First meeting: Monday 21st July 2014 at 5 p.m.

1. First meeting: Monday 21st July 2014 at 5 p.m. Looksthatchange the world Children, cities XXX Incontro internazionale degli educatori Freinet – RIDEF) Giancarlo Cavinato MCE

2. EDUCATION AND POLICIES • ENTIRETY • PROTECTION AND SAFEGUARDING OF THE CULTURE OF CHILDHOOD • AUTONOMY • RESILIENCE • COOPERATION • RESPONSIBILITY • PARTICIPATION • ACTIVE CITIZENSHIP • GROWING CITIES • 21 cities have more than 10 million inhabitants and they are growing • A milliard human beings (aged 0-18) live in cities

3. A DIFFERENT WORLD IS POSSIBLE ONLY EDUCATION CAN CHANGE THE WORLD (MargheritaZoebeli) STARTING FROM PEACE EDUCATION AND FROM EDUCATION FOR THE CREATIVE SOLUTION OF CONFLICTS A FAIRER CITY TO REACH THE OUTCASTS The city of little boys and little girls is the city of all men and women More and more children live in slums We stop them from developing their potentialities and we deprive society of the benefits due to a healthy, educated urban population

4. MAKE PUBLIC POLICIES FOCUS ON CHILDREN'S RIGHTS • (wellness, education, protection from violence and abuse, participation…) • THE CITY IS A COMPLEX SYSTEM • cities of the rich - cities of the poor • centres and outskirts • cities of the north and cities of the south of the world • URBAN SUFFERING • experience of exclusion • povertyand vulnerability of families • decayingsuburbs • lonelinessand fear • passive subjects who receive fragmentary care intervention by institutions • division of urban population into categories that are not integrated

5. POSSIBLE ANSWERS(besides education) • Nobody can make it on one's own • creation of solidarity networks (institutions, organizations, citizens,.) • change from the logic of assistance to the logic of responsibility • workshops to mix social and political education • finding creative solutions for difficult questions • THE CITY OF THE FUTURE: • FROM THE CITY OF EXCLUSION TO THE CITY OF INCLUSION • URBAN PLANNING • ‘MENDING’ OUTSKIRTS • (Renzo Piano: small changes to embellish without dismantling) • - CONNECTION OF SPACES • - ACCESS TO SERVICES • - CARE FOR "WEAK" USERS OF THE CITY • SEARCH FOR BEAUTY • BUILDING PLACES OF MEETINGS (not separation) • Placeof opportunities, of communication

6. CARE OF PUBLIC PLACES • the square, the school, the social centre, the library, the park,.. • THE ORGANIZATION OF THE CITY AND OF THE RYTHM OF LIFE CAN ENHANCE/ DENY PLAYING GAMES • art. 31 Right to Play Convention • Public places intended for playing games • WHAT HELPS? • properpublic spaces • autonomousmobility • meeting opportunities • sustainable and not frantic rhythm of family life • trafficreduction

7. LIMITS TO COGNITIVE, SOCIAL, PHYSICAL DEVELOPMENT • no games • childrenbanned from public spaces • domestic spaces that are hyper-structured and intended for solitary tuition • social life inside the house • the school seen as a place of mind/body separation and sectorial, abstract learning • CONSEQUENCES • lack of autonomy and of the ability to choose ( mobility, socializing, playing, problem solving) • no development of creativity • linguisticand cultural poverty • limited development of spacetime and causal concepts • no development of prediction abilities and of understanding consequences • limitedassumption of responsibilities • limited and fragmentary knowledge of the urban and environmental reality

8. CHILDREN AS PARAMETERS OF URBAN QUALITY LITTLE BOYS AND GIRLS HAVE THE RIGHT TO EXPRESS THEIR OPINIONS AND THEIR OPINIONS MUST BE TAKEN INTO CONSIDERATION (art. 12) Little boys' and girls' point of view can contribute to modify adults' behavior - this is our program THE HIGHEST INTEREST OF CHILDREN must be considered first in every choice AN AGREEMENT FOR THE CITY among: ADMINISTRATORS, PARENTS, EDUCATORS, CITIZENS, HEALTHCARE AND SOCIO-CULTURAL WORKERS, URBAN PLANNERS, ARCHITECTS, TRAFFIC WARDENS, SHOPKEEPERS.

9. THE CITY AS A PLACE OF PERSONAL AND SOCIAL GROWING, SUSTAINABILITY, LEARNING. ‘I'd like to send you, architects, a message in a bottle. Consider your job as the creation of future places for children. Cities and landscape will create their world of images and desire…..you mustn't only design buildings but you must create spaces of freedom so that superabundance does not make the surrounding world invisible’ (WimWenders)

10. UNICEF'S RECOMMENDATIONS TO BUILD FRIENDLY CITY FOR LITTLE BOYS AND GIRLS • PROMOTING PARTICIPATION AND TAKING INTO CONSIDERATION LITTLE BOYS' AND GIRLS' PROPOSALS EXPRESSED THROUGH REPRESENTATIVE BODIES • ENCOURAGING INSTITUTIONS AT ALL LEVELS IN ORDER TO GET A PROPER LEGISLATION • INVESTING RESOURCES IN THESE OBJECTIVES • MONITORING CHILDHOOD'S CONDITIONS • SPREADING AND PROMOTING THE KNOWLEDGE AND THE RESPECT FOR RIGHTS

11. PARTICULAR FOCUS ON EQUAL OPPORTUNITIES - LITTLE GIRLS' RIGHTS • (EDUCATION, HOUSEWORK, EARLY MARRIAGE, VIOLENCE, DISCRIMINATION IN FAMILIES, AT SCHOOL,..) • THE SCHOOL • EDUCATION FOR REALITY( TAMED IMAGE) • RESEARCH METHODOLOGY TO CREATE A DIFFERENT CULTURE • RIGHT KNOWLEDGE AND CLAIM • BUILDING UP IDENTITIES THANKS TO SHARED NARRATION • WORLDWIDE CITIZENSHIP ( E. MORIN) • A CITY EDUCATES IF IT NARRATES AND ONE NARRATES THANKS TO THE PEOPLE WHO LIVE THERE