possibilities and abilities through the involvement of the entire educating community.

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RSC – Rom Sinti Caminanti

The National Project for the Inclusion and Integration of Roma, Sinti, and Caminanti Children was promoted by the Ministry of Labor and Social Policy as part of the actions of the 2014-2020 Inclusion NOP and was implemented in collaboration with the Ministry of Education, University and Research, the Ministry of Health, and the Hospital of Innocents.

The project was conducted in major Italian metropolitan cities. In Turin, in close collaboration with Education Services, AIZO, and the Liberi Tutti cooperative, ASAI implemented activities at Vian and Leonardo Da Vinci schools aimed at fostering the inclusion of RSC minors from the 16 classes identified in the two institutions.

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The project was implemented in both school and residential settings.

In the first sphere, ASAI presented tools for a more inclusive school capable of supporting the presence and success of children by implementing opportunities for all pupils and their families to participate in, especially RSCs. Special attention was given to improving the classroom climate through tools like cooperative learning, learning by doing, and laboratory activities.

In the residential sphere, the motivation of children and families to invest in education was supported by actively pursuing inclusion in local communities through access to local services (after-school, social-recreational activities, health care services). The activities promoted the active participation of families and the promotion of health care.

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