The project aimed to foster in primary school classes III, IV and V (8-11 years) the spontaneous acquisition of inclusive behaviours towards ethnic, cultural, religious, gender and physical diversity, through play and theatrical mediation. A parallel objective was to provide teachers with a non-formal pedagogical path easily replicable in subsequent years, to embed a culture of inclusion into the very identity of the partner schools. The project also aimed to develop key European competences — functional literacy, personal, social and citizenship skills — and to prevent bullying, racism and discrimination. Expected results were concrete and measurable: at least 60% of students should show inclusive attitudes, at least 50% interest in citizenship and cooperation principles, and at least 60% of teachers should have acquired the proposed pedagogical path. A final vademecum would ensure continuity of the work beyond the project's duration, supporting schools in the long term.
Partner schools in Italy and Spain operate in multiethnic and socioeconomically disadvantaged contexts, with increasingly diverse classrooms in terms of ethnicity, culture, religion and disability. The shared need was to provide teachers and students with non-formal pedagogical tools to promote inclusion in a spontaneous and lasting way. In Italy, there seems to be little attention towards structured tools for cultural inclusion, unlike Spain where dedicated ministerial programmes have been active since 2020. The project addresses this gap using theatre and play as pedagogical mediators, targeting the 8-11 age group, strategic for preventing discrimination and bullying before external conditioning takes hold. Transnational cooperation also allowed a valuable exchange of methodologies and complementary experiences across different cultural contexts.