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ВОДИЧ ЗА ШКОЛУ ЈЕДНАКИХ ШАНСИ

ако да унапредите услове и исходе школовања деце и младих

ромске националности у средњој школи

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Издавач:

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За издавача:

Милена Михајловић, извршна директорка

Ауторке:

Олга Лакићевић, психолог

Драгана Коруга, психолог

Рецензија:

Јадранка Стојановић, педагог

Славица Кијевчанин, психолог

Дизајн, техничко уређење и слог:

Драган Манојловић

Штампа: Copy Planet

Тираж: 150 примерака

ЦИП - каталогизација у публикацији

Народне библиотеке Србије, Београд

ИСБН 978-86-7526-017-2

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Штампање ове публикације омогућили су Pestalozzi Children’s Foundation Swiss и Фонд за отворено друштво Србија кроз пројекат “Једнаке шансе у средњошколском образовању”

ФОНД ЗА ОТВОРЕНО ДРУШТВО СРБИЈЕ FUND FOR AN OPEN SOCIETY - SERBIA

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Како да унапредите услове и исходе школовања

деце и младих ромске националности у средњој школи

Година издања: Београд, 2008. године

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„ Родитељи не препознају пројекат као такав, или нису сигурни у његову видљивост, али виде акције као саставни део напора локалних партнера (читај НВО-а) или напор школа за пружање помоћи деци/младима и рад на њиховој интеграцији“ у жив от школске заједнице и заједнице у целини.10

Зовем се Амзић Сузана, мајка сам два детета. Једно је Барчић Александар ученик 3. разреда средње школе Електро-техничка школа “Никола Тесла” у Нишу смер електротехничар термичких и расхладних уређаја. Друго дете које је старије је Барчић Александра завршила је за економског техничара, општи смер. Оба горе наведена детета су ишла и иду у РЕЦ-што значи да им је то помогло и још увек им помаже кроз школовање. Тамо се првенствено друже са осталом децом, предавачи им помажу својим знањем да лакше схвате све оно што им је теже у школи што се тиче наставе. Тамо одлазе редовно и нормално је да сам задовољна тим радом. Син одлази на њихове радионице, па је захваљујући њима летос био у Швајцарску са предавачима и са још деце. Тамо је пуно научио и видео је неки други свет, ипак мало другачији. Упознао је пуно другова и стекао нова искуства. Мислим да -РЕЦ-добро ради свој посао и да треба да настави тако.11 АМЗИЋ СУЗАНА (мајка Александре и Александра Барчића)

Деца/млади развијају висок ниво самопоуздања и самопоштовања. Постају поносна на себе и своја постигнућа. Уче како да уче и како да активније учествују у животу свог одељења и школе. Уче да уживају дружећи се са вршњацима, да прихватају и прилагођавају се њиховим специфичностима и различитостима. Уче сви заједно и цене своје способности без обзира на разлике у пореклу, способностима, друштвеној позицији и сл. Постају

10 исто 11 РЕЦ- изјава родитеља током евалуације пројекта Једнаке шансе у СШ образовању, јуна 2007.

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________________________________________________________________________19Школе једнаких шанси - Прилог 1

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Пре него што почнете, пажљиво прочитајте:

• За сваку од следећих карактеристика, рангирајте вашу школу. Ваше оцене би требале да буду базиране на властитом искуству и запажањима. Нема «тачних» или «погрешних» одговора. Молимо Вас да одговорите на сваку тврдњу најбоље што знате. Размислите колико близу тврдња одсликава стварност у вашој школи. Заокружите ваше рангирање.

• Неки примери су дати за сваку тврдњу како би помогли дефинисању њиховог значења. Ако заиста «не знате» онда то «није присутно» и требали бисте то рангирати као «1».

________________________________________________________________________________ КОРИСТИТЕ СЛЕДЕЋУ СКАЛУ ЗА РАНГИРАЊЕ:

1 �!5� *+!#,'�� , ��2�5 2��!; не сматра се важним

2 +�'�� 5� *+!#,'��; у суштини се не сматра важним као друге ствари

3 *�� 5� *+!#,'��; сматра се важним, спорадично обраћамо пажњу на то

4 7�#'� 5� *+!#,'��; сматра се важним, редовно обраћамо пажњу на то, али није универзално у употреби

5 �0!7�� 5� *+!#,'��; редовно и често обраћамо пажњу на то, али је понекад по страни ради других приоритета

6 #'�� 5� *+!#,'�� ! ,#�@�� , �,�',+, 2��; ово је важан и интегрални дио

«начина на који ми радимо»

15 E. Lee and Susan Rona, Outline for Introductory School Improvement Training Module „Improving Our Schools – Beginning the Journey“; Improving Our Schools – Consulting the Journey; Програма Развоја Образовних Институција (ПРОИ), ЦИП – Центар за интерактивну педагогију, 2002

________________________________________________________________________________20 Прилог 2 - Рефлексија на нашу школу

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________________________________________________________________________21Рефлексија на нашу школу - Прилог 2

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________________________________________________________________________22 Прилог 2 - Рефлексија на нашу школу

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________________________________________________________________________24 Прилог 3 - Модел укључивања деце/младих у СШ образовање

________________________________________________________________________25Модел укључивања деце/младих у СШ образовање - Прилог 3

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________________________________________________________________________26 Прилог 4 - Промена као путовање

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________________________________________________________________________27Промена као путовање - Прилог 4

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________________________________________________________________________29Промена као путовање - Прилог 4

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РАД СА РОДИТЕЉИМА И ЗАЈЕДНИЦОМ НА КРЕИРАЊУ ШЈШ

У овом делу приручника приказан је рад са родитељима мањинских и маргинализованих заједница за боље разумевање и прихватање улоге образовања на путу изласка из „зачараног круга“ сиромаштва. Приказани су садржаји применљиви у свакој школи која жели да развија овај приступ, са нагласком на укључивање младих Рома у образовање. Такође, у овом поглављу можете наћи како се овај приступ развија у основним, а како у средњим школама, како у алтернативним просторима и неформалним облицима образовања. Илустративно је како ромске НВО помажу школама и наставницима да развијају приступ ЈШ у образовању, како помажу ромској породици да тај приступ разуме, прихвати и подржи.

ОДНОС ПРЕМА ЛОКАЛНОЈ ЗАЈЕДНИЦИ

Локалну заједницу чине сви који живе на одеђеном локалитету, локалитет сам, институције које ту функционишу, све што се дешава у простору и времену.... Али локална заједница је и "природни" контекст у коме деца/млади одрастају, уче и живе примењујући и све оно што су научила.

ЗАШТО УКЉУЧУЈЕМО ЛОКАЛНЕ ЗАЈЕДНИЦЕ?

Ако је образовање пут напретка и просперитета целе заједнице, онда нису само родитељи, наставници и образовне институције одговорни за образовање и васпитање. Цела заједница има важан задатак, да допринесе остваривању права на квалитетно образовање свој деци/младима, посебно припадницима мањинских и маргинализованих делова популације.

Праксу једнаких шанси није могуће остварити ако се промене дешавају само на нивоу појединаца (наставника, ученика, родитеља) или само у оквиру институције (породице, школе). Креирање образовне политике и праксе која обезбеђује једнаку доступност и квалитетно образовање за све и равноправно укључивање у живот после образовања, захтева мобилисање целокупне заједнице. Ово посебно важи за децу која нису укљученa у образовање из било ког разлога или су укључени на неадекватан начин (деца са оштећењима, деца са тешкоћама у учењу као што је дислексија, алексија, дисграфија, аграфија и сл., „деца улице“, ромска деца која се највише због језичке и социјалне баријере упућују у специјална одељења и школе, деца која су прекинула ОШ, деца са хроницитетима и психичким тегобама, итд...) Прилог 1.

Већински део заједнице може и треба да направи први корак за укључивање ове деце/младих у образовање: да кроз своје образовне политике, стратегијама за придобијање поверења у заједници и у институцијама, посебним програмима и организацијским прилагођавањем крене у сусрет њиховим специфичним потребама. Када се ради о ромској заједници, као најугроженијој мањинској заједници по свим параметрима, потребна је чак и

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Шта смо научили?

Пре свега да је рад са породицом и заједницом најосетљивији сегмент и да овим променама треба управљати са појачаном осетљивошћу.

