Tell me how it was in your time, Grandfather Comenius Project 2012-2014
5th Theme Booklet
Educational opportunities and expectations on European citizenship
Bulgaria / Bulgária / Bulgaria / Βουλγαρία Bulgaristan / Bulgaria / Bulgária
Училището някога е изглеждало така, когато в него са учили нашите баби и дядовци.
Нашите баби и дядовци са били малки. Посещавали са детска градина, защото техните родители са ходели на работа.
С нетърпение бабите и дядовците са очаквали празниците. Облечени в новите си официални униформи са отбелязвали с манифестации светли дати в историята на България.
Днес празнуваме и ние със същото вълнение и признателност.
Жаждата за знания е изпращала бабите и дядовците в професионалните ни гимназии, а след това и във ВУЗ.
Днес, ние, учениците създаваме контакти с нашите връстници от Европа, за да изградим нашето общо европейско бъдеще.
Bulgaria / Bulgária / Bulgaria / Βουλγαρία Bulgaristan / Bulgaria / Bulgária
The school has ever seemed like this. Then in it have studied our grandparents.
Our grandparents were waiting impatiently holidays. They were dressed in official uniforms. Significant dates in the history of the Bulgaria have been commemorated by manifesto of the people. Today we are celebrating with the same excitement and gratitude.
When our grandparents were young have attended kindergarten.
The thirst for knowledge was sending grandparents in our professional schools, and then at university.
We pupils today communicate with the other children in Europe and build our a common European future.
Bulgaria / Bulgária / Bulgaria / Βουλγαρία Bulgaristan / Bulgaria / Bulgária
Славена Атанасова Стойчева – 4”б” клас "Аз съм от България. Уча в НУ”Яне Сандански”-град Разлог. По проект Коменски аз и две мои приятелки бяхме избрани да отидем в Унгария. Бях много развълнувана. Когато пристигнахме, всяка от нас беше настанена в семейство. Всеки ден имахме организирана програма,която включваше занимания в училището и посещения на различни културни и природни забележителности. В проекта участваха деца и от други държави. Посещението в Унгария ми помогна да намеря много нови приятели, да посетя интересни места, за които бях чела и учила. Даде ми възможност да обогатя и приложа знанията си по английски език. Щастлива съм, че преживях всичко това!"
Боряна Василева - IV "а" клас "През февруари тази година заедно с учители от нашето училище посетихме гр.Будапеща, Унгария с цел участие в работна среща по проект „Коменски-Сократ“. За мен беше едно незабравимо преживяване. За пръв път пътувах със самолет и за пръв път напусках България. Бях притеснена, че ще се срещна с други деца, които няма да говорят на моя роден език. За мое учудване и децата в Унгария бяха като нас – обичат да играят, да пеят и да танцуват. Посрещнаха ни много топло и ни научиха на много неща, но най-вече да работим в екип. Рисувахме, пяхме, танцувахме на тяхната увеселителна вечер, където ни свириха само с една гайда. Беше много забавно. Запознах се с много приятели от други страни, които също като нас имат баби и дядовци, които също много ги обичат. Аз много харесах Унгария и хората там, защото са сърдечни и топли. Искам да се запозная и с други приятели от нашия континент, за да се чувствам по-спокойна и уверена в нашия общ европейски дом."
Мария Хаджиева - IV "а" клас "Работата по проект Коменски ми даде невреоятната възможност да пътувам и да посетя Унгария.Там намерих много нови приятели,както от страната, в която бях гост, така и от други държави. Градът, в който бяхме отседнали беше Будапеща. Будапеща е интересен и красив град, който се разполага от двете страни на р. Дунав. Има богата история запазена и до днес. Пътуването в тази европейска държава ми помогна да говоря английския език. Семейството,при което отседнах е четиричленно. Всички се разбираха добре помежду си. Приеха ме като член на тяхното семейство, макар и за кратко. Веднага след запознанството ни ние се унесохме в игри. Времето изкарано с тях мина бързо и неусетно. На всяка разходка ни показваха различни забележителности . Някои от тях са: Парламента, Виши град, зоопарка.Училището, в което учеха децата ми направи впечатление, че е чисто, подредено, организирано. Взаимоотношенията между учениците и учителите бяха много сплотени. Денят преди нашето заминаване обратно за България премина весело, с човек свирещ на гайда и нашите връстници, опитвайки се да ни научат на техните национални танци. На тръгване си разменихме подаръци, които да ни напомнят за преживените емоции заедно. В съзнанието ми това пътуване ще остане един незабравим спомен,както за мен ,така и за тях надявам сe.Някой ден,ако посетя пак същия град ще се свържа с приятелите,които вече имам там, за да си припомним този вече останал детски спомен."
