livro babi final

BE ACTIVE, BE INCLUSIVE 2013 // 1

2 // BE ACTIVE, BE INCLUSIVE 2013


“This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use

which may be made of the information contained therein.”


CONTENTS

1Introduction

2Participants

3Project

4Activities

5Youth in Action

6Feedback

7Press

8Contacts

9Conclusion


1INTRODUCTION


“Be Active, Be Inclusive” was a Youth Exchange project promoted by Desincoop with the support of European Union. It took place in Guimarães (Portugal) European City of Sport 2013 in 22-29 April. The main goal of this project was the promotion of inclusive communication and rela-tions between young European citizens through sports. This project was mainly to young people between 18-25 years, with minor disabilities, problems of inclusion and young people who were interested in the subject. We had 4 partici-pants and one leader of each country (Portugal, Czech Republic, Romenia, Poland, Estonia, Tur-key and Italy) during a six day youth exchange, also supported with members of Desincoop staff. The programme of activities had an interactive approach, based on the experience of the par-ticipants, sharing different realities and difficul-ties and the active participation in a common subject.

The non-formal education methods included en-ergizers, ice breakers, role plays and a big part of the activities had regular sports changed to suit everybody and be more inclusive.The par-ticipants had to face and overcome the difficul-ties and barriers that may have arisen, regard-ing each person as an individual or group. They experienced them through role plays, sports with imposed obstacles and then they had the oppor-tunity to create solutions to the problems that

they found. The target group was very diversified so the youth exchange had a really big range of persons coming from different backgrounds and with different realities. We could see it as an ex-tra barrier for the communication but we saw it as a bigger learning of what happens in real life.

The sport was an important part of the project, that helped to increase the team spirit and to in-clude every participant. We also wanted to re-mind young people about the importance of the sports as daily and healthy routine. In this new technological era, in one hand we have more facilities in communication, but in the other hand we are losing the team spirit, the healthy com-petitive mode and the sense of accomplishment that sports gave to us.

We wanted to promote an active, inclusive and healthy way of life to our young society. In this book we want to show how we did this project, the participants and most of all the activities. You can find here a range of acivities inspired in plat-forms like SALTO, or in books like Compass that maybe will help you in your local or international projects. All of the activities can be changed ac-cording to the target group. We hope you can find some ideas and inspiration here, as we also found doing and participating in this project.

Desincoop is a service producers cooperative, based in Guimarães, formally created in 2005 with the purpose to create employment opportunities for people at risk of social exclusion due to their ethnic origin, age and/or disability. At the time of its foundation the average age of cooperators and collabo-rators was around 45 years.

Between 2006 and 2007 provided academic internships in partnership with universities of the region. It was also during this period that, with the support of volunteers, was tried to enter into Youth in Action projects, and the first participation was by another Portuguese organization.Since 2008 associated the participation in European programs (Leonardo and Grundtvig) as a partner, to improve the skills of its collaborators, to internship opportunities for young licensees and / or looking for their first Job. Since that time the average age of cooperators and collaborators has decreased significantly, is currently in 27 years.

In 2009 attempts were resumed participation in the Youth in Action Programme, with the support of some of the younger volunteers. Under this program since 2010 we have sent more than 150 partici-pants. The priority was always given to young people with fewer opportunities. Most had their first experience travelling by plane and visit a foreign country within these projects.

The consolidation of a network of volunteers was drawn as one of the priorities for the year 2010, which were integrated youth with disabilities, especially hearing, who was also given the opportunity to participate in European projects as well as in actions for community, at national level , environmen-tal and heritage awareness, thereby promoting civic participation.

In 2012 we got the first approval of a project as host entity coinciding with two landmark events in the region: Guimarães was the European Capital of Culture and Braga European Youth Capital.And, once again, in 2013 we got our second project also coincided with the title given to Guimarães European City of Sport. Thus, we concluded that one of the most cooperative principles has been underlying the implementation strategy Desincoop, interest in the community and work towards their sustainable development.

PORTUGAL


KIR-ÇED Kırsehir Youth Culture, Art, and Environment Protec-tion Center is an independ-ent, non-governmental, non-partisan and non-profit youth organization. It was formed in 1997 named KIR-ÇED as non-formal group of enthusi-asts, young people and young intellectuals, part of them as freelanced artists, musicians, actors, organizers and people with advanced ideas. The first steps in the development of KIR-ÇED were realized by organ-izing various cultural events (poetry evenings, concerts, al-ternative theatre performances and exhibitions). As a result of growing needs for more intensive activities in the field of culture, in September 1999 it was registered as NGO. After the period of internal reinforcement, restructuring and lack of finances KIR-ÇED in April2000 rents a working office and started working on the development of different projects. In May 2002 due to organisational restructuring KIR-ÇED has been transformed into higher form of NGO.KIR-ÇED is an apolitical, independent, nonprofit organization, with educational aims

TURKEY

that coordinates youngster willing to cooperate in the voluntary sector.Our priority is to provide social services regarding the needs of the residents of the community. We are facilitating our citizens with various courses (com-puter, Literacy, vocational training based on agricul-ture), seminars (Personal development, healthcare) and social activities (theatres, library activities and festivals). We are experienced in local projects and have grants from EU programs through CFCU.


The goal of HeadEst is supporting the development of young people to grow into active and suc-cessful citizens. The main activities are international projects for young people (including youth ex-changes, EVS, formations) and local community projects and information. The target group of the organization and its activities are for less privileged groups - including informal groups of young people, young people with disabilities and others. We want to give them the possibility to participate in international projects. The organization also promotes methods of non-formal education within the formal education system.

