Portugal - Art for inclusion

Invitation

2019-12-09T11:12:58+01:00

Students report Portugal

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On the 19th January 2020 we flew from the Dortmund Airport to Porto. On our first day we had time to get to know our hosts.

20th January 2020:
We had to present something about our country like a video, rap, power point presentation etc. Then the students from Portugal showed us their school. After that we went to the library and tried typical foods and snacks from our partner countries. Then we had lunch at the cafeteria as every other day. Afterwards we visited Braganca in little groups. Towards evening we went back to our host families and had dinner together.

21st January 2020
On Tuesday morning we attended to some classes with our hosts and after that we went to the library. There we saw some images we had to describe and say what we think about them. After that we moved to the primary school and wrote lyrics for our Erasmus song we had to sing later. In the evening we went back to the school to show the others some typical outfits of our countries. It was very funny because we also learned some typical Portuguese dances

22nd January 2020
We went to Porto by bus in the very early morning and made a city tour there. We learned very much about the city and its attractions which was very useful. We took so many pictures of this beautiful city and also had some free time there to shop or eat something. After we had arrived Branganca we spent the rest of the evening with our host families.

23rd January 2020:
That morning we attended classes with our hosts, later we went to the primary school again. The students there showed us a lot of Portuguese dances. The little kids were so cute and very good at dancing. First they just showed us these dances and after showing them us the second time we had to dance too and it was super funny. Later on that day we had to meet at the school entrance and went to two museums/photo galleries which were also very interesting. Some photos there weren`t so good because there were also pictures of corpses but all in all it was cool.

24th January 2020
After we attended the classes with our hosts we went to the library to learn some "words of respect" . We talked a lot about the term "respect" and also worked on apoem. Then we went to a computer room to write our reports about this journey because unfortunately it was our last day here in Portugal☹. After writing our poems we had a lot of free time which the most of us used to prepare our suitcases. Then in the evening we had a big farewell dinner with very delicious Portuguese food. After that most of the students met at a café to say goodbye to each other. It was a very great evening and tears flowed too.

24th January 2020
It was the final day. The time to say goodbye. We had to get up very early because we had to go to the bus which brought us to Porto together with the Dutch students. There we had eight hours to spend because our flight was very late in the evening. We just shopped there a bit and had a look at the city. We also ate there in a restaurant which was beautiful because it was next to a meadow and sun was shining directly to our faces during our meal. Then around 7 pm our flight started back to Germany.

It was a very great time in Portugal and an incredible opportunity☺

RESPECT OTHER CULTURES but Be yourself

“Be yourself “ was the main theme of the second mobility which hapenned in Bragança, Por- tugal. It was a full week of activities which began with an ethnic buffet where all the partici- pants could try the traditional foods of their partners and it certainly was a big success.
But the week went on with very different events and workshops: When in Rome, do as Ro- mans do; how do you solve common problems?/ Folk Portuguese Music creating a multilan- guage project song/Folk Portuguese dance and Words of respect—creating a mini-dictionary in six different languages.

Everybody had a great time because not everything was about work. A visit to Oporto or the “ethnic outfit fashion” as well as “coffee with Pessoa” were some of the highlights of the the week.
The main objectives of this week’s program were completely fulfilled and hopefully contri- buted to the apprenticeship of a truly European citizenship. Everybody was looking forward for the next mobility in Amsterdam,The Netherlands.

about us

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The origins of Bragança, as a region, may be attributed to the tenth or eleventh century. The origins of the settlement are more dubious - as, incidentally, in the case of other cities. Everything seems to indicate that in the place where the city rises there would have been a “castro”, eventually Romanized that could be the origin of the town. Only the realization of archaeological prospects can provide details that would allow to date with greater certainty the origin of Bragança (the present place name - Bragança - derives from the etymon “berge” (of the Germanic: hills) that, thus, would mean Land of the Hills).

In any case, the locality had been of strategic importance since its inception, above all at the military level and the control of the traffic routes, largely as a result of its location. This allows contextualizing and understanding the administrative measures instituted by monarchs, especially during the first two dynasties, and aimed at ensuring a minimum of operation of the square. King D. Sancho granted a forum letter in June 1187, which would be successively renewed by King D. Afonso III in May 1253 and later by King D. Manuel in November 11, 1514. The first charter assigned did not follow any of the models already applied which demonstrates the specific importance attributed to the village, the first in the province of Trás-os-Montes to have a charter.