Породица, заједница, школа, су органске структуре са специфичним микроклимама и субкултурама. Мада су често протагонисти, главни ликови, исте особе (родитељи,наставници,ученици) обрасци функционисања се везују некада пре за друштвене улоге а некад за индивидуе.

Некада је промена на личном плану тежа од промене на професионалном, али је у оба слиучаја највећа препрека је преузимање личне одговорности за промену и доследност у промени.

Научили смо да је ШЈШ модел који је реално могућ, да су млади најснажнија компонента овог модела и да је њихов удео најбитнији.

Да је маргинализованим и мањинским заједницама, посебно Ромској заједници, потребно много подршке и оснаживања да развије поверење и закорачи у промену по питању образовања и отварања ка већинској заједници.

Да је за ШЈШ кључ у иградњи функционалног савезништва на релацији ученик/породица – школа – НВО – локална заједница.

Друштво у коме сви имамо једнаке шансе је крупан искорак у развоју нашег друштва. Захтева упорност, стрпљење и посвећеност свих.

_______________________________________________________________________________________________________________

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________________________________________________________________________39Нивои утицаја - Прилог 1

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________________________________________________________________________40 Прилог 2 - НВО Стабло: осврт на рад са родитељима у оквиру пројекта Једнаке шансе у СШ образовању

�� &� ��%�� 18

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________________________________________________________________________41НВО Стабло: осврт на рад са родитељима у оквиру пројекта Једнаке шансе у СШ образовању - Прилог 2

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________________________________________________________________________42 Прилог 3 - Радионице за рад са родитељима из мањинских и маргинализованих група

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________________________________________________________________________43Радионице за рад са родитељима из мањинских и маргинализованих група - Прилог 3

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________________________________________________________________________59Како родитељи виде школовање своје деце - Прилог 4

________________________________________________________________________60 Прилог 4 - Како родитељи виде школовање своје деце

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________________________________________________________________________61Како родитељи виде школовање своје деце - Прилог 4

ДОСТУПНОСТ ШКОЛЕ ЈЕДНАКИХ ШАНСИ СВОЈ ДЕЦИ/ МЛАДИМА

У овом поглављу су приказани проблеми на које деца/млади и њихове породице из маргинализованих и мањинских друштвених заједница и група, посебно Ромских, наилазе у покушајима да остваре виши ниво образовања, у овом случају средњошколски. Затим, како ове препреке смањују мотивацију за школовање и како се на њих надовезују искуства дискриминације или ускраћења права. Такође је приказано како школа као институција може да помогне да се наведени проблеми олакшају и умање и да се тиме повећа доступност школовања. Дате су и сугестије за активан однос школе и младих у повећању доступности образовања мањинским и маргинализованим заједницама, посебно Ромима.

КОЈА ДЕЦА/МЛАДИ НЕ ПОХАЂАЈУ ШКОЛУ?

Ако ваша школа жели да се развија као ШЈШ, онда би посебну пажњу требало да посветите стратегијама за повећање доступности. Годишњи план и програм ваше школе требало би да предвиди да ли шаљете поруку да сте отворени за сву децу, да ли је она јасна свима којима је намењена, шта чините да се сва деца, посебно из мањинских и маргинализованих група осећају добродошлом у вашој школи, како их мотивишете да упишу вашу школу и да буду успешна. Да ли и како се бринете о оним ученицима који нису успешни колико би могли бити, како спречавате напуштање школе уколико деца/млади имају проблеме у праћењу наставе, у понашању, здрављу...?

ТРАГАЊЕ ЗА ПРЕПРЕКАМА У ШКОЛОВАЊУ

Наравно, пре тога требало би истражити у заједници шта су све препреке за школовање деце/младих и за идентификовање оних који су ван образовног система. Није то само ваша обавеза. Постоје институције у оквиру система чија обавеза то јесте. Међутим, као професионалци свакако можете проблем да учините видљивим за оне чија обавеза јесте да га истраже и да на њега реагују.

Да би школе биле доступније деци/младима из мањинских и маргинализованих заједница треба да се испуне бар неки од следећих предуслова у заједници:

- континуирана сарадња између основних и средњих школа (мотивација и подршка за школовање је процес који захтева време и није довољно сетити га се када ученици завршавају осми разред)

- укљученост представника мањинских и маргинализованих заједница (НВО, удружења родитеља, струковна удружења..) као заступника интереса деце/младих

- мобилисање представника релевантних институција (Домови здравља, Центри за социјални рад, Националне службе за запошљавање ...)

- изградња савезништва са свима који могу да допринесу превазилажењу проблема како при упису у СШ, тако и током школовања.

_______________________________________________________________________________________________________________

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________________________________________________________________________63Доступност школе једнаких шанси свој деци/младима

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� @Vbjmgmpm^GkV LGZbX^]m jG }JXgpVx bVLVHbGcV/bVHXZXvbV HX^]`}bX^]m XgJGjXZGkG HVym/xpGHmxG ]JVgG HG ]JGLV ^ZV HXc }Xjm]mZbG JVfVkG bV }X^]Gb` ^m^]Vx^cG, gmpX bG bmZX` pXcGpbV jGLVHbmyV (X}f]mbV, WJGHG), JVWmXbG (bGHpVKbX^]m \[ m/mpm JVWmXbGpbV GHxmbm^]JG]mZbV `}JGZV) mpm jGLVHbmyV ` yVpmbm (HJKGZV/�Q q@).


�� J�&� �� /��20

1. �xV m }JVjmxV ___________________________________________________}Xp _____________ `jJG^] __________ GHJV^G __________________________________________________________ HJKGZvGb^]ZX _______________________ V]bm�cG }Jm}GHbX^] ___________________________ xG]VJkm LVjmc _______________________ JVpmWmL^cX X}JVHVvVkV _______________________ HG]`x JX�VkG _______________________ xV^]X JX�VkG ________________________________ |G pm LV HV]V JVWm^]JXZGbX }Jm JX�Vk` (}X^VH`LV xG]m�bm pm^])?: |G ___ �V ___

2. �xV XyG _____________________________ WXHmbG JX�VkG ________________

3. �xV xGLcV ___________________________ WXHmbG JX�VkG ________________

4. �JG�bm ^]G]`^ JXHm]VvG (jGXcJ`Km]V):

KmZV jGLVHbX `HXZmyG/`HXZGy JGjZVHVbm KmZV XHZXLVbX

5. @G cmx HV]V KmZm? (jGXcJ`Km]V): ^G XgG JXHm]VvG ^G xGLcXx ^G XyVx ^G ^]GJG]VvVx ___________________

6. �GZVHm]V ^ZV �pGbXZV }XJXHmyV cXLm KmZV ` m^]Xx HXxG�mb^]Z` ^G HV]V]Xx

(QX}`bm]V ]GgVp`) �pbXZm }XJXHmyV }Xp

`jJG^]

�gJGjXZbm bmZX

( jG ^ZGcXW �pGbG }XJXHmyV) ^JXH^]ZX ^G HV]V]Xx

jGbmxGkV

mxV � � �21 ��22

Q\

�\

@\

�\

��.

}JmxGJbX ^Vc`bHGJbX

20 Embracing Diversity: Toolkit For Creating Inclusive,m Learning – Friendly Environments Unesco Asia and Pacific Regional Bureau For Education, Thailand 2004 21 � LV bV}m^xVbX^] 22 �� ^` bV�XJxGpbm XgJGjXZbm }JXWJGxm, }JX�mpm, c`J^VZm cXLV LV �pGb }XJXHmyV ^]VcGX ]XcXx KmZX]G (b}J. \cXpG cXx}L`]VJG, \cXpG ^]JGbm~ LVjmcG m ^p.)

