{"id":3282,"date":"2019-03-01T10:57:02","date_gmt":"2019-03-01T10:57:02","guid":{"rendered":"https:\/\/equalsaree.org\/?p=3282"},"modified":"2019-03-29T09:52:17","modified_gmt":"2019-03-29T09:52:17","slug":"empatitzem-2","status":"publish","type":"post","link":"https:\/\/equalsaree.org\/fr\/blog\/2019\/03\/01\/empatitzem-2\/","title":{"rendered":"Empatitzem"},"content":{"rendered":"

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Empatitzem<\/b><\/h2>\n

Repenser l\u2019usage des cours d\u2019\u00e9cole<\/span><\/h3>\n

En partant de l\u2019importance de la cour d\u2019\u00e9cole comme espace d\u2019apprentissage, de jeu et de vie commune, le projet \u201cEmpatitzem : Repenser l\u2019usage des cours d\u2019\u00e9cole\u2019\u2019 a pour objet de proposer des am\u00e9nagements qui favorisent l\u2019\u00e9galit\u00e9 de genre, la coop\u00e9ration et les valeurs d\u2019inclusion.\u00a0<\/span>Au-del\u00e0 d\u00b4\u00eatre un projet de transformation de l\u2019espace, Empatitzem est aussi un processus p\u00e9dagogique et participatif : la communaut\u00e9 \u00e9ducative analyse l\u2019espace, r\u00e9fl\u00e9chis sur les relations et les valeurs, propose des am\u00e9liorations, et, finalement convient d\u2019interventions concr\u00e8tes qui seront r\u00e9alis\u00e9es.\u00a0<\/span>Le processus d\u2019analyse et de transformation a \u00e9t\u00e9 r\u00e9alis\u00e9 avec le soutien du guide<\/span> El pati de l\u2019escola en igualtat<\/span><\/a>, qui a \u00e9t\u00e9 sp\u00e9cialement adapt\u00e9 pour ce projet. Les r\u00e9sultats qui ont \u00e9t\u00e9 obtenus dans les cours de ces \u00e9coles sont une distribution plus \u00e9quitable des espaces, une augmentation des \u00ab zones de tranquillit\u00e9 \u00bb, un meilleur profit de l\u2019espace existant et une plus grande diversit\u00e9 de jeux.<\/span><\/p>\n

Date et lieu: <\/b>Janvier -D\u00e9cembre 2018. Santa Coloma de Gramenet.<\/span>
\nClient: <\/b>Mairie de Santa Coloma de Gramenet.<\/span>
\nEcoles participantes: <\/b>CEIP Jaume Salvatella, CEIP Merc\u00e8 Rodoreda, CEIP Fray Luis de Le\u00f3n, CEIP Miguel de Unamuno y CEIP Llu\u00eds Millet.<\/span><\/p>\n

+ web du projet<\/b><\/a><\/p>\n

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En savoir plus sur le projet<\/strong><\/h2>\n

\u00c9coles participantes<\/a>| M\u00e9todologie<\/a>\u00a0|Diagnostic<\/a>\u00a0| Synth\u00e8se<\/a>\u00a0| Conception<\/a>\u00a0| Propositions d’am\u00e9lioration<\/a><\/p>\n

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\u00c9coles participantes<\/b><\/h3>\n

En octobre 2018, la mairie de <\/span>Santa Coloma de Gramenet a lanc\u00e9 un appel ouvert \u00e0 toutes les \u00e9coles publiques du quartier int\u00e9ress\u00e9es pour participer au projet Empatitzem. La pr\u00e9sentation publique du projet a eu lieu le 9 novembre 2018, avec la pr\u00e9sence de 14 centres \u00e9ducatifs de la ville. Durant la pr\u00e9sentation, l\u2019atelier \u201cNous voulons des cours plus \u00e9galitaires. Par ou commencer ?\u201d a servi \u00e0 la prise de conscience des in\u00e9galit\u00e9s qui se produisent dans les cours d\u2019\u00e9cole primaires et, en plus, \u00e0 g\u00e9n\u00e9rer collectivement des crit\u00e8res d\u2019am\u00e9nagement pour les repenser en prenant en compte la dimension du genre.\u00a0<\/span>Un jury compos\u00e9 de sp\u00e9cialistes techniques et politiques des domaines de l\u2019\u00e9ducation, de l\u2019\u00e9galit\u00e9 et de l\u2019architecture ont s\u00e9lectionn\u00e9 les 5 \u00e9coles participantes du projet: \u00a0CEIP Jaume Salvatella, CEIP Merc\u00e8 Rodoreda, CEIP Fray Luis de Le\u00f3n, CEIP Miguel de Unamuno i CEIP Llu\u00eds Millet.<\/span><\/p>\n