ESTONIA


The Associazione per la Mobil-itazione Sociale Onlus (AMS) is a non profitable associa-tion of social utility, formed in 2004, which carries out social, educational and welfare ac-tivities directed to children and youngs. AMS is composed of young under 30 years old and promotes support interventions to business creation in order to spread business culture among university students. In particu-lar, by 2009 AMS carries out project “CREARE IMPRESA IN RETE” (Create Business Net-work) in territories of Sicilia and Calabria with financial support of Ministry of Youth and Ital-ian Government. The aim of this project is to create training courses, technical laboratories, technical assistance and sensi-tization. AMS adheres in the network of social promotion of social business. It is a promoter of some projects regarding the abuse and the ill-treatment. AMS carries out many projects with several schools of Palermo by doing peer education activi-ties and life skills education

in order to prevent risk behav-iors and deviant attitudes. In particular AMS organizes lab-oratories with groups by using new technologies (video and internet) to prevent addictions; moreover it organizes training courses about psyco-education-al themes addressed to social operators and teachers with students. Since 2008 AMS manages the “Youngs Project” of the city of Palermoand about Youth in Action Pro-gramme, AMS has managed a project 1.2 and 5.1 profitably. AMS is a youth association that works for the prevention of youth suffering and the promo-tion of heath. It offers different types of counseling, training and connects services to each other (sanity, non profit organi-zation, etc…); its methodology is based on life skills, promoted by OMS. The young volunteers of the association work in a dif-ficult contests characterized by social exclusion of the young people and promote differ-ent types of laboratories such us singing, dancing, group

ITALY

animation and psychological counseling. Through the use of new technologies (social networks, internet, messanger, ect..) is in contact with thou-sands of young people even at national level thanking to online counseling and training. The staff is made of different types of professionals: psy-chologists, educators, social assistants, youth entertainers. Our association, also, made different experiences in Euro-pean program, Youth in Ac-tion, and this allowed to work through informal learning. The Association has also pro-moted a campaign of sensiti-zation against the abuse, the ill-treatment and the juvenile uneasiness, through theatrical workshops with the victims of the abuse and manifestations to sensitize people with these problems. Also a manifesta-tion against the pedophilia, in memory of the victims, and a collection of signatures for the revision of the times of prescrip-tion for crimes of violence and abuse against children.


ORBI PONTES is a civic association that supports programs and projects to promote mutual under-standing between different worlds, that our society often sees as entirely separate.

The ORBI PONTES is a recent association but already organized a major event to promote aware-ness of the specific problems of the deaf population, particularly with regard to employability, of this public. The event took place in Prague “Communication Week of People with Hearing Disabilities.”

CZECH REPUBLIC


The goal of the Foundation FUTURE PRO BONO is lead and support social activities, in terms of culture, science, the creation of laws and working against social ex-clusion. The Foundation also aims to develop the citizen-ship of young people and support the development of entrepreneurship by organ-izing training, conferences and consulting for the un-employed, so they can plan their future and expand their options in the economic lev-el. By participating in these projects we are working on the prevention of social ex-clusion. The young partici-pants can increase their op-portunities to take an active role in society.

POLAND


Our organization helps Roma children in order to continue with their studies.The work consists of providing educational support, information about the future school, so that they can choose from more options and with the support of scholarships.We currently provide educational support to over 200 Roma children.On the other hand, at Easter and Christmas offers food for Gypsies low income so they can have a party with more quality and happiness.

ROMANIA


Paulina StolarekPoland

Ulviye DemirorsTurkey

Rebecca BulgaruRomania

Lorenzo RandazoItaly

Ana FélixPortugal


Ricardo GuimarãesPortugal

Martin VeselyCzech Republic

Maria KlimsonEstonia

Barbara CangialosiItaly

Macovei GeorgeRomania

Kamil LukowiecPoland


Alicja NowogrodzkaPoland

Murat GursoyTurkey

Cristina Maria CostacheRomania

Fabrizio Di BlasiItaly

Nuno FernandesPortugal


Hanna-Liisa RoosilehtEstonia

Leonor LimaPortugal

Aylin AY AKTurkey

Laura DragottaItaly

Karolína HyklováCzech Republic

Luísa OliveiraPortugal


Marzena BohoPoland

Gabriela PecováCzech Republic

Dumitru VasileRomania

Federica AielloItaly

Norberto LimaPortugal


Sara LimaPortugal

Renata SkopkovaCzech Republic

Mereli NoormägiEstonia

Sara TeixeiraPortugal

Sandu Maria-MagdalenaRomania

Mehmet KartTurkey


Helena KobintEstonia

Katarzyna SzczotPoland

Liina MõttusEstonia

Ana Catarina SilvaPortugal

Susana RibeiroPortugal

Jan WirthCzech Republic


3PROJECT


The participants of the project can be divided into two different groups, young people suffer-ing from exclusion (either by being part of a minority or having minor disabilities) and, on the other hand, youth who may not be related with any characteristics mentioned above, but are interested in this subject. The aim of this project was to all participants can experience how others feel excluded, share experiences, and overcome the barriers.Even today, in all countries, there are many so-cial and physical barriers that do not allow all young people to enjoy the same kind of edu-cation, social relations and opportunities. One purpose of this program is to include all young people and integrating them in activities, thus promoting social cohesion, anti-discrimination, not only locally, but also at European level. These measures of the european programmes and active participation in society can help young people dealing with problems that they may encounter in the future as the lack of em-ployment opportunities and barriers imposed by the circumstances or the social background.The sport in addition to promoting healthy be-haviors, promotes social inclusion and active participation. Allows greater mobilization of young people to make our society more inclu-