Bulgaria / Bulgária / Bulgaria / Βουλγαρία Bulgaristan / Bulgaria / Bulgária
Slavena Atanasova Stoicheva - 4 "B" class " I'm from Bulgaria. I am studying in school "Yane Sandanski"- Razlog. I and the my two friends we were chosen to go to Hungary, because we worked on the project - Comenius. I was very excited. In this project attended kids from other countries. The visit to Hungary helped me find new friends, I visited interesting places that I had read and studied. It was very fun to I use English with my friends from other countries. I'm glad I visited Hungary and I am very happy."
Boriana Vaileva - 4 "A" class "In February this year, together with teachers from our school visitеd Budapest, Hungary for participation in a working meeting on the project "the Comenius, Socrates."For the first time was on an airplane for the first time I left the Bulgaria. To my amazement children in Hungary were as the us-they love to play, sing and dance. Welcomed the us very friendly and warm. We drawed, we sang, we danced on their evening entertainment, where we they played with only one bagpipe. It was very fun. I met many friends from other countries who like us have grandparents who are also love them dearly. I really liked Hungary and the people there because they are cordial and warm. I want to meet with other friends from our continent, to make me feel more relaxed and assertive in our common European home."
Maria Hadjieva - IV "A" class "The Comenius project work gave me the opportunity travel and visit Hungary. The city where we were staying is Budapest. Budapest is an interesting and beautiful city that is located on both sides of the Danube. Has a rich history preserved to today. The journey in this European country helped me to speak English.The family where I stayed was very nice. The school was very clean. Children with a desire attending school.Our days were very happy. I liked the guy who was playing a bagpipe. There were many emotions and gifts. The trip to Budapest will be a memorable experience."
Deutschland/ Германия / Γερμανια / Germania/ Alemanya/ Alemanha/ Németország
Wir sind die Klasse 3b und beschäftigen uns wegen des Comenius-Projektes schon länger mit dem Thema Europa. Eigentlich lernen wir das erst später. Wir haben uns überlegt, in welche Länder wir gern reisen würden und warum. Ob wir später mal in einem anderen europäischen Land als Deutschland leben und arbeiten wollen, wissen wir jetzt noch nicht. Übrigens: unsere Großeltern kommen zum größten Teil gar nicht aus Europa.
Deutschland/ Германия / Γερμανια / Germania/ Alemanya/ Alemanha/ Németország
Deutschland/ Германия / Γερμανια / Germania/ Alemanya/ Alemanha/ Németország
We are group 3 b and because of our Comenius project we’ve been learning a lot about Europe. Actually, we are supposed to study things like this quite a lot later. We thought about what countries we would like to travel to and the reasons why. If we are going to live or work in a European country different from Germany some day we don’t know yet. By the way: most of our grandparents don’t come from Europe, anyway.
I’d like to go to the U.K. I’d like
I’d like to go to Spain
to see Tower Bridge. The flag is
because I could meet there
blue, red, white. The capital is
Björn’s dad again. And
called London. This city is very
because I could eat tapas.
bequtiful and I want to see it.
These are little rolls with
Also, because everybody speaks
peppers. They are a bit
English there. A well known
spicey. I could go to the sea
landscape in the north is Giant’s
shore. And I could wear my
Causeway in Northern Ireland.
summer clothes. And I’d like
When I’ll be there, I’ll eat fish
to go to Madrid. Madrid is
and chips. And there is a
the capital. There is
“Königin” who is called “queen”.
something similar like a
But one cannot see her very
castle.
often.