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\"FLECHA\"<\/a><\/h4>\n

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M\u00e9todologie<\/b><\/h3>\n

Entre janvier et mai 2018, les 5 \u00e9coles s\u00e9lectionn\u00e9es ont r\u00e9alis\u00e9 un processus d\u2019analyse critique de leur cour, de mise en place collective de propositions d\u2019am\u00e9liorations et de conception collaborative des interventions.\u00a0<\/span>Pour ce faire, elles ont suivi les m\u00e9thodologies de travail que propose<\/span> El pati de l\u2019escola en igualtat.Guia de diagnosi i d\u2019intervenci\u00f3 amb perspectiva de g\u00e8nere.<\/span><\/a> Ce document propose un ensemble d\u2019activit\u00e9s qui ont \u00e9t\u00e9 r\u00e9alis\u00e9es, parfois avec le support d\u2019Equal Saree, ou de fa\u00e7on autonome par des \u00e9coles. Il a \u00e9t\u00e9 n\u00e9cessaire de travailler avec une Commission de Suivi (CS) dans chaque \u00e9cole. Les CS sont form\u00e9s par des membres des \u00e9quipes directrices, des enseignant\u00b7e\u00b7s, des familles, et, dans certains cas, du personnel non enseignant. Ses membres sont charg\u00e9\u00b7e\u00b7s de coordonner le projet dans chaque \u00e9cole.\u00a0<\/span>Au cours du processus ils ont re\u00e7u 3 formations au cours desquelles ils ont acquis les connaissances n\u00e9cessaires pour pouvoir d\u00e9velopper chacune des phases du projet: <\/span>Comprenons la cour, Imaginons la cour et Transformons la cour<\/span><\/i>.<\/span><\/p>\n

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\"FLECHA\"<\/a><\/h4>\n

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Diagnostic<\/b><\/h3>\n

La premi\u00e8re phase <\/span>Comprenons la cour<\/span><\/i> int\u00e8gre les activit\u00e9s de diagnostic et de synth\u00e8se : Entre le 25 janvier et le 1er mars, se sont d\u00e9roul\u00e9s les activit\u00e9s de diagnostic, avec l\u2019objectif d\u2019analyser et de r\u00e9fl\u00e9chir sur les usages et les relations qui se produisent dans la cour des \u00e9coles. Chaque Commission de Suivi a coordonn\u00e9 les activit\u00e9s de son \u00e9cole en y impliquant toute la communaut\u00e9 \u00e9ducative.<\/span><\/p>\n

Les activit\u00e9s r\u00e9alis\u00e9es sont propos\u00e9es dans le guide \u201c<\/span>El pati de l\u2019escola en igualtat<\/b><\/a>\u201c et sont divis\u00e9es en 3 parties.<\/span><\/p>\n

PR\u00c9PARER LE REGARD : <\/b>Nous prenons conscience des diff\u00e9rentes probl\u00e9matiques qui se produisent dans la cour, en portant une attention particuli\u00e8re aux st\u00e9r\u00e9otypes et aux in\u00e9galit\u00e9s de genre.<\/span>
\nOBSERVER LA COUR : <\/b>Nous r\u00e9fl\u00e9chissons \u00e0 l\u2019usage des espaces, aux activit\u00e9s et \u00e0 leurs relations avec les diff\u00e9rents \u00e9l\u00e9ments de la cour.<\/span>
\n\u00c9COUTER LES \u00c9L\u00c8VES : <\/b>Nous avons r\u00e9unis les t\u00e9moignages des perceptions des \u00e9l\u00e8ves sur l\u2019espace de r\u00e9cr\u00e9ation, son exp\u00e9rience quotidienne et ses conflits. <\/span>\u00a0<\/span><\/p>\n

