The project Community School Museums-COSMUS seeks to value the European cultural heritage, as a central element of diversity and intercultural dialogue; to establish strategic and virtuous interactions, between school, knowledge and education, Community, social, territorial and economic development, and the school Museum, memories, identities, territories, for the reinvention of the world, in the way of learning to know and know how to live together, in a perspective of global citizenship.The main objectives are:To develop strategies of social integration, of intercultural understanding, of a sense of belonging, of valuing people, in the contexts of school, community and city.To promote formal and non-formal learning processes, transversal skills, digital literacy, ICT and multimedia, communication, original and foreign languages, social and civic, capacity of initiative and entrepreneurship, Cultural, aesthetic and artistic environments.To satisfy the needs of training and learning of teachers and pupils, in a meaningful way, at the level of the flexible transversal approach of the curriculum, through collaborative work, as a team, sharing and building knowledge, independently and responsible, in a logic of innovation, creativity and problem solving.The partnership involvers ten institutions (1 Academy, 1 Teacher’s Training Center, 2 Associations and 6 Schools). Six school partners work with a team of 50 students and 10 teachers and 100 families. In addition, it also carefully distributes 36 students with special educational needs and 10 community stakeholders, with an initial universe of 1100 people coming from school and community.The participants are selected, according to criteria and profiles previously defined, by the partners like: gender equality, incentive for the participation of motivated students, with low social formation, handicapped, migrants, in difficulty of early school dropout, failure, and those who face social or religious problems or other type of exclusion. The project will be developed using design methodologies, interdisciplinary, innovative, sustainable development, team-based work, research-action and reflection processes, with flexible approaches to the complexity of themes and problems, through communities of learning and practice, knowledge building, critical sense, and the involvement and participation of the educational community.Reference activities are competitions, content production, intellectual outputs, training and learning, a festival, exhibitions, transnational meetings and a multiplier event.From these activities we expect to obtain several results, tangible and intangible that will last long after the project ending. Some of those tangible results are specific contents (Tales, songs, poetry, Life Reports, Films, Chronicles...) developed within the framework of the dynamics of Community museums of European partners; a toolkit to build a community museum in schools or a collaborative, an e-book with descriptive description of the project and an interactive digital platform. As intangible results we highlight the improvement of teachers and students’ skills on communication, digital, language and creativity skills, debate and critical thinking, cooperation, sustainable development; the awareness of the world and its potential for transformation through an intercultural consciousness; the valuing mobility of people on a planetary scale, in the interaction and inclusion of diverse ethnic-cultural groups, different in their language, religion, customs and traditions; the respect for cultural diversity; contribution to a more humane and meaningful education that respects the diversity of the school and educational community; a processes of change, focusing on the reflection component on the communities that live and interact in the school, in the collaborative resolution of problems and in partnerships with the educational community; Encourage awareness and development of appropriate and contextualised activities in the European dimension.The expected impact is significant at the level of the direct participants involved: teachers, students, community, European project partners, but also on the families, and citizens of the city, whose heritage and cultural contribution is recognized and magnifies the impact of the projectIt is expected to duplicate the universe of direct and indirect participants in the course of the project. The benefits of the project in the short, medium and long term are very significant, by the innovation dimension contained and mobilized by the different connections of the project, the methods, the potential of the networks and partnerships, the objectives and products to be developed.The construction of a Community school museum and related intellectual production are innovative in the educational, social, and cultural sector, inspiring the creation of memories, identities and diversification, in the heart of COSMUS.