Omar
Pia
Deutschland/ Германия / Γερμανια / Germania/ Alemanya/ Alemanha/ Németország
My chosen country is Russia,
I want to go to Spain
because I want to see the
because it is so warm there.
many sights. For instance the
The capital is named
Red Square, the Basil’s
Madrid. I want to see the
cathedral and the monument
Spanish sea because it is
of Peter the Great. And I’d
said to be wonderful. A
like to see the Russian
famous town is called
everyday life. A beautifal
Santiago de Compostela. I
landscape is the taiga. In
want to try tapas because I
Russia they like to eat blini
think they are tasty. To get
and borshtsh. A famous
to Spain I have to cross the
person is Peter the Great.
Netherlands and France.
Evan
Youbin
I’d like to go to Italy because
I ‘d like to go to Sweden
it is beautiful there. The
because I’d like to see my
capital is Rome. There is a
aunt. The capital is
wonderful landscape, it is
Stockholm. A beautiful
called Venice and it is situated
landscape are the woods
by the sea shore. In Italy a
with the elks. The most
typical lunch is pizza and
famous building is the king’s
pasta. In Italy there was a
castle. A typical meal is
very famous person and his
crisp bread. A famous
name was Julius Cesar. “Hello”
person is Alfred Nobel.
is in Italian “ciao” and “good
“Hello” means “hey”, “good
bye” is “arrividerci”.
bye” means “hey då”.
Lina
Dillon
Ελλάδα / Greece (Hellas) / Grecia / Gӧrӧgorszάg / Griechenland / Grécia / Гърция / Συνεντεύξεις γιαγιάδων και παππούδων «Οι δυνατότητες που είχε η γενιά μας ήταν πολύ λίγες, δύσκολες και περιορισμένες, γιατί ζήσαμε σε μια εποχή δύσκολη, εποχή που μόλις η πατρίδα μας είχε αρχίσει να ανορθώνεται από τα χαλάσματα, τις πληγές και την φρίκη που άφησε στο πέρασμά του ο εμφύλιος 1946-1949 και λίγο πιο μπροστά η Κατοχή. Παντού χαλάσματα. Σχολεία κατεστραμμένα και κατεδαφισμένα. Ψυχολογικά προβλήματα πάρα πολλά. Ο αφανής ήρωας, ο Δάσκαλος που αντιπροσώπευε την πατρίδα και στο τελευταίο χωριό της εσχατιάς έπρεπε να αντιμετωπίσει τα δύσκολα αυτά προβλήματα. Ο υποφαινόμενος τελείωσα την Παιδαγωγική Ακαδημία Φλώρινας το 1952-1954. Μετά την διετή στρατιωτική θητεία και συγκεκριμένα τον Μάρτιο του 1958 διορίσθηκα σε ένα μονοθέσιο σχολείο με 30 μαθητές, κλειστό μέχρι τον Μάρτιο λόγω ελλείψεως δασκάλων(στο Ακόντιο- Εκπαιδευτική Περιφέρεια Νεστορίου Καστοριάς). Στο διάστημα των 4 μηνών θα έπρεπε να εξαντλήσω την ύλη και να φέρω εις πέρας το δύσκολο και επίπονο αυτό έργο. Πολύ δύσκολες οι συνθήκες διαβίωσης και παραμονής. Εργασία πρωίαπόγευμα και τα Σάββατα. Την επόμενη χρονιά τοποθετήθηκα σε ένα άλλο χωριό που είχε διθέσιο σχολείο με 60 μαθητές αλλά λειτουργούσε σαν μονοθέσιο. Αυτή δυστυχώς ήταν η κατάσταση τα δύσκολα εκείνα χρόνια. Από την πρώτη μέρα που διορίστηκα, στριφογύριζε μέσα στο μυαλό μου και ονειρευόμουν ένα άλλο σχολείο. Όχι το σχολείο που αντίκρισα. Ένα σχολείο πιο ευρωπαϊκό, πιο δημοκρατικό. Όχι να εξυπηρετεί τους λίγους και να πιέζει τους πολλούς. Ένα σχολείο που θα ανοίξει τις πόρτες μπροστά στις ραγδαίες κοινωνικές εξελίξεις που σύντομα επρόκειτο να φανούν. Χρειάστηκαν πάρα πολλοί αγώνες, ατομικοί, ομαδικοί, συνδικαλιστικοί για να γίνουν και τα αυτονόητα στην Παιδεία. Απαίτηση όλων μας ήταν η πανεπιστημιακή μόρφωση των δασκάλων με την ίδρυση Παιδαγωγικών Τμημάτων. Με την ένταξή μας στην Ευρωπαϊκή Ένωση στις αρχές του 1980 τα όνειρά μας και οι προσδοκίες μας άρχισαν να παίρνουν σάρκα και οστά και πολλά από τα όνειρα του δασκάλου πραγματοποιήθηκαν και άλλα πολλά μέλλει να πραγματοποιηθούν». Ο παππούς του Δανιήλ, κ. Αχιλλέας, συνταξιούχος δάσκαλος
