Marginality and integration, geographic position and anthropological identity, dimension of the existence and unlimited cultural repertoire: dimension of the existence. A problematic matter insufficiently studied within the process of the European Union development which becomes a crosscurricular didactic action. Marginalità ed integrazione , collocazione geografica ed identità antropologica, dimensione dell’esistenza e sconfinato repertorio culturale . Un ambito problematico poco studiato nel processo di sviluppo dell’Unione che diventa percorso didattico multidisciplinare. Pupils The whole project actions implies the involvement, into the curricula of the partner schools, of actions and products that collectively will be produced: 1.Project Theme : Diversity and intercultural dialogue Actions Anthropological researches for the knowledge and understanding of the European cultural diversity and its value (using techniques of qualitative surveying) Acquisition of knowledge and reflection on the own’ insularity’ finalized to the remove obstacles that are opposed to integration the ‘ distance’ like resource of elaboration of life styles, antidote to the total homologation), for a positive, globalization respective of specificity, originality, styles of life, aspirations Insularity like ideal place for incubation of biodiversities (not only in biological sense, but also anthropological and cultural) . Analysis of the ‘ distance’ like cultural diversities that mutually harbour itself .Insularity like obstacle to remove in favor of the integration for the free circulation of the people, ideas, expectations. Insularity like metaphor, useful to define social enclave, ethnic, religious, economic, linguistic presents in the metropolitan areas and in the various territories of Europe Insularity as ‘ travel ‘ like metaphor of the discouragement of the distances Products Didactic modules of anthropological surveying (use of the technique of the interview)/didactic Modules on the cultural topics connected (the’ travel’ /the territories…) Exchanges of pupils ( among the schools involved /hospitality in family/cost of the travel partially supported from the local Administrations) finalizes to a directed intercultural dialogue on the project topics . The activities of students exchange will be planned during the first year of activity, after the first project meeting 2.Theme : Analysis of the European linguistic diversity and its value Actions Minority languages and valorization ( linguistic analyses of `the insularity' in the geographical contexts, including the cultural enclaves, linguistic , socio economic.) History of local linguistic crossing , linguistic sedimentation, exogenous the endogenous contributions , permanence, contaminations produced through dominations, travels….the professions of the sea (the specialistic languages: the language of the professions of `the sea'); the emigrations. Coordinating the Action CLIL with the project objects in the partner schools Products Analysis of local the linguistico patrimony (/dialetti/ language): production of a `book' of linguistica survival in ciascuna of the schools partner (also plurilingue not excluding the use of the dialetti local), finalized also to the exchange activities students (support CLIL) 3.Project theme : Acquisition of the necessary competences for a development of active European citizenship Actions Survey on necessary competences for Life skills ( WHO 1993) Reading of the life skills from the point of view of the ‘ European citizenship' Bending of the analysis of the life skills for the European dimension, read through the analysis of the insular dimension of life , with particular attention dynamics favoring their development and causing their disadvantage Exercise of the active citizenship (in insular dimension): survey on the problematic points that hinder the full exercise of the active citizenship (Public Trasports / geografival connections /TIC availability…) Survey on the more important things for which I can myself be felt European citizen What must make Europe in order makes that I feel European citizen , even if living so far What can I make in order to help Europe to produce the sense of belongings also from my so far angle Products Products of analysis of surveyings Guide to the definition of the own island ( force points/weakness points / distance/marginalization…) Vademecum of good practices for an active European citizenship in geographically far and isolates territories 4.Project thematic Exploration of models of knowledge , dialogue bases on the TIC ( in order to remove geographic factors of isolation and marginalization) Actions Recognition ( shared among partner schools ) on TIC available in the partner schools / research on possible shared strategies Prodotti Shared realization of blog ` the island that isn’t…' (in which all