We wanted to give back to two tiny educational realities, such as those of Andria and Zaragoza, and the value of the work they do in the territorial community in which they operate. The presence of the Liceo Fermi was useful to share, on a broader level, the work of the two infant schools, involving a Liceo Scienze Umane, a secondary school, a public school that trains, among others, future educators. Support was provided to the educators of the three partner schools to motivate them in their daily work with teachers, pupils, and families, both through participation in the workshops and through collaboration and sharing meetings. The sessions in Italy and Spain were attended by the educators of the three partners involved and more than 200 people from different realities and schools of different levels. Finally, time and energy were dedicated to defining and identifying guidelines, according to the pedagogical thought of Claudio Naranjo, capable of activating a participative and stimulating education centered on the self-knowledge of the individual educator and aimed at fostering the emergence of creative and personal tools for the individual to carry out their educational role more interestingly and effectively.
The Claudio Naranjo SAT School recognizes the need for training and education that focuses on the development of the whole person, in response to an increasingly complex social and educational landscape. This perspective emphasizes the interactive relationship between the individual and the community, where each individual's awareness interacts with that of the others. The training of teachers, parents, and all members of civil society is fundamental, as each of us plays a role as an educational and training agent. Equipped with essential tools for participation, cooperation, and collaboration, each individual contributes to the creation of a community that respects diversity and values the richness of each person's uniqueness. We need to give value to Claudio Naranjo's pedagogical thought that inspired the schools in Andria and Zaragoza; the teachers and pupils of the Liceo ‘Fermi’ were able to benefit from this approach as an educational model also through their participation in the workshops. Through the identification of critical issues in the performance of the educational function and the exchange of good practices, the 3 educational realities involved in the project contributed to the definition of the Guidelines.