«Στην επαρχία οι πιθανότητες για να σπουδάσει κάποιος ήταν 5% γιατί δεν υπήρχαν Μ.Μ.Μ. Μέσα Μαζικής Μεταφοράς και γιατί δεν υπήρχε οικονομική ευχέρεια μετά τον πόλεμο. Από την Ευρωπαϊκή Ένωση οι άνθρωποι περίμεναν μια καλύτερη ζωή γιατί θα ενσωματώνονταν κι αυτοί με την Ευρώπη». Η γιαγιά της Κατερίνας, κ. Κατερίνα, συνταξιούχος επιχειρηματίας
Ελλάδα / Greece (Hellas) / Grecia / Gӧrӧgorszάg / Griechenland / Grécia / Гърция / «Πολλά παιδιά από εμάς ήταν απαραίτητο να δουλεύουν από μικρά για να συντηρήσουν τις οικογένειές τους. Επομένως, το σχολείο έμπαινε σε δεύτερη μοίρα. Με την Ευρωπαϊκή Ένωση νομίζαμε ότι όλες οι χώρες θα αποτελούσαν ένα κράτος, με μια διοίκηση, με κοινή οικονομία και χωρίς σύνορα μεταξύ των κρατών που συμμετείχαν». Η γιαγιά της Νικολέττας (Νικόλ), κ. Ειρήνη, συνταξιούχος ιδιωτική υπάλληλος
«Ο παππούς μου δεν είχε πολλές ευκαιρίες για μόρφωση εξαιτίας του Δευτέρου Παγκοσμίου Πολέμου και της φτώχειας που προκάλεσε, εκείνη την εποχή. Η γιαγιά μου είχε λίγες ευκαιρίες να μορφωθεί επειδή ήταν κορίτσι γεννημένο σε ένα μικρό χωριό σε μια εποχή που τα κορίτσια δεν σπούδαζαν». Κωνσταντίνος, συνέντευξη από τον παππού του, κ. Γιώργο, αγρότη και την γιαγιά του κ. Παναγιώτα, οικιακά
«Στα χρόνια των παππούδων και των γιαγιάδων μου οι άνθρωποι δεν είχαν τις πληροφορίες και τις ευκαιρίες που έχουμε σήμερα, όσον αφορά στην μόρφωση. Είχαν περιορισμένες επιλογές και η Ευρωπαϊκή Ένωση ήταν μια εναλλακτική μόνο για πολύ λίγους από αυτούς». Σοφία, συνέντευξη από την γιαγιά της, κ. Βικτωρία, συνταξιούχο μαία
«Στα χρόνια που εγώ ήμουν μικρός έπρεπε να εργαστώ για να βοηθήσω την οικογένειά μου. Έτσι δεν μπόρεσα να σπουδάσω. Μου άρεσε όμως πάντα πολύ το διάβασμα. Και εξακολουθώ να διαβάζω . Με την ένταξή μας στην Ευρωπαϊκή Ένωση πιστεύαμε σε ένα καλύτερο αύριο με ίσες ευκαιρίες ανάπτυξης και ευημερίας με τους υπόλοιπους Ευρωπαίους πολίτες» Ο παππούς της Μαρίας, κ. Χριστόφορος, συνταξιούχος σιδηροδρομικός
Ελλάδα / Greece (Hellas) / Grecia / Gӧrӧgorszάg / Griechenland / Grécia / Гърция / Interviews from grandmothers and grandfathers “The possibilities that our generation had were very few, everything was difficult and limited, because we lived in hard times, just the time when our country was starting to stand up from the ruins, wounds and horror that the 1946 -1949 Civil War and slightly before that the Occupation, had left in their passage. Everywhere ruins. Schools damaged and demolished . A lot of psychological traumas . The unsung hero , the Teacher who represented the country in the last village of the far borders had to face these difficult problems . The undersigned finished the Pedagogic Academy in Florina. After two years of military service, I was appointed to a one-teacher school with 30 pupils , which was closed until March because of lack of teachers ( in Akontio Educational Region of Nestorio in Kastoria). During the next four months I had to teach the lessons of a whole year.Considering the circumstances it was a difficult and arduous task. The conditions of living and of residence were also very difficult . I had to work morning and afternoon and also on Saturdays . The following year I was placed in another school with 60 students in another village that was supposed to employ two teachers but there was only oneme. Unfortunately this was the situation in those difficult years . From the first day I was appointed, I was dreaming of a different school. Not like the school that I had to face. A school more modern. A school that would open its doors to the rapid social developments soon to be seen. It took a lot of individual, group and union fights to acquire the obvious for Education. Requirement of all of us was university educated teachers by the establishment of Pedagogical Departments. By joining the European Union at the beginning of 1980 our dreams and our expectations started to take shape and I hope that a lot more of our dreams will be held in the future”.
The grandfather of Daniel, Mr Achilleas, a retired teacher
“ In the province, the chances for someone to study were 5% because there were very few means of public transport and because there was no economic possibility after the Second World War. From the European Union people were waiting for a better life because they would also be integrated with Europe ”.
The grandmother of Katerina, Mrs Katerina, a retired businesswoman
Ελλάδα / Greece (Hellas) / Grecia / Gӧrӧgorszάg / Griechenland / Grécia / Гърция /
"For many of us, as children, it was necessary to work from very young to sustain our families. Therefore, school was out of choice. With the European Union we thought that all the countries would make up one state, with one administration, one common economy and that it would be borderless among the states involved."
Nikoletta’s (Nikol) grandmother, Mrs. Eirini, a retired private employee.
"My grandfather did not have many opportunities for education because of the Second World War and the poverty that was caused at that time.
My grandmother had few chances to be educated because she was a girl born in a small village in a time when girls did not study. "
Konstantinos, interviews from his grandfather, Mr. Yiorgos, a farmer and his grandmother, Mrs. Panayiota, a housewife.
"In the years of my grandparents people had less information and opportunities than we have today, as far as education is concerned. They had limited options and the European Union was an alternative only for very few of them. "
Sophia, interview from her grandmother, Mrs. Victoria, a retired midwife
“In the years that I was young I had to work to support my family. So I could not study. But I always loved reading a lot. And I continue to read. By joining the European Union we believed in a better tomorrow with equal opportunities of growth and prosperity like the other European citizens”.
Maria’s grandfather, Mr. Christoforos, a retired railway employee.