________________________________________________________________________69Упитник за прикупљање података о деци/младима - Прилог 1

7. |G pm ^` JXHm]Vvm HV]V]G mpm �pGbXZm }XJXHmyV mcGHG xmWJmJGpm, xVkGpm xV^]X

^]GbXZGkG m KmZvVkG? (jGXcJ`Km]V HG mpm bV m `}mfm]V }X]JVgbV mb�XJxGymLV) �]Gy |G �V

�GHG _______________________________________________ (xV^Vy m WXHmbG)

¤HV: ¤JGH _____________; �gpG^] ______________; |JKGZG _______________

�XpmcX H`WX __________________________________________(xV^Vym, WXHmbV)

�GLcG |G �V

�GHG _______________________________________________ (xV^Vy m WXHmbG)

¤HV: ¤JGH _____________; �gpG^] ______________; |JKGZG _______________

�XpmcX H`WX __________________________________________(xV^Vym, WXHmbV

�pGbXZm }XJXHmyV |G �V

�GHG _______________________________________________ (xV^Vy m WXHmbG)

¤HV: ¤JGH _____________; �gpG^] ______________; |JKGZG _______________

�XpmcX H`WX __________________________________________(xV^Vym, WXHmbV

8. �V^V�bG }JmxGkG ` HXxG�mb^]Z` (jGXcJ`Km]V) 23

�^}XH ______________

�jxV�`______________

}JVcX ______________

9. |G pm HV]V }X~G�G bVcm Xgpmc mb^]m]`ymXbGpbXW XgJGjXZGkG (jGXcJ`Km]V)?24

�J]m� �\ @\

�� 0+!�� '�', '��( ��?

10. �XpmcX mxG HVyV ` }XJXHmym cXLG bm^` `}m^GbG ` X^bXZb` fcXp`?

11. |G pm }XJXHmyG HV]V]G }X^VH`LV ^]Gb/c`�`? |G �V

�cX HG: HG pm LV ` ZpG^bmf]Z` ____________ }pG�GL` cmJmL` _________________

12. �XpmcX HGpVcX LV fcXpG `HGvVbG XH xV^]G KmZvVkG HV]V]G? ________________ 23 QJmxGkG }X �pGb` HXxG�mb^]ZG }JmpGWXHm]m ^JVHmbm m Gc]`VpbXx ]JVb`]c` cGHG ^V `}m]bmc }]mxVk`LV (b}J. [bV]m JG^}Xb mjbGH, m^}XH m }JX^V�bG }JmxGkG bG bGymXbGpbXx bmZX`)

________________________________________________________________________70 Прилог 1 - Упитник за прикупљање података о деци/младима

�XpmcX LV ZJVxVbG }X]JVgbX HV]V]` HG ^]mWbV HX fcXpV? ____________________

�XL` ZJ^]` }JVZXjbXW ^JVH^]ZG HV]V cXJm^]m HG gm HXfpX ` fcXp`?

_____________________________________________________________________

13. |G pm LV bVcX XH �pGbXZG HXxG�mb^]ZG bG}`^]mX fcXp`? |G �V

�cX LV^]V , mj cXW JGjpXWG _______________________________________________

14. |G pm `�Vbmc JVHXZbX }X~G�G fcXp`? |G �V

�cX HG, cXpmcX H`WX __________________

�cX bV, jGf]X XH^`^]Z`LV _____________ cXpmcX H`WX, Xgm�bX ________________

15. |G pm LV HV]V }JVcmHGpX fcXpXZGkV? |G �V

�cX HG, cXpmcX H`WX m bG cXx bmZX` XgJGjXZGkG _____________________________

�GZVHm]V JGjpXW/V _________________________________

16. |G pm LV HV]V }JmxGpX bVc` ZJ^]` �mbGb^mL^cV }XxX�m (^]m}VbHmLV) ` ]Xc` fcXpXZGkG? |G �V

�cX LV^]V, mj cXLm~ mjZXJG ________________________________

17. �XpmcX }`]G LV `�Vbmc }GX bG }X}JGZbm m^}m]/V ]XcXx HX^GHGfkVW fcXpXZGkG?

�mcGHG 1-2 }`]G �mfV XH 2 }`]G

18. |G pm HV]V mxG JVHXZb` m^~JGb` ` }XJXHmym? |G �V

19. |G pm HV]V/`�Vbmc mxG `Kmb` ` fcXpm? |G �V

�cX HG, cX �mbGb^mJG `Kmb`:

• QXJXHmyG

• �XcGpbG jGLVHbmyG

• �HVvVk^cG jGLVHbmyG

20. |G pm HV]V/`�Vbmc mxG ]VfcX�V ` JGjZXL` mpm ^GZpGHGZGk` fcXp^cXW WJGHmZG?

|G �V

�cX HG, bGZVHm]V cXLV ________________________________________________

21. |G pm HV]V/`�Vbmc }G]m XH bVcXW ~JXbm�bXW XgXvVkG mpm }XJVxV�GLG?

|G �V

�cX HG, bGZVHm]V cXbcJV]bmLV ____________________________

��

LV XZX }XZVJvmZG mb�XJxGymLG m KVpm]V Hm^cJVymL`

|G �V

________________________________________________________________________71Упитник за прикупљање података о деци/младима - Прилог 1

�� , �� %��& 25

��J�� • QXHJfcG m VH`cGymLG xpGHm~ ` X^xmfvGZGk` fcXp^cm~ GcymLG cJXj JGHmXbmyV jG

xpGHV • �^bGKmZGkV cJVG]mZbm~ cG}Gym]V]G xpGHm~ cJXj Gp]VJbG]mZbV xV]XHV `�VkG • QXHmjGkV ^ZV^]m X xXW`�bX^]mxG xpGHm~ JXx^cV bGymXbGpbX^]m ` ^JVHkXL fcXpm, `j

}XHJfc` bG^]GZbmcG m Gc]mZm^]G ��. �� : ��: �XH`p XH 6 JGHmXbmyV xpGHm-xpGHmxG ` HZV @\ `j Gc]mZb` }XHJfc` Gc]mZm^]G �� m bG^]GZbmcG 1. QJVjVb]GymLG }JXLVc]G {VHbGcV fGb^V cJXj Gc]mZbX^]m xpGHm~ mj 2 ^JVHkV fcXpV

2. “|`WG” JGjpm�m]X^]m - `}XjbGZGkmxG ^G JGjpm�m]X^]mxG c`p]`JG m LVjmcG

3. �GcX ^p`fGxX m cGcX �`LVxX }XJ`cV HJ`Wm~ ( `}XjbGZGkV xpGHm~ ^G xV]XHGxG Gc]mZbXW ^p`fGkG m ^G {G – �m }XJ`cGxG )

� ��: �XX}VJGJ]mZbX `�VkV , JGHmXbmyV ^V JGHV `j }XHJfc` bG^]GZbmcG m Gc]mZm^]G ��

1. �jxV�` }X]JVgG m KVvG xpGHm~ ` @\ 2. QXHJfcG xpGHmxG jG `�Vf�V ` mjJGHm GcymXbm~ }pGbXZG fcXpV 3. �JWGbmjXZGkV xmbm ^`^JV]G xpGHm~ mj HZV fcXpV ( xmbm ]`JbmJm ` ^}XJ]`, }X^V]V

VcXpXfcmx ^VcymLGxG m ]cG�cmx m cJXLGf�cmx mjpXKgGxG ) ��$�: �JVmJGkV fcXp^cm~ gJXf`JG/mb�XJxG]XJG jG xpGHV `j }XHJfc` ZJfkG�cm~ VH`cG]XJG * 1. „\cXpXZGkV – }JGZX m }X]JVgG” ^G LG^bmx ]Vc^]XZmxG X }JGZ` bG fcXpXZGkV - 2. „�pGHm ` GcymLm “ – }Xb`HG }pGbmJGbm~ GcymLG ^G JGHmXbmyG jG xpGHV 3. „�`p]`Jbm ZJVxV}pXZ” – `}XjbGZGkV ^G JGjpm�m]mx c`p]`JGxG m }JXWJGxXx “qXxGbm}Vb” 4. �b�XJxG]mZbG ^p`KgG jG xpGHV – (`}m^ ` @@, ^xVJXZm, }Xb`HV ZGbbG^]GZbm~

Gc]mZbX^]m.) • �JfkG�cm V`cG]XJm (km~ 8-XJX) cXLm ^` Gc]mZbm ` XJWGbmjGymLm m bG }JXLVc]`,

}JXpGjmpm ^` ` 2005. ^VxmbGJV X JXx^cXL c`p]`Jm, 3-XLV km~ LV }JXfpX Xg`c` ¤J`}V ¦GLHV HG, ` XcZmJ` }JXLVc]G “�bG]m `�V^]ZXZG]m” ` ymv` jG^]`}GkG xpGHm~ ` ��, gXJGZmpm ` �JXWVb`, X^bGKmZGbm bG }X^Vgbmx JGHmXbmyGxG ` XcZmJ` �� @]GgpX, }JXpGjmpm Xg`c` �Q| – Xg`cG jG JGHmXbmyV X HV�Lmx }JGZmxG.