sive, show that it is easy to overcome barriers if we learn to identify them. Allows you to create team spirit not only in terms of sport as a game, but also in sport as a promoter of new solutions to real life. Social inclusion, integration and equal opportu-nities achieved through sport has been consid-ered by the European Union of major importance and with extreme potential.The EU has a Disability Strategy, to promote inte-gration and equality for people with disabilities. In its Action Plan for the implementation of this strategy, the Commission will consider the role of sport as a promotion for their integration.Through team sport young people have the op-portunity to participate in an orderly community, strive for a common goal, and “simultaneously develop itself aesthetic standards-pose, balance, tension, contrast, variation, solutions, resolutions etc..” It allows them experience defeat and con-quest, increase self-confidence and realize their weaknesses and how to overcome them. Through the realities of the sport can translate them into everyday life in, and thus a means of social and intellectual learning that generates new relation-ships and new skills at a personal level.

3.1 AIMS


“It is safe to say that sport can benefit all young people, no matter what their situation or back-ground. The health benefits of sport are obvi-ous, but the impact of sport an individual’s personal development can also be profound. Just as young people with fewer opportunities have their own specific needs, they stand to benefit from sport in specific ways. Sport can benefit youngsters in the fewer-opportunity tar-get group by:

Encouraging a healthy lifestyle – sport teaches youngsters to respect their bodies and to work to preserve their physical and mental health. It establishes positive patterns which can be fol-lowed for a lifetime.Offering a positive way to spend free time – youngsters in the fewer-opportunity group of-ten lack positive outlets for their energy and positive environments where they can enjoy themselves and have fun. Sport offers a fun al-ternative to inactivity, boredom, and, in more extreme cases, to filling in time through nega-tive anti-social activitiesBreaking through social isolation – sport pro-vides a context where young people can be together, spend time with friends and meet new people. Sport can function as an icebreaker– a non-threatening way to bring people into direct contact with one another. This can be expanded to making contact with people from

other groups and cultures and thereby workingagainst racism and xenophobia.Creating a sense of personal identity – participa-tion in sport allows youngsters to become more aware of their talents, strengths and weaknesses. It also allows them to experiment and challenge their own borders. All of this contributes to the beginning of a sense of value and knowing who they are.Creating a sense of belonging – by taking part in sports, young people create their own subculture (on group level, team level, etc). Sport gives them a chance to share experiences which in turn de-velops helps youngsters share common ground. This can give them feeling that they are truly a part of the group and develop a sense of community.Changing thinking patterns from “me” to “we” – sport often puts young people into situations where they can see how their actions affect oth-ers and how the actions of others affect them. This is an important part of the socialization process, teaching values like team work, co-operation and respect as well as demonstrating the importance of leadership. This can stimulate youngsters to become more responsible and help them shift their attention fromthemselves to other people around them.Helping to learn to deal with emotions - sport of-fers an environment where young people canlearn to safely release their emotions (aggres-

BENEFICTS OF SPORT FOR THIS TARGET GROUP


sions, frustrations, etc.) and in its place teachesbetter self-control and self-discipline.Providing structure – even the simplest sport ac-tivity is defined by some kind of framework or rules. Sport activities help young people learn to follow procedures, obey rules and to deal with authority. Teaching not to fear the “new”- Sport encourag-es play and play encourages experimentation.Sport actively shows young people that learn-ing, trying new things, encountering new peo-ple, and stepping into new situations can be fun rather than a threat.Teaching to embrace challenge and accept limi-tation – sport urges young people to move out of their comfort zone, to take on challenges and confront their own borders. This in turn can in-crease their self- confidence and self-esteem. At the same time, sport is a good means of demon-strating that everyone has their own limitations. Recognizing limits is an important aspect of building personal identity.Experiencing winning AND losing – sport pro-vides an opportunity for young people to excel and succeed outside the more formal structure of school. This form of affirmation and recognition

can be extremely valuable, especially for those who have had limited successes in their lives. Sport also teaches valuable lessons about los-ing. It is not possible to succeed at everything in life, so young people must know how to learn from losing and use that knowledge to improve in future.Positively reinforcing specific values – there are no secret elixirs or magic potions in the world of sport. If you want to reach a goal, you have to work for it. Sport reinforces values like com-mitment, perseverance, patience, and discipline.

One positive effect of sports stands out from all the others. Along with all the positive aspects for a person’s personal development, sport provides young people with a way to have fun.This element is often underestimated, but it is cer-tain that if an individual is not having fun and enjoying themselves in sport, they will search for a better alternative. Sport is a way to de-stress from daily life. It offers an escape, even if only for a short period of time. Sport allows young people to temporarily forget problems, put their worries to the side and just… enjoy.”

in Fit for Life

WHAT IS “SPORT”?“Sport is a universal language… At its best it can bring people together, no matter what their origin, background, religious beliefs or economic status…when young people participate in sports or have access to physical education, they can experi-ence real exhilaration even as they learn the ideals of teamwork and tolerance”.

Kofi Annan, Secretary-General of the United Nations (Nov 5, 2004)


Guimarães is known as a community where associations have an ancient tradi-tion and their numbers reflect that. Some of these associations have an important role in relation to the participation of youth in a different range of fields. One of the areas of greatest breadth of associa-tions in this culture, is undoubtedly linked to sport. This practice can be shown and witnessed to inspire participants to invest in their training and participate more in their own communities. Thus, we consider it a favorable place to develop measures under non formal education to combat so-cial exclusion, unhealthy lifestyles or ex-clusion of young people with disabilities or belonging to minorities.