Thus, Bragança grows slowly, consolidating its dominant position in the region, from the administrative, military and religious point of view. By the middle of the thirteenth century Bragança already has four parishes. But it was only in February 20, 1464, that the title of town was granted to the town of Bragança.

In the fourteenth and fifteenth centuries the demographic growth is visible, especially in the outside walls. In the sixteenth, seventeenth and eighteenth centuries, there is a greater dynamism and urban growth - a result of the economic, political and military conjuncture - evident in the construction and / or remodelling of all churches, convents and houses emblazoned. Much will have contributed to the economic dynamics related to the transformation of silk - whose final products were exported and sold throughout the kingdom with great fame - as well as the industries that the documents and the name place of the city indicate existed (Prateiros, Sineiros , Oleiros, Ponte das Tenarias, Ferrarias, etc.), more aimed at the regional market.

In fact, the urban area of the city in the beginning of the twentieth century was almost coincident with that which existed at the end of the sixteenth century, except for one or another peripheral artery, then in the beginning of urbanization. In the numbering of 1530, Bragança, counted on about 2000 inhabitants, being the greater agglomerate of Trás-os-Montes. By the middle of the eighteenth century, the population was around 3,500 people and was already assumed as the capital of the province.

To this dynamism and growth will not have been strange the activity triggered by the Jews who here settled down, in great number after their expulsion of Castile by the Spanish Kings in the end of century XV, stimulating the commerce and the industry, mainly the silk one.

But the eighteenth century would be a century of contrasts, marked by several crises and attempts to restart the industrial field.

In the agricultural field, the changes initiated would also contribute to the great crisis of the early nineteenth century, when the great industrialists left the city. If seven hundred is a century of economic growth, especially with Marquês de Pombal - where only the Bragança silk industry directly occupied about a thousand workers - it is also in the final phase of this century and in the beginning of the following that the town closed itself to the world.

The nineteenth and twentieth centuries - with the exception of short periods of time when crises in the production of raw materials in industrialized countries such as England, France and Italy allowed a momentary rebirth of this region's production, especially in the field of sericulture - are marked by rurality, stagnation and growing interiority. Until the end of the 19th century, Bragança never surpassed the 6000 inhabitants' threshold and until the middle of the 20th century, the Northeast (Bragança region) remained under a demographic regime with predominant characteristics of the Old Regime. The process of stagnation or even of retrocession installed themselves in the town.

Source from the City Hall of Bragança

But the eighteenth century would be a century of contrasts, marked by several crises and attempts to restart the industrial field.

Source from the City Hall of Bragança

Our teachers

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Our school:

http://www.aeabadebacal.pt/

Our City Hall

https://www.cm-braganca.pt/

Teachers

Rui Manule da Costa Gonçalves
Portuguese language and literature teacher, assistant to the school director and responsible (coordinator) for Erasmus + projects. He participated in numerous mobilities from different projects already carried out at the school.

Maria Teresa Rodrigues de Sá Pires
School director, English teacher, participated in some mobilities of projects already carried out at the school and organizes and supervises the realization of the different activities of all projects, both in Portugal and in other European countries.

Anabela Teixeira
Professor of Biology and Geology at the school for over 20 years. Participates and develops projects in the school related to the environment, health and healthy life, as well as culture. Participated in some Erasmus + projects.

Maria Isabel Varandas
An English teacher for many years at the school, she has often participated in the activities of Erasmus projects, both in Portugal, at the Abade de Baçal school, and in Europe. It also frequently integrates cultural projects and activities in the school, namely those related to Anglo-Saxon culture. Teachers

Zulmira Maria Marques and Carla Sofia Teixeira Gonçalves
English (and Spanish) teachers who have recently been in school, however, often integrate the various Erasmus projects in which the school participates, developing a significant number of mobility activities carried out at our school.

press release

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Students report

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But the eighteenth century would be a century of contrasts, marked by several crises and attempts to restart the industrial field.

Source from the City Hall of Bragança

The Agrupamento de Escolas Abade de Baçal aims to be a reference for the community, in which it is inserted, promoting excellence and betting on strategies that contribute to this:

• Diverse and flexible training offer capable of responding to a heterogeneous public;
• Technological and pedagogical innovation;
• Building a quality relational environment.

The Agrupamento de Escolas Abade de Baçal, Bragança, is made up of the Abade Baçal Secondary School, the EB School 1,2,3 Augusto Moreno, the EB School of Izeda, three basic schools of the 1st Cycle (Escola Básica nº 8 - Artur Mirandela, Basic School of Parada and Basic School of Rossas) and five kindergartens (Kindergarten of the Station, Kindergarten of Rossas, Kindergarten of Parada, Kindergarten of Salsas and Kindergarten of Izeda ). The Headquarters of the Group, the Secondary School Abade de Baçal, is located about 40 kilometers from Izeda, and the remaining units are located in the urban perimeter and in the rural perimeter.