• @Zm ^` Gc]mZbm bG JGHmXbmyGxG �pGHm jG xpGHV, • �JVmJGpm GcymL` bG �JW` ` �JGW`LVZy` “�GfG mbmymLG]mZG” jG }JXxXymL` HV�Lm~ }JGZG.

{VHbG HVZXLymyG HXgmpG }Xb`H` jG G}pmymJGkV ` jG^]`}Gk` }JXgpVxG xpGHm~ ` �JGW`LVZy` m HXgmLGkG xV^]G jG pXcpGbXW }JVH^]GZbmcG xpGHm~ ` ]Xx WJGH`. ( �mbm }JXLVcG] ` XcZmJ` }JXLVc]G). [ 2007. GbmxmJGbG bXZG WJ`}G ZJfkG�cm~ VH`cG]XJG XH 9-XJX xpGHm~ jG HGvV GcymLV � }GJ]mym}GymL` bG }JXLVc]`. �ZG WJ`}G LV ` L`b` xV^Vy` gXJGZmpG ` �JXWVb` .

25 �� @��, �JGW`LVZGy: }JXLVcG] {VHbGcV fGb^V ` @\ XgJGjXZGk`

________________________________________________________________________72 Прилог 2 - Радионице млади младима, у оквиру пројекта Једнаке шансе у СШ образовању

�� “��”26

��J�:

1. ��!.�+� O�+@�.!B 2. ��3� ��7�3��.!B

�� &�: �V~bm�cG fcXpG jG xGfmb^]ZX m ^GXgJG�GL – �JGW`LVZGy �� &�:

___/___/______.)��!�� :

10:00 – 10:30 .��-*+!7� � *�+��, (�) !(�� ¯:

[}XjbGZGkV `�V^bmcG , gXvG cXx`bmcGymLG , }Xjm]mZbG ^pmcG LVHbm~ X HJ`WmxG, }XH^]myGLbG cpmxG.

10:30 – 11:00 ��,1� 11:00 – 12:30 �� #, (�5! #,#��!-�#.+' �� *�+�� ! *�#'�50!�, �(� ��¯:

[}XjbGZGkV xpGHm~ ^G VpVxVb]mxG JXx^cV c`p]`JV cJXj c`p]`JbX bG^pV�V, m^]XJmL^cm X^ZJ] bG bG^VvGZGkV qXxG bG �GpcGb. �^bXZbm VpVxVb]m LVjmcG, X x`jmym, JVpmWmLm, xm]XZmxG

12:30 – 13:30 ��,1� 1� +,7�� 13:30 – 15:00 �'.�+��#' 1� +�1�!4!'�#'!

��¯: |mJVc]Gb cXb]Gc] xpGHm~ ^G JGjpm�m]X^]mxG, }XH^]myGkV xpGHm~ HG JGjxmfvGL` bG HJ`WG�mLm bG�mb . [cXpmcX LV }X]JVgbX }`^]m]m xpGHV HG WXZXJV, GcX mxG }X]JVgV HG }Jm�GL` bG XZ` ]Vx`.

15:00 – 15:30 ��,1� 15:30 – 17:00 “�� #,#��( *,',5�(�”-� �,�',+!, �0!7�5!(� ! '+��!4!5! �(�

��¯:QJVjVb]GymLV JXx^cV c`p]`JV m ]JGHmymLV, |JGxG]mjGymLG pVWVbHV “�mgmLG”, “�GjGJcV” `j ^pGWGpmyV bG XZ` ]Vx` .

17:00 – 17:30 �.��,�4!5� #�(!��+� – *�� *�'.+�� 1� (��

26 m^]X

________________________________________________________________________73Радионице млади младима, у оквиру пројекта Једнаке шансе у СШ образовању - Прилог 2

ПОМОЋ ДЕЦИ У УЧЕЊУ И ПРИПРЕМА ЗА КВАЛИФИКАЦИОНИ ИСПИТ

Обавезе наставника/ОШ и НВО СТАБЛО 28

Активности се одвијају у основним школама у којима је број деце ромске национланости којој је потребна помоћ у учењу у 8. разреду ОШ и подршка у припреми за квалификационе испите за СШ, велики.

Пре почетка рада са децом , стручном сараднику школе и директору се образлаже и презентује пројект и меморандум о сарадњи између школе и НВО. Одабир настваника који ће радити са децом врши директор школе, а то су према трогодишњем искуству пројекту Једнаке шансе у СШ образовању, у Крагујевцу, разредне старешине осмих разреда. Распоред активности праве саме школе и достављају координатору локалне НВО. Након првог месеца рада наставника и формирања група деце, НВО Стабло је почело са организовањем састанка којима су учествовали наставници из свих 5 ОШ у пројекту. На састанцима је заједнички осмишљена активност наставника : • Месечно вођење евиденције о редовном доласку деце на часове ПДУ (помоћ деци у учењу) • Месечно планирање активности (попуњавање обрасца – прилог 4) • Месечни извештај о релизованим часовима • Полугодишњи приказ напредовања у успеху деце, редовности на часовима, попрваљеним

оценама • Јунски извештај о броју бодова ученика при упису у СШ -

Обавезе НВО Стабло према наставницима:

• Уговори са наставницима о раду на пројекту • Исплата месечних хонорара за активности ПДУ • Обезбеђивање збирки из математике и српског језика за полагање квалификационог

испита • Обезбеђивање потрошног материјала деци за часове ПДУ (свеске, оловке, инфроматор о

упису..) • Повратни полугодишњи (у краћим цртма ) извештај за ОШ о резултатима пројекта и упису

деце у СШ. 28 НВО Стабло, Крагујевац, Послови наставника у ОШ у пројекту Једнаке шансе у СШ образовању; Сва пратећа документација коју наставници добијају као потребан материјал за рад са децом је продукт НВО Стабло.

Помоћ деци у учењу, НВО Стабло, активности у ОШ у Крагујевцу

Активности - Bući savi ćeram Помоћ деци у учењу/Pomožim e ćarenđe te džanen,

НВО Стабло, Крагујевац

_______________________________________________________________________________________________________________

ПОМОЋ ДЕЦИ У УЧЕЊУ У ОШ - МЕСЕЧНИ ПЛАН НАСТАВНИКА29 За месец _____________ ( датум планирања______________)

Школски предмет: Наставна јединица : Трајање

часа: Потребан материјал за

рад на часу:

Реализоване наставне јединице у току месеца: ( Место и време одржаних часова) Број деце и методолигија рада са децом на часовима: Проблеми у раду са децом и како су решени: Коришћена средства за рад са децом / Потребни материјали за даљи рад:

Наставник: ______________________________

29 НВО Стабло, Крагујевац: Пример обрасца за евидентирање рада наставника у ОШ у Крагујевцу, активности у Пројекту Једнаке шансе у СШ образовању

_______________________________________________________________________________________________________________

ПРОГРАМСКА АКТИВНОСТ У ОШ РАДИОНИЦЕ “ ОД СТАБЛА ДО ДОБРОГ ДРВЕТА “

Радионице су реализоване од самог почетка пројекта 2005. године до сада у 5 основних школа у којима се упоредо реализује помоћ деци у учењу за квалификациони испит и упис у средњу школу. Радионице су психо-социјалног карактера са циљем подршке деци ( посебно девојчицама) да наставе школовање.

У току школске године у свим школама је реализовано по 5 радионица (укупно 25) са децом 6. и 7. разреда. Реализоване су уз помоћ разредних старешина и стручне слузбе, који су пратили редовности деце, обезбеђивали простор, рад. Радионице су пролазиле различите групе деце.

Нацрт садржаја радионица са циљевима:

ПРВИ циклус радионица у сколама:

1. радионица : - Упознајмо себе и друге Упознавање учесника, међусобно повезивање, зближавање, размена. Упознавање учесника са циљем пројекта и садржајем радионица.

2. Радионица - Како и шта учимо у школи, на часу, код куће…

Оснаживање деце да истрају у школовању, кад им је јако тешко, освешћивање потрбе за даљим школовањем, ненапуштањем школе.

