In 2018, as part of the European Year of Cultural Heritage, Europe celebrated the Way of Santiago de Compostela, or rather the Ways of Santiago de Compostela, the first European Cultural Itinerary of the Council of Europe, an iconic place for the circulation of ideas, know-how, techniques and arts, for the encounter of European peoples and for the development of a European collective memory. According to the Ministry of Culture, "about 20% of modern walkers have physical motivations, 20% are in the practice of Christian pilgrimage and 60% are in a search for meaning, an inner quest, a need for renewal and a curiosity for the heritage". It is around the great values of the Way and the motivations of these new "pilgrims" that the three axes of development of the project will be built, especially on the physical motivations, the search for meaning (at the end of the journey, we have come to know ourselves) and cultural curiosity. This is what we call the "personal achievement path": this path, this personal path, is the raison d'être of the educational paths of pupils in middle and high school: the citizen path, health education, artistic and cultural education and the forward-looking path. The partner colleges share with us the following observation: many of our students show, for various reasons, a certain detachment from learning. Like us, they are concerned to do everything possible to stimulate renewed interest among these students. We will support our students in the achievement of these educational paths throughout the activities of this project. In this way, we wish to support the educational teams of our college and partner institutions in their daily pedagogy, by developing strategies that can facilitate our work in the face of the growing heterogeneity of our classes: it is a question of proposing pedagogical approaches likely to respond to the awareness of the existence of pupils with special needs, of proposing practical and concrete solutions following the diagnosis established by the educational teams for pupils with specific learning difficulties (DYS in France, DEA in Spain, PEA in Portugal, and DSA in Italy), and pupils with high potential, also called intellectually early pupils (EHP -EIP- in France). For these students, the acquisition of basic skills must be achieved through different ways of accessing knowledge and skills, and thus of travelling their own path. It is these strategies designed to enable us to support them, that we want to develop and disseminate.
The project was built around our pupils' "personal achievement pathway": this pathway, this personal journey, is the "raison d'être" of the educational pathways for pupils in collège and lycée: the citizenship pathway, the health education pathway, the artistic and cultural education pathway and the future pathway. We were guided by the concern to do everything possible to encourage these pupils to take a renewed interest in learning. We intended to accompany our pupils in carrying out the various activities of the project. In the accomplishment of these educational paths. And throughout the activities of this project, to help them find meaning in their own "personal journey". In this way, we wanted to support the educational teams of our college and partner establishments in their daily teaching, by developing strategies that could facilitate our work in the face of the growing heterogeneity of our classes: it was a question of proposing pedagogical approaches that could respond to this awareness. In doing so, all pupils should benefit from a different and often more direct access to the targeted knowledge and skills.
The partner colleges in the project shared with us the following observations: Many of our pupils show, for various reasons, a certain detachment from learning and from their own school and sometimes life path. In addition, we are aware of the existence of students with special needs. As well as the need to propose practical and concrete solutions, following the diagnosis established by the educational teams, for pupils with specific learning difficulties (DYS in France, DEA in Spain, PEA in Portugal, and DSA in Italy), for these pupils, the acquisition of basic skills must involve different ways of accessing knowledge and know-how. It is therefore a question of strategies to accompany them and help them to go their own way.