The school equipment and facilities have a very good quality in the main school (fruit of a process of requalification by Parque Escolar) and of good quality in Escola EB 1,2,3 Augusto Moreno and in Escola EB JI de Izeda and of regular quality in the other units.

There are about 150 trainees enrolled in adult education and training courses and in workshops of different types, which complement the educational offer of the Agrupamento in these places, in the Izeda Prison and in the Prison in Bragança, to which the Agrupamento is associated, aiming to provide the citizens who leave prisons with skills to face their new lives.

The most striking feature of the Agrupamento de Escolas Abade de Baçal is, from the point of view of the professional bond, stability. The teachers in the Agrupamento represent a significant majority and are therefore responsible for ensuring an important part of the available school service. This stability constitutes a valuable asset for the Agrupamento, since it enhances the degree of identification, commitment and interaction of the teachers and the school with the surrounding environment.

Finally, as for the students, the Agrupamento receives students from different backgrounds (from the rural world and from the town itself), and is therefore an institution at this level, very heterogeneous. The school results of the students are above the average of the Region. In the last decade, the school occupies a high place among schools in the national exams.

Invitation

2019-11-06T16:51:14+01:00

Projects

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MINUTES

The 2^th Short-Term Exchange of Students

Agrupamento de Escolas Abade de Baçal, 5300 Bragança, Portugal

Januaray 20^th - January 24^th 2020

UNDER THE ERASMUS+ PROJECT

“Art for inclusion's sake” Nº 2019-1-IT02-KA229-062165_3

The 2^th LTTA “Art for inclusion's sake” took place from January 20th to January 24^th, 2020 in The Agrupamento de Escolas Abade Baçal, Bragança, Portugal. It brought together participants from Geschwister-Scholl-Gesamtschule, Cartesius Lyceum, Onderwijsstichting Esprit, Bayrampasa Tuna Anadolu Lisesi, I.E.S. La Laboral de la Laguna and Agrupamento de Escolas Abade Baçal Bragança institutions involved in this strategic partnership.

Project Objectives:

The general objectives of the project:

To encourage the participant schools to share the culture of their countries.
To encourage the students and the teachers to create and develop their abilities for planning and

initiating the activities of the project and using the informational and communicative technologies.

To promote a modern national and European line and to offer authentic cultural values.
To increase the interest for culture, for the national specific.
To encourage the students to communicate in English and to develop their linguistic abilities by interacting with other students of different nationalities and cultures.

The specific objectives of the project:

To present cultural elements by means of visual aids: drama activities, exhibitions, photographs,

folk art, catalogues, and brochures.

To find a common language by means of art.
To share and integrate different ways of thinking and common feelings through art.
To inform the students about the cultural, artistic and spiritual values of other countries and to

determine them to be individually and collectively active.

To prove to the students that the artists and creators in general, have been inspired by nature and

life itself, thus making them aware that the environment in which we live is very important and that the

community should be very responsive to this subject.

Students will develop artistic abilities, will learn to use IT means in order to create the necessary

Meeting was held from January 20th to January 24^th, 2020.

4 STUDENTS + 2 TEACHERS per school were attending.

SUBTOPIC 2: “Respect other cultures”

Monday, 20th january

On the first day, at 9.00 am, activities started in the auditorium, where students and teachers from different countries presented themselves to the others. Then, each school presented its country, city and school, using pp presentations or videos. At the end of the morning, and after a visit to the Abade de Baçal School, the Ethnic Buffet was held at the library, where each country presented typical foods from their city and country. After that, students and teachers had the opportunity to taste the different foods.

In the afternoon, after lunch in the school canteen, students and teachers made a short visit to the city of Bragança (in groups with students from all countries), being guided by Portuguese students, who spoke about the main monuments and attractions of the city to their foreign colleagues.

Tuesday 21th January

On Tuesday, the second day of mobility, students participated, at 8.30 am, in Portuguese students' classes, integrating different classes. Then, they participated in the workshops “When in Rome, do as the Romans do” and “How to solve this problem?”, Where they were faced with different challenges, having to work in groups and look for negotiated solutions. At the end of the morning, activities were recorded on the Etwinning platform.