3. Радионица - Филозофија програма ЈШ-увод у радионице Добро дрво- Директан контакт деце са филозофијом програма ,давање идеја за даље…

4. Радионица - ОД СТАБЛА ДО ДОБРОГ ДРВЕТА- “ЗНАЧАЈ ШКОЛОВАЊА “ – са циљем мотивације и подршке деци да наставе школовање, уоче своја права у школи и решавају проблеме на миран начин.

Радионице креирали Милан Вујичић и Вера Митровић ( активисти Стабла).

Од стабла до доброг дрвета, млади у НВО Стабло, Крагујевац

Нисам до сада ниједном била толико срећна, али се надам да ћу ускоро бити. Поред много трауматичних догађаја стигла сам до средње школе, пронашла дечка својих година који је веома леп, симпатичан, љубазан, нежан. Моја највећа жеља је да упознам свог правог оца ,а друга да постанем човек, да будем права домаћица, добра супруга, пословна жена и брижна мајка. Волела бих да ми други искрено у лице кажу шта мисле о мени, а не иза леђа.“

Изјава девојчице ромске националности у току радионице ,,Упознајмо себе и друге,, у СШ Тоза Драговић, Крагујевац 2006

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31 Defining Critical Thinking(A statement by Michael Scriven & Richard Paul for the National Council for Excellence in Critical Thinking Instruction)

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________________________________________________________________________89Вишеструка интелигенција - Прилог 1

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36 �`]XJ ]Vc^]G : Bonnie Potts , ERIC CleGringhouse on Assessment Gnd EvGluGtion WGshington DC, gJ. ED385606, 1994-02-00,(}JVZVpG ^G VbWpV^cXW m }JmpGWXHmpG, |. �XJ`WG, ��Q-�Vb]GJ jG mb]VJGc]mZb` }VHGWXWmL`, 2005) 37 Beyer, B.K. (1985);CostG, A.L. (Ed.) (1985). "Developing minds: A resource book for teGching thinking." AlexGndriG, VA: AssociGtion for Supervision Gnd Curriculum Development. 38 Beyer, B.K. (1985). CriticGl thinking: WhGt is it? "SociGl EducGtion," 49, 270-276.;

________________________________________________________________________90 Прилог 2 - Стратегије које наставници користе за подучавање ученика критичком мишљењу

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39 Seiger-Ehrenberg, S. (1985). Concept development. In A.L. CostG (Ed.), "Developing minds: A resource book for teGching thinking." AlexGndriG, VA: AssociGtion for Supervision Gnd Curriculum Development

________________________________________________________________________91Стратегије које наставници користе за подучавање ученика критичком мишљењу - Прилог 2

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40 Keefe, J.W., & WGlberg, H.J. (Eds.) (1992). "TeGching for thinking." Reston, VA: NGtionGl AssociGtion of SecondGry School Principles.

________________________________________________________________________92 Прилог 2 - Стратегије које наставници користе за подучавање ученика критичком мишљењу

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41 QXp ¤XJ^cm, http://www.edchange.org/multicultural

________________________________________________________________________93Развој мултикултураног приступа васпитању и образовању у школи - Прилог 3

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________________________________________________________________________94 Прилог 4 - Одељенски портфолио

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________________________________________________________________________95Одељенски портфолио - Прилог 4

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________________________________________________________________________96 Прилог 5 - Радионице ни црно ни бело

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МАТЕРИЈАЛ ЗА РАД - Фактори ризика у интеркултуралном учењу

1. СТРАХ ОД ОТВАРАЊА Страх од откривања сопствених слабости Страх од рањивости

2. СТРАХ ОД САМОСПОЗНАЈЕ

Страх од упоређивања себе са другим људима

3. СТРАХ ОД НЕУСПЕХА Страх од тога да нећемо успети да интегришемо разуличите културне вредности

4. СТРАХ ОД ГУБИТКА ИДЕНТИТЕТА

Страх од губитка специфичних карактеристика сопствене културе Страх од тога да ће идентитет групе којој припадамо бити угрожен

5. СТРАХ ОД ОТУЂЕЊА

Страх од отуђења или одбацивања од стране сопствене групе

6. СТРАХ ОД МАРГИНАЛИЗАЦИЈЕ Страх од маргинализације сопствене групе Страх од маргинализације унутар сопствене групе

7. СТИД И СТРАХ ОД ПОНИЖЕЊА

Страх од непријатности и понижења у сусрету са другом културом/ групом Страх од одбацивања

8. СТРАХ ОД ПРОМЕНЕ И РАЗВОЈА

Страх од напуштања старих, познатих начина понашања Страх од успостављања нових начина функционисања Страх од губитка личног идентитета и равнотеже

9. ЕМОЦИОНАЛНИ СТРЕС

Страх од губитка унутрашњег мира и равнотеже Страх од губитка контроле над ситуацијом

10. СТРАХ ОД НЕЈАСНОГ

Страх од неизвесности

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2. �+��+�#,�� – скуп ставова и уверења који се формирају без адекватног предходног знања, размишљања и разлога. Оне представљају судове о другима на основу непотпуних информација или информација које су делимично тачне и које искривљују реалност.

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4. ��'7!3��/ 4!D�� )+,*� – група људи која бива систематски прокажена, понижавана, искориштавана и/или малтертирана од стране чланова доминантне групе у друштву.

5. �'��4��'+!1�(44 представља поглед на свет у којем се примат даје сопственој култури, тј. подразумева се да је све оно што чини сопствену културу «нормално» и «право», док се све остале културе занемарују. Етноцентризам подразумева да мислимо да су ставови, норме и вредности наше културе универзалне и једине исправне, тако да очекујемо да их и друге културе прихвате. Уколико се друге културе опиру прихватању тих вредности, тим горе по њих и то нам обично служи као оправдање за дискриминацију и опресију припадника тих култура. Начин на који видимо свет око себе, начин на који доносимо закључке и процењујемо друге у етноцентричном погледу на свет, прилично је поједностављен и одвија се по принципу «или – или». Контакти са другим културама су обележени стереотипима и предрасудама, углавном негативним. На различитост се гледа као на нешто што угрожава и што је претеће. То доводи до све већег затварања у односу на друге који су различити, до смањења контаката, што онда доводи до пораста негативних стереотипа, пошто се губи прилика да се кроз искуство ти стереотипи изгубе или промене.

6. �!#�+!(!��4!5� – манифестација предрасуда у пракси. Може бити усмерена против појединца или групе, а на основу порекла, расе, класне припадности, старосне доби, физичких способности, религијских уверења, сексуалног опредељења, итд.

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научени облици мишљења и понашања, свесно или несвесно пренети кроз институције система које усвајамо као своје и истините. -Изам је предрасуда против групе људи или појединца, која може бити подржана, санкционисана, легализована, потркрепљена од стране система

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• Индивидуални – испољавају се кроз лично деловање појединца (нпр. учитељица која неједнако третира ромску и неромску децу)

• Институционални – понашања која произилазе из друштвених, економских и политичких институција и подржана су од стране тих институција (специјалне школе за ромску децу)

44 Јелена Врањешевић, Зорица Трикић, Ружица Росандић: За разлику богатије-приручник за интеркултурализам, за интерну употребу, 2005, Центар за права детета Београд и Дечја фондација Песталоци Швајцарска

________________________________________________________________________________115Радионица ни црно ни бело - Прилог 5

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10. ��'�+��!1�.�� (!��4!5� (VbW. Internalized Domination) - }XWJVfbX xmfvVkV HXxmbGb]bV WJ`}V X ^Vgm cXLV ^` kVbm }Jm}GHbmym mb]VJbGpmjXZGpm, G cXLV ^V gGjmJG bG xX�m m }XWJVfbmx mb�XJxGymLGxG cXLV ^` mb~VJVb]bV HJ`f]ZVbmx m mb^]m]`ymXbGpmjXZGbmx ^]J`c]`JGxG.

11. �#!(!��4!5� – }JXyV^ ` cXLVx xGkmb^cG jGLVHbmyG }X^]V}VbX `^ZGLG Xgm�GLV, ^]GZXZV m ZJVHbX^]m ZV�mb^cV c`p]`JV, }Jm]Xx W`gV�m ZpG^]m]V c`p]`JbV X^XgVbX^]m.