The experience of Desincoop and our field of work is also based mainly in this city, so it makes even more sense that our projects are developed here. In this way we can create a better promotion and link between European projects and the local community, creating a better understand-

ing of other realities and our own. In our activities and our target group is strongly related with minorities and youth speacially Roma people and people with minor dis-abilities (hearing), in the last years we also give special attention to the promotion of the use of bicycles as transportation and as a promoter of a healthier lifestyle. This project was a way to link different themat-ics that are part of our work and that need more attention. Therefore, these issues and this project in Guimarães, European City of Sport in 2013, was really meanfull to our organization and to our city.

It was extremely interesting to see the con-nection that the youngsters built in the places that we went during this week and the ways they found to communicate with local people and vice versa. The barriers of language (english or sign language) were overcome like they never existed proving that we can make the difference.

3.2 PLACE


In this European Year of Citizens 2013 we cannot promote a vision of how the EU should be in 2020 without reflect in constraints feeling and experimented by youth, the future of this Europe. If this crisis demonstrated that some of the major Euro-pean objectives have not been achieved and are seriously threatened the biggest victim is the European youth, the genera-tion with more qualifications but less job and career opportunities. The situation is worst for minority groups carrying ad-ditional limitations in their rights doing to culture, ethnic or handicap. The best way to help the change is through youth, they must be operators of the European solu-tion as they are part of the problem. One way is involving them in positive activities, promoting projects with their participation in all steps, opening up to free discussion about national policies and how they can be shared and used at local level. For all these reasons we choose one As-sociation to host this group because they are an example of the capacity to adapt to new circumstances and phenomenon. Some decades ago this centre was de-

voted to poor children, without oppor-tunities to study or have a career. Some were well succeeded with this institutional support. Later the majority of the young people moved to this institution through the mediation of the court in the defence of their rights because they are neglected or their behaviour can make damage in their development. Actually, the advocacy in this field is in the sense that they must stay in their families or substitute families and in consequence this institution changed the intervention model. They transformed a part of the building in a hostel so all these young people can have the experience to contact with different realities and needs. They start valuing the languages learning, the importance of finishing studies and find a job in their own country or abroad. To our participants being in such place was the way to go out from their comfortable zone and be more aware of problems. For us this project was an exercise to promote citizenship and inclusion. Being active, be-ing healthy in latus sense through dialogue, collaboration and commitment.

Hostel Oficinas de São José

www.facebook.com/HostelOficinasDeSaoJose //

+351 253 416 316 //

[email protected] //

4ACTIVITIES


The methods of work for this project were based on non-formal education. The idea was to promote a relation between the participants and to help in the communication, in this way the activities were developed in small and large workgroups, which also helped to value the team spirit and the personal opinion. During the project the participants had the op-portunity to try a big range of sports and be in contact with active athletes, learning from them the values of daily physical activity and the values that sport gives to your personal and social life. They could experience in real time the difficulties of practicing some sports for people who come from minorities groups and sometimes they also understood that if we want to be more inclusive it can be easy, we just need to start to pay atention and find the solutions. To increase this understanding of the others problems and possible solutions they had some role plays where they could understand some real situations being part of them and they had the chance to finish this events, thinking about a possible solution for every case. In this next chapter we will share the majority of the activities developed dur-ing the project, energizers, ice-breaking games, role plays, workshops...

EXPERIENCE + REFLECTION = LEARNING


“Tell me, and I will forget.

Show me, and I may remember.

Involve me, and I will understand.”

Confucius


The first day was in a new place, full of new faces and names is always confusing. If you add the differences of language is even harder to know who is who. We started with a simple game with some few changes to this group. To start this activity who made a small workshop of sign language (ISL) and teach with the help of the Czech group the alphabet. After this everybody was now able to share with the group his/her name in sign language. To make it even more easy to remember the names and to increase the communication in sign language everybody had also a sign, when of the best moments of this activity was watch how everybody helped to find a memorable sign to each person in a creative way.

In the process of getting to know each other better we tried to discover the similarities between the participants in a funny way. In the first contact is always easier to see our differences, languages, cultural... but to show them that exists more similarities than they would expect, everybody had to write in a paper something that was related with his/her as an individual, something that they like, or just make part of who they are. In the second part they had to put the paper in their back and start to explore. Everytime they found something that they felt related they just had to write their names. In the end they could understood that despite our differences, we can find a lot in common.

Day 1

Beautiful Benjamim and Lovely Leila || Get to know each other

Similarities || Get to know each other

Everybody that already went to a Youth in Action project is familiar with this game. It’s a great way to start the communication and keep the persons happy. The game is simple and you can take in a very different and creative way. Everybody will get a piece of paper where they can write their names, after we mix all the papers and give a new one to each person. The name in the paper matches with the new secret friend. The task is keep the person happy during the all week. They can send messages, presents, spend some time or just be creative and do something different. All is supposed to be in secret and in the end the name is revealed.

Active Mail consisted in a wall full of envelopes where you could receive your own email. Facebook is great to communicate with the new friends but there is nothing like receiving a letter or a note in this traditional way. This game was on going during the all week and allowed the participants to communicate in a different way and also helped in the com-munication with the secret friends.

“hA challenging activity for needs and expectations session. It allows participants to start deeper non-verbal communication, creates a trustful atmosphere and provide a tool and a way to express their needs, fears and expectation in a creative way.