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\"FLECHA\"<\/a><\/h4>\n

[\/et_pb_text][\/et_pb_column][et_pb_column type=\u00a0\u00bb1_2″][et_pb_gallery admin_label=\u00a0\u00bbGaler\u00eda\u00a0\u00bb gallery_ids=\u00a0\u00bb3299,3300,3301,3302,3303,3304,3305,3306,3307″ fullwidth=\u00a0\u00bbon\u00a0\u00bb show_title_and_caption=\u00a0\u00bboff\u00a0\u00bb show_pagination=\u00a0\u00bbon\u00a0\u00bb background_layout=\u00a0\u00bblight\u00a0\u00bb auto=\u00a0\u00bbon\u00a0\u00bb hover_overlay_color=\u00a0\u00bbrgba(255,255,255,0.9)\u00a0\u00bb use_border_color=\u00a0\u00bboff\u00a0\u00bb orientation=\u00a0\u00bblandscape\u00a0\u00bb _builder_version=\u00a0\u00bb3.0.105″ zoom_icon_color=\u00a0\u00bb#d6202d\u00a0\u00bb pagination_font_size_tablet=\u00a0\u00bb51″ pagination_line_height_tablet=\u00a0\u00bb2″]<\/p>\n

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Synth\u00e8se<\/b><\/h3>\n

Les activit\u00e9s de synth\u00e8se se sont d\u00e9roul\u00e9es entre le 1 mars et le 12 avril, elles ont eu pour objectif de <\/span>r\u00e9sumer les r\u00e9sultats<\/b> du diagnostic et de <\/span>d\u00e9finir les strat\u00e9gies<\/b> adapt\u00e9es aux propositions d\u2019am\u00e9lioration pour que chaque \u00e9cole g\u00e9n\u00e8re les crit\u00e8res d\u2019intervention les plus adapt\u00e9s \u00e0 son cas concret, en tenant compte des r\u00e9sultats obtenus. Les strat\u00e9gies ont \u00e9t\u00e9 d\u00e9finies \u00e0 partir des activit\u00e9s suivantes :<\/span><\/p>\n

CARTE COLLECTIVE AVEC LES \u00c9L\u00c8VES : <\/b>Nous mettons en commun les probl\u00e9matiques d\u00e9tect\u00e9es dans toutes les classes et nous choisissons les th\u00e8mes prioritaires \u00e0 r\u00e9soudre.<\/span>
\nR\u00c9DACTION DE STRAT\u00c9GIES AVEC LA COMMISSION DE SUIVI : <\/b>\u00c0 partir des crit\u00e8res du guide \u201c<\/span>El pati de l\u2019escola en igualtat<\/b>\u201d, les r\u00e9sultats et les activit\u00e9s avec les \u00e9l\u00e8ves et avec l\u2019appui d\u2019Equal Saree, nous \u00e9tablissons des lignes strat\u00e9giques d\u2019intervention. Ces interventions se concr\u00e9tiseront dans la phase suivante de conception collaborative.<\/span><\/p>\n

Les strat\u00e9gies communes \u00e0 toutes les cours sont : redistribution des usages de la cour, cr\u00e9ation de zones de tranquillit\u00e9 et d\u2019espaces de jeux divers, profit des superficies verticales.<\/span><\/p>\n

[\/et_pb_text][et_pb_text admin_label=\u00a0\u00bbTexto\u00a0\u00bb background_layout=\u00a0\u00bblight\u00a0\u00bb text_orientation=\u00a0\u00bbleft\u00a0\u00bb use_border_color=\u00a0\u00bboff\u00a0\u00bb border_color=\u00a0\u00bb#ffffff\u00a0\u00bb border_style=\u00a0\u00bbsolid\u00a0\u00bb background_position=\u00a0\u00bbtop_left\u00a0\u00bb background_repeat=\u00a0\u00bbrepeat\u00a0\u00bb background_size=\u00a0\u00bbinitial\u00a0\u00bb]<\/p>\n

\"FLECHA\"<\/a><\/h4>\n

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Conception<\/strong><\/h3>\n

La seconde phase, <\/span>Imaginons la cour<\/span><\/i>, a \u00e9t\u00e9 d\u00e9di\u00e9e aux activit\u00e9s de conception et de r\u00e9daction du projet technique des transformations. Entre le 12 avril et le 18 mai, se sont d\u00e9roul\u00e9es les activit\u00e9s de conception collaboratives, ou les \u00e9l\u00e8ves ont \u00e9t\u00e9s les principaux protagonistes. La proposition finale pour chaque cour a \u00e9t\u00e9 obtenue gr\u00e2ce aux activit\u00e9s suivantes :<\/span><\/p>\n

