FIG. 41 THE TRIANGLE

Final report - project MOVE 2017-2018

Fig. 41 The triangle

8. Findings

8.1 Guidance

As we have briefly explained above especially on the theoretical framework, Art and Sport learning spheres are areas that favor the development of transversal competences, those that are necessary for excluded youth to cope with problems, associated with school failure, school dropout, unemployment or delinquency. We have verified that the artistic practice develops transversal competences that mobilize capacities of higher level of cognitive complexity, allowing young people to self-knowledge, personal fulfillment and the singular understanding of the world19. These aspects are decisive for their positive affirmation in society.

Throughout the Move project, we have been able to verify the potentiality of Arts and Sport in order to fight against youth exclusion by observing good practices in the three partner countries. From the analysis of the various activities and based on the results, we have identified common principles, responsible for the reintegration of young people in school or in the world of work. We used the theoretical framework of the Agora Model, taking into account several approaches in the field of arteducation or sports-education combined with a critical look at the practices observed in the three countries. Therefore, we can present a set of guidelines.

8.1.1 Formal education, non-formal education and informal education

We found a variety of types of practices, from formal education to non-formal education activities. As we all know, formal education activities relate to a predetermined curriculum, conducted at a certified educational institution. We can find practices of this nature in the Chapitô Circus School,

19 Efland says that Art contributes to the understanding of the social and cultural landscape that each individual inhabits. The arts can contribute to this understanding, since the work of art mirrors this world through metaphoric elaboration. The ability to interpret this world is learned through the interpretation of the arts, providing a foundation for intelligent, morally responsive actions. The arts are places where the constructions of metaphor can and should become the principal object of study, where it is necessary to understand that the visual images or verbal expressions are not literal facts, but are embodiments of meanings that can be taken in some other light.