Secret Friend || Game

Active Mail|| Game / Communication

Backpack of Expectations|| Ice-breaker/Group Building Activity

Description of the tool: Before the activity you need to prepare (print out) a backpack for each country group with the name of the country on a handle. Ideally, every backpack should be different color. We decided to divide the participants by their countries. When you have printed out all backpacks, sep-arate it for the groups and to cut every backpack in 10 pieces as a puzzle. Then mix all pieces in every small group and put it randomly in envelopes (10 pieces per each). One envelope per country. In the beginning you can tell a legend (which can be modified according to your needs): “Now you will receive something that’s belongs to you. It is so obvious, that you will immediately recognize it (answer is: Name of the country on a handle of backpack). But, you are so surprised about the fact that we have something yours, so you are not able to speak any more. It means that all action will happen

in silence. More over, you cannot take anything you need, you can only give to somebody you think she/he might need. As well, it is forbidden to ask others to give you something you need, you only can wait until somebody will realize that you might need something. So, shortly – you can give and wait until somebody will give you something, but you can not ask and especially take it by yourself”. Every participant receive one envelope with pieces of puzzle inside. It will take some moments for them to realize what to do, and after a while exchange process will start. The facilitator should remind rules from time to time: “You cannot take, but give”, “Do not ask, but think about others”, “Silence is everywhere” and so on. When every country has their own backpack, you can ask participants to think about symbolism of back-pack as well as about their expec-tations/fears and needs/contribu-tions they bring to the project. Ask participants to write it shortly on a backpack. This activity was really important for this project. This game made them start to think about the needs the others when “silence is everywhere”. Could also give more value to the communication and to the responsibility of think about others and not expect them to ask something for us.


When a group of people share a place for some amount of time is always good to have some rules that we all agree to a better understanding and a balanced coexistence. When we are living in a place that already have is own particular rules is even more important to discuss them. First we had some papers with icons and sentences hidden around the garden. All the participants started this kind of “hot and cold” game, searching for them with some tips of the kids from Oficinas de S. José. After all the papers found we could discuss the meaning of each one of them and agree in this rules for the next week.

Since our project was mainly developed on a very specific instituion, we thought that it was very important to share more about their goals, activities, history and rules. This pres-entation was made in a non formal way, through a game, lead by Dr. Pedro, a person with a lot of experience working with youngsters and with background experience in Youth in Action program and as a worker in this Center.

Elaborating common Rules|| Game

Presentation of Centro Juvenil S. José|| Presentation / Game


In the first day is always good to look to the programme and explain what is going to hap-pen in the upcoming days. Also so everybody could keep track of the acitivities we had this giant Programme fixed in a wall next to the rooms.

Presentation of the Programme|| Presentation


This was another game that was happening during all week. We created this papers with some different weather moods, so the participants could share every morning how were they feeling and also change during the day. Sometimes when people don’t feel comfortable talking about how they are feeling its easier to show. This can be a nice idea to understand the feelings of the participants related to each activity or simply the mood in general, understand some particular issues that may appear or just understand if your project is going in a good way.

Weather Report|| Game

Continuing the idea of get to know each other, where are we from and what our culture says about us, we decided that would be interesting to discover more about the tradi-tional games of each country. This was also a way to start the thematic of sport and more active games.

Traditional Games|| Game / Get to know each other


Poland This game proposed by the Polish group was an interesting way to find also the similarites between our cultures, since is also played in other countries. The idea was to arrive to the end with getting caught moving by the person that was in the front. Everybody starts in the same point and have to take advantage of the moments that this person in the other point is not looking to run. When the person turns you cannot move. Wins the person who gets first to the finish line.


Czech RepublicThis game is in a lot of countries knowed by the name of “telephone”. But Czech time brought us with some differences. Usually this game is about passing a message (speak-ing) through a line of people and understand how it gets to the end. What are the changes in the way, what kind of these get lost when the same message go through a lot of people. But in this case the message was not related with speaking/hearing, but about how com-municate this message through sign language. It was a really nice perspective of this game and also a way to improve the sign language skills, specially the face expression.


RomeniaTangled guts was the name of the Romenian game, a really nice group building activity that made all the participants working as a big group.

PortugalThis is a very typical game in Portugal in traditional parties or when you are young. First step is put your face in water, second in the flower and the last one have fun find-ing the candies hidden in the flower bowl. Wins the team with more candies.

At the end of the first day we had an activity that was very important. The idea was to have a theme party where each participant was entitled to a mask of an animal, designed especially for them, by a member of Desincoop, Leonor Lima. Each participant also had a picture with faces of animals that had to fill out with the name of the person behind the

Mask Party|| Game / Get to know each other / Icebreaker


mask. The fact that everyone had a mask, made the process to know who is behind the mask fun, by facilitating the approach, communication 1-1, with no discrimination (since everybody was wearing the same animal masks) and this costume also worked as “protec-tive barrier” of the individual, giving the chance of more shy persons communicate freely.


Group is divided into two parts divided with a blanket. Participants are asked to crouch behind the blanket so that other group can’t see them. The groups must choose one partici-pant to represent their group, these person must crouch in front of their group and hidden behind the blanket. The blanket is out in this moment and the task is to sign the name of the opponent as fast as you can. Whoever sign she/he’s opponents name before is the winner and takes defeated opponent to he’s group.

“The aim is to score the most points possible.1. Ask participants to get into groups of 5 and to sit in small circles.2. Four people are to play the representatives and one isthe score keeper. Explain that the score keeper is also the umpire and responsible for giving the signal to play each round. S/he is responsible for filling in the score sheet and ensuring that everyone keeps to the rules.