CONCEPTION COLLABORATIVE : <\/b>Nous explorons les dimensions des espaces et leurs potentialit\u00e9s en relation au corps. Nous dessinons des espaces et des \u00e9l\u00e9ments concrets pour pouvoir accueillir les activit\u00e9s imagin\u00e9es durant le processus.<\/span>
\nCONSENTEMENT COLLECTIF : <\/b>Nous partageons le travail r\u00e9alis\u00e9 dans les diff\u00e9rentes classes et projetons ensemble la proposition d\u00e9finitive avec l\u2019aide d\u2019une grande maquette.<\/span><\/p>\n

[\/et_pb_text][et_pb_text admin_label=\u00a0\u00bbTexto\u00a0\u00bb background_layout=\u00a0\u00bblight\u00a0\u00bb text_orientation=\u00a0\u00bbleft\u00a0\u00bb use_border_color=\u00a0\u00bboff\u00a0\u00bb border_color=\u00a0\u00bb#ffffff\u00a0\u00bb border_style=\u00a0\u00bbsolid\u00a0\u00bb background_position=\u00a0\u00bbtop_left\u00a0\u00bb background_repeat=\u00a0\u00bbrepeat\u00a0\u00bb background_size=\u00a0\u00bbinitial\u00a0\u00bb]<\/p>\n

\"FLECHA\"<\/a><\/h4>\n

[\/et_pb_text][\/et_pb_column][et_pb_column type=\u00a0\u00bb1_2″][et_pb_gallery admin_label=\u00a0\u00bbGaler\u00eda\u00a0\u00bb gallery_ids=\u00a0\u00bb3317,3318,3319,3320,3321,3322,3323,3324,3325,3326,3327,3328,3329″ fullwidth=\u00a0\u00bbon\u00a0\u00bb show_title_and_caption=\u00a0\u00bboff\u00a0\u00bb show_pagination=\u00a0\u00bbon\u00a0\u00bb background_layout=\u00a0\u00bblight\u00a0\u00bb auto=\u00a0\u00bbon\u00a0\u00bb hover_overlay_color=\u00a0\u00bbrgba(255,255,255,0.9)\u00a0\u00bb use_border_color=\u00a0\u00bboff\u00a0\u00bb orientation=\u00a0\u00bblandscape\u00a0\u00bb _builder_version=\u00a0\u00bb3.0.105″ zoom_icon_color=\u00a0\u00bb#d6202d\u00a0\u00bb pagination_font_size_tablet=\u00a0\u00bb51″ pagination_line_height_tablet=\u00a0\u00bb2″]<\/p>\n

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Propositions d’am\u00e9lioration<\/strong><\/h3>\n

CEIP Jaume Salvatella: N<\/b>o<\/b>uvelle partie ludique d’acc\u00e8s \u00e0 l\u2019\u00e9cole<\/b>. L\u2019id\u00e9e principale est de connecter les deux niveaux actuels de la cour gr\u00e2ce \u00e0 un nouveau gradin qui propose de nouvelles possibilit\u00e9s de jeux mais aussi permet le d\u00e9roulement d’activit\u00e9s calmes. Avec ce nouvel \u00e9l\u00e9ment, l\u2019acc\u00e8s \u00e0 l\u2019\u00e9cole est renforc\u00e9 et mis \u00e0 profit.<\/span>
\nCEIP Merc\u00e8 Rodoreda: Travailler la p\u00e9riph\u00e9rie pour transformer la cour. <\/b>Cette intervention se centre sur les espaces p\u00e9riph\u00e9riques en diversifiant leurs possibilit\u00e9s de jeux. Un des points cl\u00e9 et de d\u00e9placer le jeu de pelote pour lib\u00e9rer un espace central plus multifonctionnel.<\/span>
\nCEIP Fray Luis de Le\u00f3n: Une cour plus ludique et diverse. <\/b>Nous transformons une cour occup\u00e9e dans sa majeure partie par des terrains sportifs en une cour avec plus de possibilit\u00e9s ludiques et de nouveaux espaces de d\u00e9tente. Nous avons aussi dessin\u00e9 une plus grande richesse de textures et de couleurs, en opposition au b\u00e9ton gris qui pr\u00e9domine actuellement.<\/span>
\nCEIP Miguel de Unamuno: Diff\u00e9rencier les espaces et augmenter les possibilit\u00e9s. <\/b>Cette cour, actuellement de ciment et de peu d\u2019\u00e9l\u00e9ments de jeu, est transform\u00e9e en un patio avec plus d\u2019options ludiques, des espaces de tranquillit\u00e9 et de la v\u00e9g\u00e9tation. Il a aussi \u00e9t\u00e9 obtenu que le terrain de sport ne soit pas l\u2019unique protagoniste de la cour.<\/span>
\nCEIP Llu\u00eds Millet: Ajouter des espaces \u00e0 la cour. <\/b>L\u2019id\u00e9e principale est de profiter des espaces inexploit\u00e9s de la cour pour cr\u00e9er de nouveaux espaces qui peuvent s\u2019int\u00e9grer au projet p\u00e9dagogique du centre.<\/span><\/p>\n