12. ��,1!5� – ^m^]Vx ZJVHbX^]m cXLm }JXxXZmfV HX^]`}bX^] JGjpm�m]m~ JV^`J^G ^ZmxG. QJV ^ZVWG ^V cXJm^]m cGHG ^V WXZXJm X HX^]`}bX^]m XgJGjXZGkG ^Zmx `�VbmymxG, gVj XgjmJG bG km~XZV }X]VbymLGpV. �mpXjX�mLG mbcp`jmLV bGHmpGjm mHVL` �mjm�cXW `cv`�mZGkG m XHbX^m ^V bG gGjm�bV ZJVHbX^]m cXLV }JXxXZmf` `�Vf�V, }JmLG]Vv^]ZX m HJ`f]ZVb` mb]VJGcymL` cXLG JVj`p]mJG X^V�GLVx }Jm}GHbX^]m.

13. ��'�+�,�',+��#'- ZmfV c`p]`JG cXLV ^V }XjbGL`, `ZGKGZGL`, }JXKmxGL` m }X�mZGL` bG `jGLGxbX^]m.

14. ��'�+�,�',+�� 0+�1�.�3� – }Jm^]`} cXLm XxXW`�GZG `�VbmymxG HG JGj`xVL`, }Xf]`L` m yVbV c`p]`JXpXfcV JGjpmcV m ^pm�bX^]m, cGX m HG }JV}XjbGL` HX^]mWb`�G JGjpm�m]m~ V]bm�cm~, JG^bm~ m HJ`f]ZVbX-VcXbXx^cm~ WJ`}G. qGjpm�m]V WJ`}V ^V }JmcGj`L` JVGpm^]m�bX m mj ZmfV }VJ^}Vc]mZG ^G ymvVx mjLVHbG�GZGkG XHbX^G xV�` c`p]`JGxG. �`p]mc`p]`JGpbX XgJGjXZGkV xXKV HG ^V XHZmLG bG ZmfV bmZXG, }X�VZ XH XJWGbmjXZGkG jGgGZG }X^ZV�Vbm~ ` yVpX^]m XHJV�Vbmx c`p]`Jbmx jGLVHbmyGxG, }G HX «]JGb^�XJxG]mZbXW» }Jm^]`}G cXLm XxXW`�GZG `WJGHk` JGjpm�m]m~ c`p]`Jbm~ XgJGjGyG ` c`Jmc`p`x ^G ymvVx ^]ZGJGkG }JGZVHbXW HJ`f]ZG.

15. ��#' ( VbW.Equality) – }XLGx cXLm XjbG�GZG HG ^` ^Zm v`Hm LVHbGcX ZJVHbXZGbm, HG HXgmLGL` LVHbGc ]JV]xGb ( Gpm bV m^]m ]JV]xGb) m HG mxGL` LVHbGcV xXW`�bX^]m.

16. �0+�1�.�3� 1� �+,2'.��, *+�.�, – Gp]JbG]mZbm bGjmZ jG XgJGjXZGkV }JX]mZ }JVHJG^`HG. �xGL` m^]X jbG�VkV.

17. �0+�1�.�3� *+�'!. *+��+�#,�� (�0+�1�.�3� 1� �+,2'.��, *+�.�,) - Gc]mZbm }Jm^]`} ` ymv` }JVZGjmpGKVkG }JVHJG^`HG m ^]VJVX]m}G. [ ^ZGcXx HJ`f]Z` mb^]m]`ymLV ^]ZGJGL` Hm^cJmxmbG]XJbV m X}JV^mZbV ^]J`c]`JV. �mLV HXZXvbX HG X^XgG jG ^VgV ]ZJHm HG bVxG }JVHJG^`HG m HG ^]XLm }X ^]JGbm cGX }X^xG]JG�, bVWX LV }X]JVgbX HG ^ZGcX JVGW`LV m ^`}JX]^]GZm ^V `WkV]GZGk`, gmpX HG LV mbmymJGbX XH ^]JGbV X^XgG mpm mb^]m]`ymLG.

18. ��,+��!1�( – HJ`f]ZVbm ^m^]Vx gGjmJGb bG }JV]}X^]GZym HG ^ZV WJ`}V mxGL` }JGZX bG X�`ZGkV ^ZXW LVjmcG m c`p]`JV, G HG gm ^V ^]ZXJmpX bXZX HJ`f]ZX cXLV }JmjbGLV }X^]XLV�V JGjpmcV.

19. �.��*+�.��#' ( VbW. Equality)- JGjpm�m] ]JV]xGb }XLVHmbGyG � WJ`}G ` ^cpGH` ^G km~XZmx }X]JVgGxG. qGZbX}JGZbX^] }JXxXZmfV �VJ XHbX^ }JVxG ^ZmxG cJXj Hm�VJVbymJGbV, G bV `bm�XJxm^GbV }X^]`}cV m GcymLV.

20. �G!+(�'!.�� 4!5� - bG�mb XgVjgV�mZGkG }XHJfcV jG `cv`�mZGkV }Jm}GHbmcG }XHJV�VbV WJ`}V/G ` mb^]m]`ymLV ^m^]VxG. ��mJxG]mZbXx GcymLXx XgVjgV�`L` ^V jG}X^pVkG, XgJGjXZGkV m/mpm }Xpm]m�cX `�Vf�V. [ �ZJX}m ^V G�mJxG]mZbG GcymLG �V^]X bGjmZG m }Xjm]mZbXx Hm^cJmxmbGymLXx.

21. ��.�1�!� – }XLGx cXLm ^V ` XcZmJ` �gJGjXZGkG jG HJ`f]ZVb` }JGZH` XHbX^m bG X^Xg` mj HXxmbGb]bV/ «bVymvbV» WJ`}V cXLG Gc]mZbX }XHJKGZG X^XgV mj }X]�mkVbV/ ymvbV WJ`}V. @GZVjbmc }JVH`jmxG GcymLV cXLV ]JVgG HG jG`^]GZV `WkV]GZGkV gVj XgjmJG cGcX �V ^V ]X XHJGjm]m bG kVWXZ }XpXKGL ` HJ`f]Z`.


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�GpG^ JG^}XpXKVkG �G ]Ggpm mpm ZV�Vx }G}mJ` bGyJ]G ^V LVHbG ~XJmjXb]GpbG pmkG. �G kXL ^V XjbG�V cv`�bV ]G�cV, cXLV }JVH^]GZvGL` Gc]mZbX^]m bG LVHbXL JGHmXbmym m m^}X ^ZGcV ^V ]G�cV ^V XjbG�m cXL` Gc]mZbX^] }JVH^]GZvG. �VJ]mcGpbG pmbmLG XjbG�GZG }Xjm]mZbG JG^}XpXKVkG (WXJV) m bVWG]mZbG JG^}XpXKVkG (HXpV). @ZGcm `�Vbmc XjbG�m, jG ^ZGc` Gc]mZbX^] }XbGX^Xg, cXpmX x` LV gmpG }JmLG]bG XHb. �V}JmLG]bG. �ZG VZGp`GymLG ^V xXKV ZJfm]m m ]GcX HG ^ZGcm `�Vbmc HXgmLV ^ZXL pm^]m� ^G bGyJ]Gbmx WJG�mcXbXx ` cXLm �V `bV]m ^ZXLV XyVbV, G km~XZmx ^}GLGkVx �V ^V HXgm]m “]GpG^ JG^}XpXKVkG”.

