“Heritage in dialogue” is an Erasmus + KA229 project (Exchange of good practice) of a six -member school partnership with a 24 -month duration. The coordinating country is Greece, which, in collaboration with establishments that are experienced in European projects establishments (Romanian and Spanish) and with establishments that have a strong motivation to be involved (Polish, Portuguese and Italian), proposes the realization of this project on cultural inheritance having as major objectives: -to uncover to our students the numerous connections that exist among the cultural inheritance and other domains such as ecology, tourism and sustainable development, -to give our students the desire and the means to actively participate in the improvement and the rescue of their regional inheritance, -to share and exchange good didactic practice and pedagogical tools with the collaborating establishments in order to mutually enrich and develop the teaching methods in the educational domain of inheritance and -to develop the linguistic, technical, geographical, historical and most of all social competence. On the other hand, as professors, we will reflect on the educational offers taking into account the educational potential of the inheritance, the attractiveness and the easiness of the learning process for the various teaching methods and what involves a better knowledge of the inheritance and regarding its potential, its social and economical issues. An additional objective for the teachers is to improve their skills and discover new teaching methods to guide the students into learning. Thus, we wish to share and exchange good practice with our partners in order to be mutually enriched and to develop our teaching methods in the domain of inheritance as well as in the insertion into the labour market. We have planned six activities: traditional games and sports, inheritance in the Digital Era, the relation between inheritance and environment, religious architecture, culinary inheritance, and traditional craft. The students will be involved in the modules through team activities, and will arrive in the realization of final products in transnational teams. An educational activities commission will conduct a comparative research on the measures and the good practice in the collaborating countries concerning both material and immaterial inheritance. An assessing commission will ensure the follow-up of the project with an initial evaluation, various formative and a final evaluation. With questionnaires, interviews, and roadmaps of the learners the commissions will arrive in a quantitative as well as qualitative analysis of the data. The coordinating country takes the responsibility of the global evaluation and the writing of the intermediate and final reports. This project desires to contribute to the development of the learners, the teachers and the involved establishments and to acquire tangible and intellectual results at the disposal of both the educational community and the local society for at least three years after its closure. The dissemination of our targeting objectives and its results will start right after the beginning of the project and will be insured through its whole duration based on two axes, internal and external, hoping to raise awareness, involve and inspire all those who agree with Daniel Mercier (2013, https://www.cafephilosophia.fr/sujets/lheritage-culturel/ ) who claims that inheritance is simultaneously a gift and a debt of every generation.
“Heritage in dialogues” is an Erasmus + KA229 (Exchange of good practice) project of partnership between six schools. The coordinating country is Greece, with establishments with experience on European projects (Romanian and Spanish) and establishments with a strong motivation to get involved (Polish, Portuguese and Italian), carried out this project on the cultural heritage having as major objectives - to help our students discover the many links that exist between cultural heritage and other areas such as ecology, tourism and sustainable development, -to give students the desire and the means to actively participate in the enhancement and rescue of the heritage of their region, -to share and exchange good teaching practices and teaching tools with partner institutions in order to enrich each other and develop our teaching methods in the field of heritage education -develop linguistic, digital, technical, artistic, geographical, historical and above all social skills. On the other hand, as teachers, we have dealt with educational offers taking into account the educational potential of heritage, the attractiveness and learning facilities for the different teaching disciplines and this implies a better knowledge of heritage. and its potential, its social and economic challenges. Another goal for teachers has been to hone their skills and discover new ways to guide students in learning. Thus, we have shared and exchanged good practices with our partners in order to enrich each other and develop our teaching methods in the field of heritage and integration into the world of work. Our six activities: traditional games and sport, heritage in the digital age, the relationship between heritage and the environment, religious architecture, culinary heritage and traditional crafts. The pupils were involved in the modules by team activities and arrived at the realization of the final products by transnational groups. An educational actions commission would carry out comparative research on systems and good practices in partner countries concerning tangible and intangible heritage. With questionnaires, interviews and the learners' logbooks, the evaluation commission followed the project. This project contributed to the development of the learners, teachers and institutions involved and produced tangible and intellectual results available to the educational community and local society even after its closure. The dissemination of our targeted objectives and results was ensured throughout the project based on two axes, internal and external, hoping to raise awareness, involve and inspire all those who agree with Daniel Mercier (2013, https: // www .cafephilosophia.fr / subjects / lheritage-culturel /) which supports that heritage is both a gift and a debt of generations. Apart from the project logo, our results are an interactive poster with the Aurasma software, a poster on which we see the photos of the delegations and when we approach a smartphone with the software we can see the videos / documentaries with the traditional games of each country “Spanish Recipes” and “Corfiote Menus” are two digital magazines on Spanish and Greek gastronomy with the software madmagz.com, “Virtual Museum”, with the artsteps.com software, after moving to Italy we created our digital museum with all the monuments of the heritage of Sardinia that we visited, as well as modern Sardinia and its gastronomy and our memories https://proistoriasidari.weebly.com/, an Internet site "Ταξίδι στο χρόνο: Σιδάρι" (Travel in time: Sidari) on the archaeological excavations which take place in the region of Péroulades in Corfu, with the collaboration of the Archaeological Museum from Corfu "Gastronomie en proverbes", a booklet containing proverbs related to food in the partners' mother tongue and in French, also giving their meaning “Traditional games”, two booklets on traditional games, theoretical research, interviews with older people, presentation of some traditional games from Corfu, in French and Greek, "Traditional games in Spain", booklet on traditional games in Spain, A decalogue on the protection of tangible and intangible heritage, drawn up by all the delegations in common. Then the delegations translated it into their own language and French and they created posters, Manufacture of models by transnational groups with the theme "a modern city" "The architectural style of the Romanian monasteries", presentation of the productions (drawing) of the pupils inspired by the local religious architecture, presented with the software storyjumper.com a card game, our contact with the heritage of partner countries led us to the creation of a "Heritage card game". We chose 6 themes: monument, traditional dress, traditional dish, natural landscape, religious architecture, word that cannot be translated. For each theme, we have created one map per country and therefore we have a pack of 36 maps (6 countries x 6 themes). While playing, the pupils have the opportunity to learn about aspects characteristic of each region / member country. a heritage goose game, the famous goose game containing photos of tangible and intangible heritage. Each partner establishment proposed two items of tangible heritage and two of intangible heritage and the corresponding questions (form of maps) making games inspired by tradition with materials that we use every day: labyrinths, tavli (backgammon), triliza (traditional Greek game) treasure hunt games for the neighborhoods of the establishments visited, containing elements of local heritage, using paper and smartphones full of videos / presentations on Youtube of the different aspects of the national heritages involved (documentaries on traditional games, the architecture of old houses, religious architecture, meals for religious festivals, traditional crafts, the martisor) and mobility carried out (balance sheet of mobility where the progress and activities are described), the logbook for the pupils “Meet the heritage” (to be able to express themselves at their choice, in images, texts, songs, drawings, colors). The project involved 90 pupils between 10 and 14 years old, leaflets, posters, banners and roll ups for the dissemination of the project, project Facebook page These results were presented in each school at the Erasmus + corner, on the eTwinning digital space, on Erasmus + Project Results and in dissemination activities.