Background

Prosociality is a key competence addressed to develop a positive reciprocity among social groups along with positive initiatives aimed to stir up creativity, unity of people living in the same community and social common interests and goals. The prosocial approach involves all members of the school and the broader community (public authorities, stakeholder and civil society organisations such as sport organization, youth associations, churches, NGOs…) working together to promote a sense of belonging and cohesion and to develop positive interpersonal relationships, thus preventing the negative reactions related to the ideology of unequal status.

ALICE project intends to experiment educative and social pedagogic practices related to the application of pro-social measures aiming at involving local communities in the promotion of social inclusion of students of secondary schools, which have been selected among different EU Countries. The project starts from the assumption that the main reasons behind social exclusion-related behaviors, according to different studies, are related to ethnic, religious and sexual differences. In order to promote cultural and personal diversity as a value, the project creates a list of practical pedagogic instruments that can be used not only by teachers, but also by those who, although playing an important role in the development of behaviors and cultural backgrounds of the students, are not formally considered as educators.