the students can insert their proposes / experiences/…. ) Staff 5. Project theme Analysis of the pedagogical methodologies and the introduction of innovation in the scholastic management in the situation of geographic isolation linked to `the insularity' Actions Survey on competences for the life (Life skill - the WHO 1993) Reading the life skills in the optical of the development of `the European citizenship', read through the point of view of the insular dimension of life, with particular attention to dynamics helping their development and dynamics causing disadvantage for the insularity life Prodotti Development of the curricular taxonomies 6. Project theme: Development of the learning (also in the dimension of the education for the adults, present in some of the scholastic Institutions in the partnership), of the pedagogical solutions and the innovative praxes based on the TIC (irreplaceable instrument in case of `distance and/or geographic marginalization (Insularity) Prodotti Activation of equipment and operation TIC, to contribute to overwhelm the disadvantage 7 Project theme Quality and European dimension of the teachers training in geographic context of ‘ insularity ' (also in metaforic sense) Actions Survey exploring social, geographic, cultural, professional identity of the teachers operating in islands (also in metaforic sense `') Survey on the way of training for teachers in perspective of work in geographic context (or metaforic) of insularity, marginalisation, (supports to the training /incentives….) Prodotti Panoramic of the relative legislation for the teaching training and the contributions to the formation and the incentives offers from the school systems (comparative study) in matter of teaching in geographic (or social) disadvantaged realities. The project engages European schools on a topic `classic' of the West, deep-seated in the omeric myth of migrans Ulisse, through the entire physical and cognitive universe, towards its lost island. The radication, `the belongings', the unrepeatable identity of the `insular' dimension is metaphors of the archipelago of the thousand cultures, religions, languages that constitute Europe, defying it to the harmonization of its plural identities. The topic crosses its history, nourishing scientific utopies and anthropological archetypes; so much wealth of scientific reflection, philosophical and literary inspiration moves from one objective physicist-geographic connotation of the insularity, separated, unattainable place: one category of the spirit implying the metaphor of the travel, adventurous for the same nature of the liquid element to furrow, generator of isolation; anthropological, sociological, economic topic that the plan places to the pedagogical attention of the European educational systems. Insularity concept of the soul, identity primitive, irrenounceable, linked simultaneously to a splendid and cruel destiny : some schools partner live fascination and problems of the insular dimension ; the metaphor of the island connotes however also contexts characterizes from analogous processes of separation, marginalization, reading, landing and escape difficulty. Didactic proposal is to construct, in synergy, insular and continentals schools, one net of educational modules on the thousand assonances of the insularity concept. Il progetto impegna scuole europee su un tema ‘classico’ dell’ Occidente, radicato nel mito omerico di Ulisse migrante, attraverso l’intero universo fisico e cognitivo, verso la sua perduta isola. Il radicamento, la ‘appartenenza’ , la irripetibile identità della dimensione ‘insulare’ sono metafore dell’arcipelago delle mille culture, religioni, lingue, vissuti che costituiscono l’Europa, sfidandola alla armonizzazione delle sue identità plurali. Il tema ne attraversa la storia , nutrendo utopie scientifiche e archetipi antropologici ; tanta ricchezza di riflessione scientifica, ispirazione filosofica e letteraria muove da una oggettiva connotazione fisicogeografica della insularità, luogo separato, irraggiungibile : una categoria dello spirito implicante la metafora del viaggio, avventuroso per la natura stessa dell’elemento liquido da solcare, generatore di isolamento ; tema antropologico, sociologico, economico che il progetto pone alla attenzione ‘pedagogica‘ dei sistemi scolastici europei. Insularità concetto dell’anima,identità primigenia, irrinunciabile, connotativa di un destino splendido e crudele al contempo : alcune scuole partner vivono fascino e problematicità della dimensione insulare ; la metafora dell’isola connota tuttavia anche contesti caratterizzati da analoghi processi di separatezza, emarginazione, difficoltà di lettura , di fuga e di approdo. Proposta didattica è costruire, in sinergia, scuole isolane e continentali, una rete di percorsi formativi sulle mille assonanze del concetto di insularità.