COOPERATION NETWORKS FROM THE FRAMEWORK OF THE DUDH, THE LAND CHARTER AND THE SDGs FOR COLLABORATIVE WORK ON THE THEMATIC AREAS: INTERNATIONAL CONFLICTS, GENDER EQUALITY, DEMOCRATIC MEMORY AND SUSTAINABILITY AND ENVIRONMENTAL RIGHTS

Networks of cooperation for collaborative work on thematic axes is a project with focus on the leadership of the participating students, aims to promote critical thinking, as well as the production of materials and resources and their dissemination through teamwork and through an interdisciplinary, transversal and collaborative approach between schools.

To this end, four themes of work have been chosen: international conflicts, gender equality, democratic memory, and sustainability and environmental rights.

The proposal provides with some reflection on the themes chosen and the creation of cross-sectional teaching and educational resources that allow us to advance environmental rights, gender equality, improving knowledge of our democratic history, and international cooperation in the preservation and defence of fundamental rights with a common view in human rights , the Earth Charter Initiative, and the SDGs.

It also aims to share and disseminate among the different participating centres the organizational activities of the same on the themes worked, such as the creation of committees or observatories and the organization of spaces for sustainability, workshops, talks on equality, human rights, on democratic memory, etc. and its impact on its surrounding environment, as well as introducing values of commitment to the defence of fundamental rights.

Specialties involved:

Biology, Philosophy, Latin, Geography and History, Greek, Galician Language, Foreign Languages, Mathematics, Ethical Values,

Languages:

Spanish, Galician, Valencian, English, and the language of any other schools that is associated with the project (for which the language of exchange communication will preferably be English).

Pupils targeted

13-17

Objectives:

- Become aware of the importance of the Declaration of Human Rights, the Earth Charter Initiative, as well as those in force O.D.S. to work for a fairer, more rights-based and more sustainable world.

- Reflect on the possible active role of oneself in building culture and defending democratic values and people's universal rights

- Value the importance of cultural heritage and historical legacy to develop free thinking.

- Analyse strategies for the planning of actions that demonstrate our respective commitment in each environment regarding sustainability, gender equality, memory recovery and reparation of victims in Spain, as well as those arising from international conflicts.

Cross-sectional methodological development of collaborative network work and the integration of language and digital skills:

From the different subjects and departments committed to the project, the students will carry out a process of researching activities in their own school, (on origin, development, evolution, current and related obstacles) then the outcomes will be compared through joint meetings and at a later stage will share activities and make joint collaborative proposals for the elaboration of common resources related to the topics.

Comparative work will also be carried out on the reality and evolution of the topics addressed in the various environments, in which the students of each school will investigate the subject according to the perspective of the other centre. (such as work on the evolution of climate change equality or policy development in one of the other countries of the partner schools) This exchange and cooperation will take place through the Etwinning Network.

Promote language learning, linguistic diversity and digital skills. The use of multiple languages will encourage our students to approach the languages used in partner schools and to be interested in how certain common problems are addressed in different countries.

Engage the institutions of the environment so that they can perform a service to the community.

To provide students with the basic and necessary knowledge to defend human rights and responsibility for care and sustainability as part of the constituent values of the European Union.

Work project:

Each school will create collaborative groups of students working on topics related to at least one of the axes of the project that have human rights, the Earth Charter Initiative and the SDGs as their common trunk.

They will start with an action investigation, through the use of a collaborative methodology in network and then carry out this process with students from other schools from which common conclusions will come out such as joint presentations, documentary material on different media, shared reflections, collaborative activities, audio-visual resources, interactive maps, common initiatives, etc.

Subsequently, impacts will be sought on their local environments and the consolidation of networks of cooperation between schools and direct actors who have experienced such situations.

The project may include the following actions or tutorials linked to a resource or service:

A) In each environment

-Research on the origin of rights, philosophical, social, historical, and normative and its artistic manifestations.

-Analysis of the evolution of the rights associated with each theme and concrete examples of their evolution and disruption.

-Application of these contents to examples of their own environment or contact with direct actors who lived any of these situations

-Creation of audio-visual or documentary material on memory, environmental rights, equality and human rights through collaborative network work. In which the contents will be worked on a cross-sectional nature and the teachings of the other themes will be shared.

-Key competences can be worked on: linguistics (text typology) mathematics (interactive maps such as memory routes, international conflicts investigated, etc.), social and citizen (awareness to respect the dignity of people, right to reparation for victims of violence, awareness of pollution problems and overexploitation in environmental degradation and their influence on the deterioration of human rights), learn to learn (research-action) digital (cooperative work on digital platforms):

-Volunteers (parents, representatives of other institutions...) may be involved in the work of groups in the classroom.

B) Experience in the environment of different schools will be exchanged

The project begins with Ames IESP and Elda's IES La Melva. The communication language of linked-school students will be Spanish, but it is open to other European centres, flexible and can be worked on not necessarily in all themes. For those centres that partner and do not have Spanish as their language of exchange of communication, students will be taught in English and in the language of origin the learnings referred to in the previous section.

The tutorials and resources will be created as a team and shared on a network and will be communicated and disseminated through the Etwinning platform and the platforms and websites used by the participating schools.

In these exchanges, the work carried out in the environment itself will be disclosed.

Project Outcomes:

The final outcomes of the project will be:

1. Create a media with a memory-guide that contemplates:

-Audiovisual activities and resources, documentaries, interactive maps... elaborated by students on the content worked: on repression, climate change, inequality, conflicts, etc.

-Organizational changes in the centre and environment related to the project (changes to promote sustainable development, empowerment of equality, cooperation, reparation of victims, etc.).

-Guide of strategies and resources for collaborative work of a transversal nature (Classification of contents of different subjects, tools and methodology used, research-action strategies, organizational activities carried out in the school, etc.).

2. Consolidation of cooperative learning networks between centres and creation of channels of collaboration between students of partner centres and actors directly involved in the defence of fundamental rights (victims' associations, sustainability groups, equality movements, groups to support the development of oppressed peoples, etc.)

3. Planning measures to produce impacts in each environment, creation with the participation of local agents and institutions (observatories, support and visibility platforms, etc.)

4. Dissemination of materials and outcomes in order to make the outcomes visible in websites, networks, local media where schools are located, etc.

5. Evaluation of process and outcomes. At the end of each phase and at the end of the project, evaluation and satisfaction questionnaires will be carried out that can be covered by all members of the project teachers, students, parents, institutions...