Day 2

Duel of Super Heroes || Get to know each other / Name Game / Ice-Breaker

Fingers and Thumbs || Get to know each other / Name Game / Ice-Breaker


3. Ask each group to decide who is going to be the score keeper.4. Hand a copy of the instruction sheet to the score keepers in each group. Ask them to read it out to the group, and to make sure that the players know how to play and that everyone understands the rules for scoring. Place the sheet where everyone can see it, in case they want to remind themselves about the scoring.5. When each group is ready, they can begin by playing one practice round. If everyone is clear about what they have to do, then the competition can begin.6. When all the groups have played all 10 rounds, ask each score keeper to add up the total score for the group and to note the highest and lowest individual scores. Then go on to the debriefing and discuss how the game went and what they learnt, first in their small groups and then in plenary.

Debriefing and discussionIn the small groups ask participants to consider:• Who got the most points? How did you play to win?• Who got the least points? How do you feel?• Does anyone feel cheated? Why?• Did you make any agreements before rounds 5, 8 and 10? What happened?• Did anyone break the agreement? Why?• Which groups scored the highest total score? Were these where the players co-operatedor where players cheated?• How does this game relate to reality? • When people agree to take an action, how can we ensure that all players do, in fact, play fairly?

The result of the game will be that those groups where players co-operated will get the highest group score. Those groups where someone cheated will get a lower overall group score; in other words, an individual may well do very well for themselves, but at the expense of others. The learning point is that if people co-operate, they all stand to win.”


Overview This activity uses role-play to explore issues about the right to play sports for people with disabilities or of ethical groups. Objectives: to understand disability-related needs in sports and in society, to practise skills of self-advocacy and to develop a sense of responsibility and an awareness of human dignity. Instructions

I Want to Play Sports || Role Play

1.Ask participants what they under-stand by the “right to play sports”. 2.Now ask participants to think about the kind of barriers that people with disabilities or ethical groups may face when they want to practice some kind of sport. 3.Explain to the participants that they will be role playing a series of situations related to sports and the de-sire to practice sports. 4.Divide the par-ticipants in 4 groups and explain that they will have a roll card and they have to imagine a solution and/or an end to that particular situation. 5.Hand out the role cards. Give them 10-15 minutes to prepare. 6.Start the role play.

Debriefing and Evaluation•What can you say about disabled peoples’ right to play sports? Do you think their right is guaranteed in practice? •What do you think are the main difficulties for people with disabilities or belonging to ethical groups to play sports? Is this fair? •Who do you think should be responsible for en-suring that people with disabilities receive fair treatment?•Do you know anyone who has experienced dis-crimination – of any kind – when wanting to play sports? Have you ever experienced anything like this yourself? •How can we work to change discriminatory at-titudes in society? •Which human rights are relevant when consid-ering sports possibilities for people with disabilities?


Role-cards:

A Muslim girl moved to Portugal. She decided to play taekwondo, however her coach had some prejudices about the use of scarf. He told her that she had to remove the scarf during the combats. She start to search and she decided to prove him that he was wrong. Create the extra characters that you need and find a solution to her problem. The theatre is mute.

Alesh played sports actively until his 18 years old. One day he was helping a friend in some civil constructions. He had an accident and he lost part of his mobility. He was afraid of not practicing sports anymore, so he stoped talking to his team. Imagine a continuation to this story… Create the extra characters that you need and find a solution to her problem. The theatre is mute.

Ziga it’s an amazing handball player who learn how to deal with the fact of being a deaf athlete. He changed the city, but continues to play sports in another team. The new coach, was a lot different from the last one. He did not respect and did not care about his hearing problem. With this behavior he lost the connection with a great player. In the games, he always gave the directions looking to the other side, instead of worrying about the eye contact and give opportunity to Ziga to understand what he is saying. The situation arrived to a break point. Imagine the continuation of the story… Create the extra characters that you need and find a solution to her problem. The theatre is mute.

Maria is an amazing swimmer. She is from Roma community and her family have strong believes in the traditions of their culture. Her long hair difficult the daily practices. She decided to cut her hair, so one day she goes to his parents and presents the situation. Imagine the continuation of the story… Create the extra characters that you need and find a solution to her problem. The theatre is mute.


The learning process of communicate in sign language appears more times in a non formal way, but it’s always important to make sure that everybody has this opportunity to learn, thus we promote a small workshop of sign language. To ensure this learning process and to make easier the communication between hearing and deaf participants.

This game was a nice way to understand and create more awareness between our native languages, get extra knowledge and maybe find some similarities. The process was easy. In a big sheet of paper, write some basic words that may be interesting in the communica-tion between your participants. E.g. : “sport”, “inclusion”, “hello”, “how are you”... Then divide them in small groups, each group have one participant of each country. Then they have to translate the words to their own language. In the end put the papers somewhere where they can see during the week and use.

This was a Team Building game, in order to improve interpersonal relationships of the team and generate a sense of belonging. Each group had a blanket and they had to be upon it. The idea was to change the side of the blanket without puting your body outside of the blanket. You could talk and find your own strategies inside of your team.

Sign Language|| Workshop

Intercultural Language|| Game

The Other Side of the Blanket|| Team Building


This is a good fame to introduce the idea of individual differences and equality of opportu-nities. Description of the tool: Each person in the group takes a lemon from a bag or box. You ask them to look at it and to discover all special details, to touch the lemon and even to give it a name. After 5 minutes of bonding with their lemons, collect all of them in a basket. Then spread all on the floor. Ask the participants one by one to select their own lemon. If somebody cannot identify his/her stone, they can wait untill all others have picked theirs and then try again to identify their own. Most important is the debriefing ( the discussion after this little exercise). Ask what are the parallels between the excercise with lemons and the differences between people? Are all the same? Are the differences between them important? What does this say about stereotypes between groups of people?