"The project addresses the situation of prisons in the partner countries:Italy,Portugal,Spain, France. The common problems found in all partner countries are overcrowding, undersized staff, lack of constant training, lack of activities aimed at recovering self-awareness and self-esteem, lack of family relationships. The problem of social reintegration is exacerbated by the presence of foreign prisoners, often without the support of their families outside the prison and with great difficulties in terms of communication and understanding prison rules, so they often remain alone in their island and do not participate in the activities. With respect to the priorities analysed, we focused on the objectives described in the initial phase of the project: -Promote development to the problem of detention and execution of the sentence by acting proactively, supporting the person/citizen in such a delicate phase of the path to social reintegration through theatre therapy and other cultural activities that strengthen self-esteem. -Activate a process aimed at rebuilding an in-out community capable of facing the impact with greater awareness. Experiment with prevention-oriented actions and interventions for adolescent children in situations of fragility and ""social"" risk. -To provide linguistic and cultural mediation to guarantee equal rights to prisoners and their families.Participants in the project were inmates of the ""protected"" pavilion in Italy and Portugal: protected prisoners have long sentences resulting from sexual violence in the family and on minors, they must be ""protected"" from other prisoners who inflict even serious punitive acts on them. In France, the beneficiaries of the project were inmates with minor sentences who could continue the theatrical path outside with the Theatre de l'Opprimè; the Spanish partner contributed above all with an in-depth legal analysis of the prison situations in the partner countries and a comparison of the penitentiary rules and their application, thanks to this joint work and to the great professionalism and availability of the Administration of Pavia and Dr. Rossin who collected all the data i, We could publish the manual ""Utopia"". The number of inmates participating in the activities was not always constant, due to transfers from one prison to another for various reasons (family reunification, expulsion to the country of origin, anti-social behaviour...), but especially due to the pandemic, which prevented the constant running of activities and workshops for several months and led to a cyclical turnover of participants. A total of about 100 inmates participated in the drama and creative laboratories.A difficulty was also encountered in the participation of prison officers and operators in the educational area in the training course, which always focused mainly on the re-educational and non-punitive purpose of punishment, due to the undersized staff and the work shifts exacerbated by the pandemic, which did not allow for continuous presence. .In spite of this, there is a better and more peaceful relationship between the prisoners and the prison staff, who were made more aware of the importance of their work and how, improving the quality of their work, improved the behaviour of the prisoners. Another area of training concerned cultural-linguistic mediation, given the strong presence of detainees from non-EU countries (48%), especially from the Arabic-speaking area with which the greatest problems arise. After the specific training the Pavia prison requested a monthly presence of Mediators from the areas most present in the prison.This choice made it possible to reduce linguistic discomfort within the institutions, both as regards relations between prisoners and between foreign prisoners, prison workers and lawyers.The various theatrical and creative activities described and experimented during the project proved to be fundamental in expanding mutual knowledge and activating new approaches that can be used in future projects related to the world of detention: the theatre therapy conducted in Pavia by Stefania Grossi, Augusto Boal's Forum Theatre coordinated by Rui Frati in Paris, the Social Theatre conducted by Febronia Espada in Sintra. The impact on the participants was monitored in itinere by means of questionnaires, highlighting excellent results in terms of psychophysical well-being and improved relational skills.As far as management, are concerned, Each Association was responsible from the local point of view, about Communication and dissemination while the lead agency was responsible for reporting and general communication and of the final reports. The results of the comparisons in the artistic and legal fields are summarized in the specific guide which was printed in 4 languages ​​and distributed."

The 8 partners of It, Pt, Ro, Fr of the SHARAD project (Sharing Radio) are strong of previous experiences of contact with the prison reality. These experiences have facilitated them in a better knowledge of the needs that emerge in the places of detention and suggested them to propose this project path. They also have previous experience of interventions with people involved in restorative justice and with groups of ex-convicts in reintegration. It was noted that inside the prison communication is a central theme, internal communication first and foremost. In order to improve the ability to communicate, it seems necessary to be able to develop specific technical skills, both in prisoners and operators. In this perspective, SHARA's partners propose to build a digital radio (which respects all prison regulations in terms of privacy and non access to the Internet) managed by various subjects (the prisoners themselves, the teachers who teach in the classes of the national education system, the cultural operators who carry out informal learning courses, the staff inside the prison) that can be connected to community web radios that will be built with the target groups outside the prison. SHARAD will ensure the development of many skills: digital skills for the use of specific software (not connected to the Internet), basic skills (knowing how to write informative written texts adapted to the subject matter), linguistic and communicative skills (use of voice, intonation, etc., ability to package information according to the target group), productive/creative skills for the use of symbolic and audiovisual languages to build texts. The partners, working for a long time with different prison realities, are certain of the great impact that the realization of these paths will have for the recipients of their intervention. The SHARAD project will therefore exploit all the rich skills (digital, cultural, artistic, creative, educational, operational, communicative, multimedia) that are within the partnership to build various networks aimed at various users: an information network that connects all the institutions of the European partnership and that is managed and filtered by the educational staff, a multi-thematic network that connects inmates within the prison, a network that allows collaboration and exchange between teachers and cultural operators of the various realities. Broad objectives and expected results. The planned activities range from the analysis of the situations in the different prisons and the legislation of the countries concerned to the implementation of radio animation and communication interventions with other codes and languages in different contexts, in particular those of the external targets. Training meetings/seminars will be organised on the use of technology and communication strategies for formal and informal education teachers working with prisoners. A platform will be built where the products of the different national groups (mixed facilitators/prisoners) will be uploaded.The topic of communication will also become central in the educational work of the teaching staff working in prisons in the different countries and who will have the opportunity to compare organisation, approaches, methods and content of their programming. The expected final result is, for those who will participate in the activities in the project, not only the acquisition of operational skills, but also a better knowledge of themselves, of their world, of the community in which they are inserted and a better ability to represent themselves thanks to all the codes to which the paths within SHARA will have trained the two groups, prisoners and operators.The communication circuits built within SHARA will continue to function even after the end of the project, as the skills acquired, the practice of radio communication and the platform built ad hoc will maintain its functionality even beyond EU funding.