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\"FLECHA\"<\/a><\/h4>\n

[\/et_pb_text][\/et_pb_column][et_pb_column type=\u00a0\u00bb1_2″][et_pb_gallery admin_label=\u00a0\u00bbGaler\u00eda\u00a0\u00bb gallery_ids=\u00a0\u00bb3685,3714,3715,3712,3713,3718,3709,3716,3717,3710,3711″ fullwidth=\u00a0\u00bbon\u00a0\u00bb show_title_and_caption=\u00a0\u00bboff\u00a0\u00bb show_pagination=\u00a0\u00bbon\u00a0\u00bb background_layout=\u00a0\u00bblight\u00a0\u00bb auto=\u00a0\u00bbon\u00a0\u00bb hover_overlay_color=\u00a0\u00bbrgba(255,255,255,0.9)\u00a0\u00bb use_border_color=\u00a0\u00bboff\u00a0\u00bb orientation=\u00a0\u00bblandscape\u00a0\u00bb _builder_version=\u00a0\u00bb3.0.105″ zoom_icon_color=\u00a0\u00bb#d6202d\u00a0\u00bb pagination_font_size_tablet=\u00a0\u00bb51″ pagination_line_height_tablet=\u00a0\u00bb2″]<\/p>\n

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Autres projets<\/strong><\/h2>\n

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Empatitzem Repenser l\u2019usage des cours d\u2019\u00e9cole En partant de l\u2019importance de la cour d\u2019\u00e9cole comme espace d\u2019apprentissage, de jeu et de vie commune, le projet \u201cEmpatitzem : Repenser l\u2019usage des cours d\u2019\u00e9cole\u2019\u2019 a pour objet de proposer des am\u00e9nagements qui favorisent l\u2019\u00e9galit\u00e9 de genre, la coop\u00e9ration et les valeurs d\u2019inclusion.\u00a0Au-del\u00e0 d\u00b4\u00eatre un projet de transformation […]<\/p>\n","protected":false},"author":7,"featured_media":4288,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_seopress_robots_primary_cat":"","_seopress_titles_title":"","_seopress_titles_desc":"","_seopress_robots_index":"","_et_pb_use_builder":"on","_et_pb_old_content":"Welcome to WordPress. This is your first post. Edit or delete it, then start writing!","_et_gb_content_width":"","footnotes":""},"categories":[57],"tags":[],"class_list":["post-3282","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-projectes-fr"],"_links":{"self":[{"href":"https:\/\/equalsaree.org\/fr\/wp-json\/wp\/v2\/posts\/3282","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/equalsaree.org\/fr\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/equalsaree.org\/fr\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/equalsaree.org\/fr\/wp-json\/wp\/v2\/users\/7"}],"replies":[{"embeddable":true,"href":"https:\/\/equalsaree.org\/fr\/wp-json\/wp\/v2\/comments?post=3282"}],"version-history":[{"count":0,"href":"https:\/\/equalsaree.org\/fr\/wp-json\/wp\/v2\/posts\/3282\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/equalsaree.org\/fr\/wp-json\/wp\/v2\/media\/4288"}],"wp:attachment":[{"href":"https:\/\/equalsaree.org\/fr\/wp-json\/wp\/v2\/media?parent=3282"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/equalsaree.org\/fr\/wp-json\/wp\/v2\/categories?post=3282"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/equalsaree.org\/fr\/wp-json\/wp\/v2\/tags?post=3282"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}