This activity it was one of the most importants to create some relation between the partici-pants of the project and the local community. All the participants belonged to a team, with a member of Portuguese team and/or staff to help in the way. Then they had to follow the steps we gave, but with no particular order to do the tasks. To help in the way, they had a map and the Portuguese team only could help in extreme cases. The idea was to participants communicate with local population if they needed. In the beginning of the game they started with a lemon and in the journey they had to exchange it for something different. The wining team is the one who made the most exchanges during the way. They had to prove with photos. Tasks: Find the places bellow, try to exchange your lemon for something different and take a photo to prove that you been there and what is the new object that you have! Good Luck!1.The City of Guimarães has now a museum of “Memory” built in a place where once was a plastic factory called “Pátria”.

2.The football team of our city is “Vitória de Guimarães”. Go to the stadium and see one of the most beautiful stadiums of Euro 2004.

3.“Aqui Nasceu Portugal” - wall

4.The biggest and most modern building in Guimarães… This place won a lot of architecture prizes but it is very controversial in our city because is now in the place where once was a very traditional market.

5.You can see from almost all the places around the city and it’s an important symbol of our history. It’s the Castle of Guimarães. Go there and take a picture with our first king and write is name here ______________________________.

6.It’s near the castle and famous by his gardens and for being one of the most visited museums in our city.

Lemons|| Game

When Life Gives You Lemons, Make Lemonade|| City Game


7.This square is one of the most beautiful places in the city, a big mark of the medieval scene in Guimarães and it’s also the heart of the nightlife. Take a picture next to the tree that named the square!

8.Renovated for the European Capital of Culture 2012 this square was one of the biggest changes in the city, it’s now very modern and minimalistic. Go to the golden balcony that crosses the square and take you picture.


The main goals of this activity are: to start discussion about different groups in society, to raise awareness about prejudice and discrimination about minorities and to encourage empathy with the experience of rejection or exclusion.

Give the participants a paper with a color. E.g. (6 blue, 6 yellow, 6 white, 3 red, 2 black. 1 green), tell the participants to get into a group with others who have the same color; No one may talk; they may only use non verbal communication;

EvaluationHow did you feel at the moment when you first met someone with the same color spot as yourself? How did the person with the odd spot feel? Did you try to help each other get into groups? In our society, we are the odd ones out?

Goals: to promote empathy with others who are different; to raise awareness about the in-equality of opportunities in society; to foster an understanding of possible personal conse-quences of belonging to certain social minorities or cultural groups. Description of the tool:1.Create a calm atmosphere and ask the participants for silence.2.Hand out the role cards at random, one to each participant. Tell them to keep it to them-selves and not to show it to anyone else.3. Invite them to sit down (preferably on the floor) and to read their role card.4. Ask them to begin to get into role. To help, read out some of the following questions, pausing after each one, to give people time to reflect and build up a picture of themselves and their lives: What was your childhood like? What sort of house did you live in? What kind of games did you play? What sort of work did your parents do? What is your eve-ryday life like now? Where do you socialise? What do you do in the morning, in the afternoon, in the evening? What sort of lifestyle do you have? Where do you live? How much money do you earn each month? What do you do in your leisure time? What you do in your holidays? What excites you and what are you afraid of?5. Ask people to remain absolutely silent as they line up beside each other.6. Tell the participants that you are going to read out a list of situations or events. Every time that they can answer “yes” to the statement, they should take a step forward. Other-wise, they should stay where they are and not move.7. Read out the situations one at a time. Pause for a while between each statement to al-low people time to step forward and to look around to take note of their positions relative to each other.8. At the end invite everyone to take note of their final positions.

Odd one out || Exercise

Take a Step Foward || Simulation Exercise

Day 3

Then give them a couple of minutes to come out of role before debriefing in plenary.

1. How did people feel step-ping forward - or not?2. For those who stepped for-ward often, at what point did they begin to notice that oth-ers were not moving as fast as they were?3. Did anyone feel that there were moments when their basic human rights were be-ing ignored?4. Can people guess each other’s roles? (Let people reveal their roles during this part of the discussion)5. How easy or difficult was it to play the different roles? How did they imagine what the person they were playing was like?6. Does the exercise mirror society in some way? How?7. Which human rights are at stake for each of the roles? Could anyone say that their hu-man rights were not being respected or that they did not have access to them?8. What first steps could be taken to address the inequalities in society?


This energizer promotes co-operation and group decision-making skills. It involves close physical contact. Instructions:1. Explain to the group that in this game there are nine “points” of the body that can touch the floor: 2 feet, 2 hands, 2 elbows, 2 knees and 1 forehead. 2. Tell participants to spread out in the middle of the room. Call out a number between 1 and 9 and tell each player that they must touch the floor with that number of points. Repeat twice more. 3. Tell participants to find a partner. Call out a number between 2 and 18. The pairs have to work together to put the correct number of points down. Re-peat twice more. 4. Repeat the rounds with participants working in groups of 4, then 8, and even 16 or until everyone is working together.