Italia/ Itàlia / Италия / Ιταλία / Italia / Italien / Olaszország/ İtalya
1° MEETING DEL PROGETTO COMENIUS “DIMMI COM’ERA AI TUOI TEMPI, NONNO” A MISILMERI (IN PROVINCIA DI PALERMO) Grazie al programma europeo di apprendimento permanente, Comenius, otto nazioni europee (Italia, Portogallo, Grecia, Bulgaria, Romania, Germania, Ungheria e Turchia) hanno avuto l’opportunità di incontrarsi e cooperare, arricchendo il prorio bagaglio culturale e acquisendo un più forte senso di cittadinanza europea, “l’unione nella diversità”.
ALLORA
E
Ecco alcune citazioni dei nonni dei nostri alunni:
Gli alunni studiano italiano, matematica, geografia, storia … ma imparano anche le lingue straniere, in particolare l’ inglese come lingua veicolare per comunicare in tutto il mondo, a usare le TIC e così via.
“Noi studiavamo italiano, matematica, geografia, storia” “Frequentavamo la scuola elementare e poi andavamo a lavorare…”
“Pochi di noi hanno frequentato la scuola secondaria.” “Penso che sia importante essere cittadini europei oggi, ma in passato non abbiamo sfruttato alcuna opportunità proprio perché molti di noi non conoscevano, in effetti, le possibilità offerte dalla cittadinanza europea. Così, non avevamo aspettative europee.” “Era importante lavorare” “Io pensavo che la cosa più importante fosse combattere la fame…”
ORA
9 maggio:giorno dell’ Europa. Gli ideali dell’ EU furono stabiliti per la prima volta nel 1950 dal ministro degli Esteri francese Robert Schuman. Sono cittadino italiano
Ragazzi e ragazze frequentano la scuola secondaria , l’università e, oggi, hanno anche la possibilità di studiare e abbracciare culture diverse grazie ad un altro programma europeo
Inoltre, possono: -cercare lavoro e frequentare corsi di formazione all’estero ; -vivere in qualsiasi Paese dell’ UE. Sono cittadino europeo
Italia/ Itàlia / Италия / Ιταλία / Italia / Italien / Olaszország/ İtalya
CIÒ CHE I NOSTRI ALUNNI HANNO APPRESO SULL’UE UNA CITTADINANZA “ATTIVA”: tra il 22 e il 25 maggio 2014 ci saranno le elezioni europee. Gli articoli 39 e 40 della Costituzione Europea sanciscono che, in qualità di cittadini euopei, abbiamo il diritto di voto e di eleggibilità al Parlamento europeo.
The
Le 12 stelle in cerchio rappresentano gli ideali di unione, solidarietà e armonia tra i popoli dell’ Europa.
Il motto dell’Unione è "Uniti nella diversità".
L’inno europeo “ODE ALLA GIOIA “ è stato scelto per simbolizzare l’UE ed è tratto dalla nona sinfonia di Ludwig van Beethoven.
Arricchimento della conoscenza delle differenti culture europee (geografia, monumenti, valuta…) e opportunità di incontrare persone di diversi Paesi.
CIÒ CHE I NOSTRI ALUNNI HANNO PRODOTTO
UOVA DI PASQUA CHE RAPPRESENTANO FIORI E COLORI UNGHERESI
BAMBOLE FATTE CON LA STESSA TECNICA RUMENA
L’ EURO ha facilitato il commercio estero e la libera circolazione di persone.
Italia/ Itàlia / Италия / Ιταλία / Italia / Italien / Olaszország/ İtalya
1ST MEETING OF THE COMENIUS PROJECT “TELL ME HOW IT WAS IN YOUR TIME, GRANDFATHER” IN MISILMERI (IN THE PROVINCE OF PALERMO) Thanks to the lifelong learning programme, Comenius, eight European Countries (Italy, Portugal, Bulgaria, Germany , Greece, Hungary, Romania and Turkey) have had the opportunity to meet each other and cooperate, enriching their own cultural baggage and acquiring a stronger sense of the European citizenship, “the unity in the diversity”.
THEN Here are some quotations of our pupils’ grandfathers:
AND If you know your rights you can take advantage of them.