�mbmLG HX}GHGkG �G ]Ggpm mpm ZVpmcXx }G}mJ` bGyJ]G]m H`WG�c` pmbmL`. {VHGb cJGL ]V pmbmLV ^V XgVpVKm ^G: JGHmXbmyG xm ^V ZVXxG HX}GpG, G kVb HJ`Wm cJGL ^V XgVpVKm ^G: JGHmXbmyG xm ^V bmLV `X}f]V HX}GpG. [�Vbmym ]JVgG HG ^]GZV ^ZXL jbGc bG bVcXx xV^]` bG ]XL pmbmLm cXLV bGLZmfV XHWXZGJG km~XZXx HXKmZvGL` JGHmXbmyV. @VxG�XJ X^V�GkG �G }G}mJmxG cXLm ^V }XHVpV ^Zmx `�V^bmymxG bGyJ]Gbm ^` pmcXZm cXLm }XcGj`L` JGjpm�m]G X^V�GkG. �H `�VbmcG ^V ]JGKm HG ^GX}f]V cGcX ^` ^V bG ]XL JGHmXbmym X^V�Gpm, ]GcX f]X �V jGXcJ`Km]m ^ZG XbG pmyG (X^V�GkG) cXLG ^` cXH km~ }JVXZpGHGZGpG ]XcXx JGHG. |JZX VZGp`GymLV �gXL]V �mW`J` �mLV xV^]X bG HJZV]` XjbG�GZG cGcX ZmHm]V ^VgV bGcXb jGZJfVbV JGHmXbmyV. �G}XxVbG jG ZXHm]VvV: xXKV ^V XHJVHm] HG ]X g`HV X^V�GkV, }JXyVbG pm�bXW X^ZVf�mZGkGZVjGbX jG ]Vx` cXLG LV XgJG�mZGbG m ^p. (}JmpXW 2) �ZGp`GymXbm `}m]bmc


�XpmxX �G^ HG }X}`bm]V XZGL `}m]bmc cXLm �V bGx }XxX�m HG `bG}JVHmxX ^ZXL JGH bG }JXWJGx` “�m yJbX bm gVpX”, G ]mxV m bG }Xv` �gJGjXZGkG jG HJ`f]ZVb` }JGZH`. [}m]bmc LV GbXbmxGb m jG]X �G^ xXpmxX HG f]X m^cJVbmLV XHWXZXJm]V bG }X^]GZvVbG }m]GkG.

1. �XLV JGHmXbmyV ` XcZmJ` }JXWJGxG “�m yJbX bm gVpX” ^` ZGx ^V bGLZmfV HX}GpV?

�Gf]X?_____________________________________________________________________

2. �XLV JGHmXbmyV ZGx ^V bm^` HX}GpV?

�Gf]X?_____________________________________________________________________

3. �XLG HXgm] jG ZG^ LV XH ]XWG f]X ^]V `�V^]ZXZGpm ` JGHmXbmyGxG }JXWJGxG “�m yJbX bm

gVpX”?_____________________________________________________________________

4. \]G ^]V bXZX ^GjbGpm, bG`�mpm?_______________________________________________

5. \]G XH XbXWG f]X ^]V ^GjbGpm, bG`�mpm xXKV]V HG }JmxVbm]V ` ^ZGcXHbVZbXx

KmZX]`?___________________________________________________________________

6. |G pm ^]V ^G bVcmx ZGb XHVvVkG/fcXpV }XHVpmpm ^ZXLV m^c`^]ZX mpm `ZmHV HX cXLm~ ^]V

HXfpm }JXpGjV�m JGHmXbmyV “�m yJbX bm gVpX”? @G cmx?

___________________________________________________________________________

7. |G pm gm ^]V bVf]X }JXxVbmpm? �cX HG f]G...___________________________________

¦ZGpG!


��O �� 44

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}XxGWGkV, }X]}XJG, ^XpmHGJbX^] m }XHVpG XHWXZXJbX^]m, cXpVc]mZbm bG�mb KmZX]G (jGf]m]G, bGHjXJ, pmHVJ^]ZX, `bG}JVH `]ZJ�VbG }JGZmpG) jG JGjpmc` XH mbHmZmH`GpbXW bG�mbG KmZX]G (bV^mW`JbX^], xGkGc jGf]m]V, ^pXgXHG, }JGZmpG cXLG }XLVHmbGy ^Gx ^Vgm bGxV�V)

2. Pakiv - ZVJG/ZVJXZGkV (`cv`�`L`�m m ZVJ` ` �XWG) �G^], }Xf]VkV, }XxmJVkV, }Xf]XZGkV, }XZVJVkV, JGZbX]VKG, }X^]mKV ^V ^GxX GcX ^V }Xf]`L` }JGZmpG

3. Baht - ^JV�G, ^`HgmbG, HXgJG ^JV�G jG JGjpmc` XH bibaht – bV^JV�G cXLG ^V HXWG�G cGHG ^V cJfV }JGZmpG �m^]X�V, (b}J. jGgJGkVbX LV WXZXJm]m X ^xJ]m LVJ ]X xXKV mjGjZG]m bV^JV�`)

4. Ciacipen – (m^]mbG, m^cJVbX^], �G^], }JGZHG) 5. Ujo - (�m^]X�G, �m^]) xm^pm ^V bG H`~XZb` �m^]X�` , �m^]X�` cGJGc]VJG pm�bX^]m 6. Rromani Kriss - Xgm�GLbX }JGZX, ]JGHmymXbGpbm ^`H XH ^]JGbV ^]GJmLm~ �pGbXZG

jGLVHbmyV – HVXgVbX }JGZX �mLG ^ZJ~G `WpGZbXx bmLV cGKkGZGkV cJmZyG ZV� XgVf]V�mZGkV KJ]ZV m X^mW`JGZGkV }XxmJVkG mjxV�` HZV ^]JGbV (XH cXLm~ ^ZGcG bG ^ZXL bG�mb mxG }JGZX, mpm XgV ^]JGbV HVpmxm�bX mxGL` }JGZX).

7. Endaj - }JXfmJVbG JXx^cG }XJXHmyG (}Jm~ZG]GkV HJ`Wm~ �pGbXZG fmJV jGLVHbmyV m gJmWG X kmxG GcX Xbm bVxGL` `K` }XJXHmy`, ^XpmHGJbX^], Vx}G]mLG )

8. phuro - c`p] ^]GJmLm~ �pGbXZG jGLVHbmyV, cGX ZVjG ^G }JXfpmx m^c`^]ZXx m mHVb]m]V]Xx }JVHGcG

9. Del (%�)) ! Beng (.+�)) - |`GpmjGx – |XgJX m �pX LVHbGcX }X^]XLV ` ^ZV]`; |Vp (�XW) m �VbW (ZJGW) LVHbGcX ^` ZGKbm m }XLVHmbGy ]JVgG XgXLmy` `jV]m ` XgjmJ;

10. ��7�� #��23�#' – }JXfpX^] bmLV ZGKbG g`H`�m HG LV ZV� }JXfpG, G g`H`�bX^] LV }XjbG]G ^GxX �XW`, ^]XWG LV ^GHGfkX^] LVHmbG ZGKbG;

44 �� @]GgpX mj �JGW`LVZyG, mb]VJbm xG]VJmLGp

@VxmbGJ jG xpGHV qXxGbm}Vb/Seminara pala Æara “Romanipen” �\�@ , �JGW`LVZGy

________________________________________________________________________120 Прилог 6 - Између лехенде и истине

�� “ [ HGZbG, }JGHGZbG ZJVxVbG }X^]XLGX LV LVHGb cJGv cXLm LV cGcX ^` ^Zm X}m^mZGpm mxGX bGL^JV�bmLm, bGLZV^VpmLm bGJXH. [ ]Xx cJGvVZ^]Z` cGK` cXLm-WXH }`]bmc bGxVJbmc HG LV ^ZJG]mX gmX LV m^cJVbX HX�VcGb m m^}JG�Vb ^G x`jmcXx ` ZV^Vv`. �JGvVZ^]ZX LV H`Wm bmj WXHmbG KmZVpX ` gpGWX^]Gk` ^G ^ZXLmx cJGvVx, G HVyG ^` gmpG km~XZG bGLZV�V JGHX^] m gXWG^]ZX .

¤XHmbV ^` }JXpGjmpV m HX�V ZJVxV HG ^V cJGv X}JX^]m ^G ^ZXLmx }XHGbmymxG , ]V LVHbX ZV�V }XjZG ^ZV Zm�VbmLV ^]GJVfmbV }pVxVbG ^ZXW cJGvVZ^]ZG HG mx }JVbV^V ^ZXLV }X^pVHkV KVvV, m HG mx `cGKV cGcX `g`H`�V HG ^V J`cXZXHV, cGcX gm km~XZX cJGvVZ^]ZX X}^]GpX, ^G ^Zmx ^ZXLmx ZJVHbX^]mxG cXLV ^` m~ cJG^mpV ]XpmcX WXHmbG `bGjGH .