Tips for facilitatorsYou can allow people to talk, or to allow communication only with sign language, as you wish. When four people play together the number could be as low as two if two people each stand on one leg while carrying the other two! When four people play, the lowest practical number is probably four. (The highest number will be 4 x 9 = 36). In each round the highest number called may not be more than 9 times the number of people in the group! Get participants to work quickly. In large groups it tends to take too long for people to work out who should be putting which points down. The most fun is with a group of 8 trying to put down 6 or 8.

This activity was developed in the swiming-pool, lead by three youngsters that work and do sports. The activities in the swiming pool had the goal of promote the social interac-tion, team building and a different way of communication between the participants and of course the sport by itself as a tool for a healthy style of life.

Points Down || Energizer

Swim, Swim, Swim || Sport Activity


This activity helps to develop the trust and confidence between two participants in a funny way. They should be divide in groups of two. One is the leader and the other one is the follower. The follower should do what the leader do. After some minutes they can change the roles and experience being in the other side.

Follow the Leader || Energizer


The Intercultual Night is one of the best ways to share cultural things and to get to know better other cultures. In this night each country have is own space and time to present their countries. It can be traditional games, theatres, music, dance, food... It’s also a good way to improve the communication between evrybody.

Intercultural Night|| Group Building


“Hiking exercises almost every part of your body: legs, knees, ankles, arms, hips and butt, abdominals, shoulders and neck. “Hiking exercises your body and your mind, and nour-ishes your imagination,” says Ignacio Malpica, a certified fitness instructor and personal trainer. “It creates awareness in your eyes and ears and the rest of your senses.””. We decided to do this Hiking when we were coming back of our activities in the mountain of the city, “Penha”. In the way there we went by cable car, what was also a nice experience for the participants.

Taking advantage of the beautiful place that we were, perfect for reflexion activities and to be inspired we decided to take some moment to explore the idea of “Who am I?” what are my priorities, what my background says about me. This was an individual exercise, so it was safe to explore and write everything that we thing when we don´t need to share with the others.

Hiking || Sport Activities

Who am I?|| Reflexion Game

Day 4


This is a really powerfull exercise. You have to draw a key, and write down the 5 things that you consider more importante by order. (e.g. health, money, justice, education, free-dom...) after doing this in an individual way, start mixing people in small groups and they have to create a key that they both agree. This is a good exercise to understand the differences between our personal priorities and the priorities when we live in a society.

The Key|| Reflexion Game


The leader has a “black box”. You have to explain that when you look inside of the box you will find a name of one of the participants. Your task is say something about this per-son whitout give tips about who is the person. What the participants don’t know is that when they look inside of the box, they don’t find any name but a mirror reflecting their face. It means that they have to say something about themselves.

Magic Box|| Reflexion Game

Every participant stay in a circle. One person goes out and when he arrives find everyone dancing. He has to find who is this hidden leader of the dance group.

This energizer is a good way to motivate the interaction between all the participants. Eve-rybody have a post it with a message in the forehead e.g. “smile to me”, “hug me”, “Grab me in the air”... The person doesn’t know the content of their own message and have to go around and do what the post it of others says.

Follow the Dancer|| Energizer

Post it|| Energizer

Yoga gave a lots of beneficts not only for the body but also for the mind. It was the best way to end this day, where the reflexion was the main goal.

Yoga|| Sport/ Reflexion


After getting to know the difficulties and barriers of the others, it was time to get some real action and give the chance to create a new solution. We divide the group in two and each group had to create a new inclusive game. Two different games appear after the reflexion time. The first one was catch the ball. Possible to be played with people that can not hear or see. People sit down front to front and wait to the sign (hearing sign to people with visual problems and movement for people who can’t hear) after noticing the sign you have to be the faster person to catch the ball in the midle of the two players.The second game consisted in touch the color that the leader said, if this person was faster to catch you before you touch the color, it was your time to be the leader. The colors were signed, before play this game we had an extra workshop of sign language.

Sports for All || Sport Activities / Simulation Game

Day 5


One of our goals to this project was to give the opportunity to the participants explore more about sports, understand their beneficts and how they can change your life in a positive way. For this day we had with us some Taekwondo athelets, that dedicate their lifes to this sport while they go to the university in courses like Medicine or Architecture. Sport can give and improve your focus, hability to decide your life goals and to accomplish them. It

Taekwondo || Sport Activities / Workshop

was a really nice adventure this workshop, both in a physical and psychological side.


Objectives : to raise awareness of the inequalities in society, to develop skills of observa-tion and imagination and to foster solidarity and motivation to work for justice.With the group, brainstorm those people who are disadvantaged or living at the marginof society, for example a person with disabilities or a homeless person. Ask each group of participants to choose one such person whom they are curious about and explain that they are going to go out and explore the locality through that person’s eyes. Emphasize that the point is not to act out the role, but to go out and imagine what it would be like to be the other person. What would it be like to be in that person’s shoes? For instance, would they be able to enjoy all the amenities? Where would they buy bread (if they can afford it)? Where would they live? Hand out the glasses if you have some! Tell participants that as they go around the locality they should take pictures either with digital cameras or on their mobile phones as documentation. Agree a time for everyone to return.In the time of the return they should sit down, reflect about what they saw and writte a letter to the municipality explaining what they discover and tell some possible suggestions that they have, for personal experience or that they have in their own countries...

Change your glasses || Simulation Game


To finish the activities every country and every organization could present their work and activities in a NGO fair. Each table belong to an organization and you can go around and discover what they do, exchange some contacts and discuss the possibility of making new projects together.

NGO Fair || Presentation

Day 6

livro babi final

Documents

active participation

introductionbe active

youth exchange project

young european citizens

young society

european commission

regular sports

different realities