“We studied Italian, Math, Geography, History” “We attended the primary school and then we went to work…”
“Few of us attended the secondary school.” “I think it’s important to be European citizens today, but in the past we didn’t exploit any opportunities just because most of us didn’t know, in effect, the opportunities given by the European citizenship. So, we had no European expectation”. “It was important to work” “I thought the most important thing was to fight famine…”
May 9: Europe Day. The EU ideals were set out for the first time in 1950 by the French Foreign Minister Robert Schuman. I’m an Italian citizen
NOW Pupils study Italian, Math, Geography, History … but they also learn to speak foreign languages, in particular English as vehicular language to communicate all over the world, to use TIC and so on. Boys and girls attend secondary school, University and they have now the possibility to study and embrace different cultures thanks to another European program.
Moreover, they can: -look for a job and attend training courses ; -live in every Country of the UE I’m an European citizen
Italia/ Itàlia / Италия / Ιταλία / Italia / Italien / Olaszország/ İtalya
WHAT OUR STUDENTS HAVE LEARNT ABOUT THE EU AN “ACTIVE” EUROPEAN CITIZENSHIP. Between the 22nd and the 25th of May 2014 there will be the European elections. According to the 39th and the 40th articles of the European Constitution, as European citizens, we have the right to elect and to be elected to the European Parliament.
The
The 12 stars in circle represent the ideals of union, solidarity and harmony among peoples of Europe.
The Union's motto is "United in diversity".
The European anthem “ODE TO JOY “ has been chosen to symbolize the EU and comes from the Ninth Symphony by Ludwig van Beethoven.
Enrichment of knowledge about different European cultures (Geography, monuments, currency…) and opportunity to meet people from different Countries.
WHAT OUR PUPILS HAVE PRODUCED
EASTER EGGS REPRESENTING HUNGARIAN FLOWERS AND COLOURS
DOLLS MADE WITH THE SAME ROMANIAN TECHINQUE
The EURO has facilitated the foreign trade and the free circulation of people.
Portugal / Portogallo / Португалия / Πορτογαλία / Portugália / Portugalia / Portekiz
No tempo dos nossos avós a vida era mais complicada e difícil que hoje em dia. A maior parte dos avós só fazia o ensino primário porque começavam a trabalhar muito jovens para ajudar em casa. Alguns nem concluíam o ensino primário. Muitos tinham de percorrer grandes distâncias a pé para poderem ir à escola primária. Os que viviam no interior começavam muito cedo a trabalhar ou nos campos ou nas fábricas ou então ficavam em casa a cuidar dos irmãos mais novos e dos animais domésticos que eram muito importantes para assegurar o sustento da família e a ajuda nos trabalhos do campo. Geralmente as avós estudavam menos ainda que os avós porque as meninas iam ser donas de casa e mães e, por isso, começavam muito cedo a cuidar das lides domésticas e dos irmãos.
Só havia liceus e escolas técnicas nas capitais de distrito e a continuação de estudos implicava grandes despesas de deslocação e alojamento. Só alguns avós continuaram os estudos secundários porque os seus pais podiam pagar as deslocações e os estudos. As universidades eram ainda em pequeno número e, por isso, eram muito poucos os que prosseguiam estudos universitários e se formavam.
Na década de sessenta um grande número de portugueses emigrou para países da Europa (França em particular) à procura de uma vida melhor. A emigração era difícil porque não era autorizada na maior parte dos casos, levando muitos a emigrar clandestinamente. A maior parte dos nossos avós pensava em emigrar.
Portugal / Portogallo / Португалия / Πορτογαλία / Portugália / Portugalia / Portekiz
Hoje a escola é diferente. É para todos independentemente do seu estatuto social ou económico e a sua frequência é obrigatória até aos 18 anos de idade. As escolas de hoje têm mais cursos que pretendem responder às várias situações dos alunos. Existem cursos profissionais que encaminham o aluno para uma profissão desde muito cedo e os materiais utilizados são muito diferentes. As novas tecnologias são uma realidade desde a escola primária e, através delas, conhecemos e falamos com outros meninos de escolas da Europa pela internet e sabemos mais coisas sobre eles, sobre o seu país ou localidade e o seu modo de vida.