In the afternoon, after lunch in the school canteen, the students created the song (hymn) of the project, each country working on a verse of that song and everyone on the chorus. Later on, the chorus will be chosen. The work was very fruitful and all the delegations managed to achieve the goal, with the support of the school's music teachers. Throughout the afternoon, filming was done, aiming at the subsequent making of a video clip.

In the evening, an Ethnic Outfit Fashion Show was held, at the students’ area, with all countries presenting typical clothes from their regions. The school also provided period costumes to both Portuguese and foreign students.

Wednesday 22th January

On Wednesday, a visit was made to the city of Porto. In the morning, this visit was conducted by a professional guide, who guided students and teachers through the main monuments and cultural highlights of the city of Porto, namely the Old Cathedral, the Ponte Luís, the market, the Stock Exchange Palace, the photography museum and some churches. In the afternoon, the visit continued, and the participants were free to choose what places of interest they were going to visit.

Thursday 23th January

On the fourth day of mobility, the students participated, early in the morning (and after attending classes with their Portuguese colleagues again), in a typical Portuguese Dance Workshop, where some younger students from the 6th grade of the Augusto Moreno School were also present. .

In the afternoon, after lunch in the school canteen, the students visited two of the museums in the city of Bragança: The Graça Morais Contemporary Art Center and the Georges Dussaud Photography Center. The two visits were conducted by one of the guides at the Graça Morais Museum. Here, the guide talked about some important cultural elements of the Region, which are present in the paintings of Graça Morais. At the Georges Dussaud Photography Center, the participants could see the photographs of Georges Dussaud - an important French photographer who was passionate about the Region and whose photos so well documented the Region’s people, lifestyle and landscape.

At night, as an extra activity, the students of this mobility participated in a school activity, which was related to the literary culture of the country. The event, called Café com Pessoa, was organized by 12th grade students and aimed at paying tribute to one of the most important Portuguese poets - Fernando Pessoa. Some students ended up reading some of the poet's poems in English, on an evening that ended with tea and cookies.

Friday 24th of January

On the last day of mobility, the students were present again in the classes of their Portuguese colleagues in the morning. Then, in the library, they participated in the “Words of Respect” workshop and created a mini-dictionary in six different languages with words related to respect. A little later, in one of the school's IT rooms, using the online tool WordClouds, students created small posters that were then placed on the Etwinning platform, with the words they had chosen for their small dictionary.

After lunch, students and teachers had a free afternoon and in the evening there was a dinner for everyone in the school canteen. The participants were entertained by Pauliteiros de Miranda, a group of regional dances that danced for everyone and then invited students and teachers to dance with them in a very lively confraternization moment.

Finally, the Headmistress of the Agrupamento de Escolas Abade Baçal gave all participants the certificate of participation, which ended the work week for the students and teachers who took part in this mobility.

This LTTA helped students to:

-To gain a new perspective on the lives of others around you as well as around the world;

-To understand other’s perspectives, to broaden our own, and to fully experience and educate ourselves;

-To promote research, creativity and diffusion of Culture and the arts;

-To favour exchange and promotion of national and international artists and researchers;

-To organize cultural activities in order to potentiate the interaction between local cultural initiatives and international artists;

-To promote the participation of the selected artists and researchers in different local and international networks;

-To organize cultural activities such as residencies, workshops and exhibitions;

-To participate in debates, seminars and conferences in order to be part of the current;

-To Understand people and their backgrounds is crucial for personal and community growth;

-To see how many different forms of music can bring happiness to groups outside of their own traditional roots;

-To encourage team thinking;

-To foster diversity as a value;

-To increase cooperation in transnational teams;

-To develop pupils’ literacy skills;

-To contribute to pupils’ development as informed global citizens;

-To increase pupil motivation for language learning;

-To increase recognition of relevance of modern languages in other subject areas of the curriculum, e.g. geography, history, home economics, music, art, science, etc;

-Cultural celebrations will foster respect and open-mindedness for other cultures;

-Celebrating our differences, as well as our common interests, will help unite and educate us;

-People all around need to understand and learn to appreciate other cultures, and this is one way to accomplish that;

-Through each other's diversity, we become more aware of our own. Not only do we become more aware, but we also gain a sense of pride for the diversity of our own culture;

-Cultural celebrations will foster respect and open-mindedness for other cultures.

Students became more aware of the importance of respecting other cultures. They had a serious attitude towards this issue and wanted to develop a more responsible behavior about the way in which they interact. The project activities stimulated the students’ interest to be better citizens and to act as social change makers.

Headmistress:

(Maria Teresa Rodrigues Sá Pires)