Com o acordo de Schengen assinado por vários países da Europa, quando acabarmos os nossos estudos, podemos trabalhar e viver legalmente em qualquer país do acordo. As fronteiras estenderam-se para lá das do nosso país. Com a tecnologia de informação que temos hoje em dia conhecemos melhor a vida nos outros países do mundo e em tempo real e, por isso, temos mais conhecimento do mundo em que vivemos. O futuro que cada um de nós pode ter é muito diferente daquele que os nossos avós tinham.
Portugal / Portogallo / Португалия / Πορτογαλία / Portugália / Portugalia / Portekiz
In our grandparents' time life was more complicated and difficult than today. Most of our grandparents only attended primary education because they started to work at a very young age to help their families. Some even didn’t concluded primary education. Many had to travel long distances on foot in order to go to school. Those living in the country side began very early to work in the fields or in factories or stayed at home to care for younger siblings and pets, which were very important because the domestic animals ensured the sustenance of the family and the help in the fields. Usually grandmothers studied even less than the grandparents because the girls were going to be housewives and mothers and therefore began too early to take care of household chores and siblings.
Colleges and technical schools were in the district capitals and continuation of studies involved large expenses for travel and accommodation. Only a few grandparents continued his secondary education because their parents could afford travel and studies. The universities were still few in number and therefore very few grandparents pursued university studies and graduated
In the sixties a large number of Portuguese fled to European countries (France in particular) looking for a better life. Emigration was difficult because it was not allowed in most cases, leading many to emigrate illegally. Most of our grandparents thought about emigrating.
Portugal / Portogallo / Португалия / Πορτογαλία / Portugália / Portugalia / Portekiz
Today the school is very different. It is for everyone regardless of their social or economic status, and the frequency is compulsory until students reach the age of 18 years old. Schools today have more courses aimed to meet the various situations and needs of the students. There are professional courses that refer the student for a profession early on and the materials used are very different. New technologies are a reality since elementary school and, through them, we meet and talk with other children’ schools in Europe in the internet and know more things about them, about their country or locality and their way of living.
With the Schengen agreement signed by several countries in Europe, we can work and live legally in any country of the agreement upon finishing our studies. The boundaries were extended beyond our own country’s boundaries. Modern information technology help us to better understand life in countries around the world in real time and therefore having more knowledge of the world in which we live. The future that each of us can have can be very different from the one that our grandparents had.
România Roménia Румъния România / Roménia / Рмъния / Ρουμανία / Rumänien
In the first months of 1990, numerous independent newspapers, associations and political parties were founded, and the Romanians began to take advantage of their new-found freedom of speech. Few NGO-s started to teach about human rights in schools. From the late 90’s Civic Education was an important subject in the National Curriculum. Student – centered approaches and human rights education had a good result: democratic competences.
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Coresi School encourages teachers and students to attend as many European Learning Programs as possible. Coresi School has become a vector of democratic competences in the community and it was awarded the title of “ European School” in 2006, 2009 and 2012.
România Roménia Румъния România / Roménia / Рмъния / Ρουμανία / Rumänien
România Roménia Румъния România / Roménia / Рмъния / Ρουμανία / Rumänien
Școala Coresi din Târgoviște încurajează pe profesori și pe elevi să participe la cât mai multe programe europene. Școala Coresi a devenit un vector al competențelor democratice în comunitate și i s-a acordat certificatul de ”Școală Europeană” în 2006, 2009 și 2012. În primele luni după 1990, numeroase publicații independente, asociații și partide politice au fost fondate și românii au început să folosească un drept necunoscut până atunci- libertatea vorbirii.Câteva organizații nonguvernamentale au început să predea despre drepturile omului în școli. La finalul anilor 90 Educația Civică s-a întrodus în Curriculum Național. Metodele centrate pe elev și educația pentru drepturile omului au avut ca rezultat formarea competențelor democratice.
Green Flag
România Roménia Румъния România / Roménia / Рмъния / Ρουμανία / Rumänien