�V ZV�VJm cJGv LV }X }JZm }`] X]cJmX bGLZV�` ]GLb` ^ZXLV `^}VfbV ZpGHGZmbV ^ZXLmx }XHGbmymx, ]G�bmLV X]cJmX mx LV ]GLb` cJGvVZ^cXW XWpVHGpG, cXLV LV mxGpX ]` xX� HG }JVHZm�G g`H`�bX^], ]GcX HG LV jG ^ZGc` }X]VbymLGpb` bV^JV�` cXLG ^V ]JVgGpG HV^m]m cJGv mxGX mb�XJxGymLV `bG}JVH, JVGW`L`�m bG ZJVxV f]m]mX LV ^ZXLV cJGvVZ^]ZX XH ^mpbm~ bVHG�G cXLV ^` ^V ` ]mx ]Vfcmx ZJVxVbmxG HVfGZGpV ^Z`WHV }X ^ZV]`. QX^pV X]cJmZGkG ]GLbV }XHGbmymxG, Xb m~ LV jGxXpmX HG ^V HXWXZXJV m HG jGLVHbmycmx ^bGWGxG XHJKV gpGWX^]GkV ` ^ZXx cJGvVZ^]Z`, X^]GZmZfm mx GxGbV] HG bmcGHG bV HXjZXpV HG m~ }X~pV}G jG ZpGf�` m xX�m xV�`^XgbX }XHVpm, LVJ �V mx ^V ]X X^ZV]m]m .

�V�`]mx, cGHG LV cJGv `xJX, mGcX ^` gmpm `}XjXJVbm ^G kVWXZV ^]JGbV, }X~pV}G m KVvG jG ZpGf�` m~ LV xV�`^XgbX }X^ZG�GpG, ]GcX HG ^` LVHbV ZV�VJm ` JG^}JGZm cX �V gm]m bG^pVHbmc XWpVHGpG, ` W`KZm, bGHZpG�V�m ^V, JGjgmpm XWpVHGpX bG ~mvGHV ^m]bm~, xGpm~ cXxGHm�G .

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QJXcpV^]ZX ^V Xgm^]mbm, JG^]`Jm ^V cJGvVZ^]ZX , bV^]G ZV^VvG, }V^xV, mWJV, G bGJXH cJVb` ]GcX gVj mHVGpG bG }`] ` bVmjZV^bX^], ]JGKV�m ^ZV]Xx jVxv` cXLG �V mx }J`Km]m HVpm� GxgmLVb]G cXLm ^` mxGpm ` ^ZXx mjW`gvVbXx cJGvVZ^]Z`. {VHmbG `^}XxVbG bG }JVH~XHbm KmZX] ` km~XZXL jVxvm gVfV cXxGHm� XWpVHGpyG, cXLVW LV ^ZGcm XH }Jm}GHbmcG ]XW ZV^VpXW bGJXHG }XbVX ^G ^XgXx ^G ZV�bXx `]X}mLXx HG �V bVcGHG xXKHG jG ~mvGHV m ~mvGHV WXHmbG cGH XcGL` WJV~V bG�mkVbV ` }XJmZ` jG ZpGf�` m xX�m, ^G^]GZm]m ^ZXLV XWpVHGpX m HG �V }XbXZX KmZV]m bG ^ZXLXL jVxvm ` XbXx gpGWX^]Gk` m ^JV�m cGcX ^` KmZVpm jG ZJVxV ^ZXW }pVxVbm]XW cJGvG .''

@VxmbGJ jG xpGHV/Seminara pala Æara, QJXH`c]m mj @\ �XjG |JGWXZm�, �JGW`LVZGy

________________________________________________________________________121Између легенде и истине - Прилог 6

________________________________________________________________________122 Прилог 7

____________________________________________________________________________123Прилог 8

____________________________________________________________________________124 Прилог 9

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________________________________________________________________________125Како да постанете школа једнаких шанси

КАКО ДА ПОСТАНЕТЕ И ОСТАНЕТЕ ШКОЛА ЈЕДНАКИХ ШАНСИ

Одржавање климе једнаких шанси у одељењу и школи је предуслов за одрживост промене која је у школи настала увођењем овог принципа у наставне и ваннаставне активности. Зато је важно да постане део уобичајеног процеса планирања. Овде ћете наћи како је то могуће урадити, али ћете добити и приказ неких искустава која нису универзално примењљива, али могу инспирисати креирање нових. Приказ Мини-пројеката у школама као облик активизма наставника, родитеља и ученика даје смернице за креативну и одрживу промену праксе.

УПРАВЉАЊЕ ПРОМЕНОМ НА НИВОУ ШКОЛЕ

У првом поглављу бавили смо се променом као феноменом, која има своју динамику и законитости, успоне и падове. Да би се ефекти промене очували важно је да се промена дешава на свим нивоима од нивоа појединаца преко нивоа климе у школи до система у целини (у овом случају школе). (Прилог 1).

Управљање променом је ефикасан начин да разумете ток промене (шта се око вас дешава), схватити узроке и природу промене (зашто се дешава), водитe процес промене ка успешној реализацији, тако да постигнуте резултате учините одрживим, да они постану саставни део свакодневне праксе у вашој школи. Промишљање и преиспитивање у току овог процеса пружа могућност да у сваком тренутку знате где сте и који ће вам бити следећи кораци.

Следећи Левинов Модел управања променом (као оквир) покушаћемо да прикажемо неке од могућих путева до ШЈШ, испробаних кроз пројекат Једнаке шансе у средњошколском образовању (чији је фокус био на креирању услова за успешно укључивање деце/младих ромске националности у СШ), допуњено идејама које су настајале у току реализације пројекта.

Иницијална фаза - фаза одмрзавања је усмерена на препознавање и прихватање потребе за променом, идентификовање покретача, подрживача промене, као и оних који се промени супротстављају.

_______________________________________________________________________________________________________________

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________________________________________________________________________126 Како да постанете школа једнаких шанси

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Embracing Diversity: Toolkit For Creating Inclusive,m Learning – Friendly Environments Unesco Asia and Pacific Regional Bureau For Education, Thailand 2004, Upitnik za evaluaciju procesa Davidsone, www. S:\ Sanders\ A Model For School Eval-CREATE book appendixes\Append L. wpd, 2005 Kate Burke Wolsh, �XJGc }X cXJGc-}JXWJGx jG HVy` m }XJXHmyV, @]ZGJGkV ^JVHmbV jG `�VkV `^xVJVbV bG HV]V, mb]VJbm xG]VJmLGp ��Q-�Vb]JG jG mb]VJGc]mZb` }VHGWXWmL`, �VXWJGH, 2003 Defining Critical Thinking(A statement by Michael Scriven & Richard Paul for the National Council for Excellence in Critical Thinking Instruction) @VJmLG }JmJ`�bmcG jG JGH }X }JXWJGx` �m]GkVx m }m^GkVx HX cJm]m�cXW xmfvVkG (XJmWmbGpbm bGjmZ Reading and Writing for Critical Thinking-RWCT Project), autori Jeannie L. Steele, Kurtis S. Meredith, Charles Temple, Scott Walter, ��Q-�Vb]GJ jG mb]VJGc]mZb` }VHGWXWmL`, �VXWJGH, 2002. Copy Rights HXgmLVbG XH XJmWmbGpbXW mjHGZG�G ` ^GJGHkm ^G �b^]m]`]Xx jG X]ZXJVbX HJ`f]ZX mj �`LXJcG, @�| (OSI NY USA, 2001) Bonnie Potts , ERIC CleGringhouse on Assessment Gnd EvGluGtion WGshington DC, gJ. ED385606, 1994-02-00,(}JVZVpG ^G VbWpV^cXW m }JmpGWXHmpG, |. �XJ`WG, ��Q-�Vb]GJ jG mb]VJGc]mZb` }VHGWXWmL`, 2005 E. Lee and Susan Rona , Outline for Introductory School Improvement Training Module “Improving Our Schools – Beginning the Journey”; Improving Our Schools – Continuing the Journey ; QJXWJGxG qGjZXLG �gJGjXZbm~ �b^]m]`ymLG (Qq��), ��Q-�Vb]GJ jG mb]VJGc]mZb` }VHGWXWmL`, 2002 Beyer, B.K. (1985);CostG, A.L. (Ed.)). "Developing minds: A resource book for teGching thinking." AlexGndriG, VA: AssociGtion for Supervision Gnd Curriculum Development, 1985 Seiger-Ehrenberg, S. Concept development. In A.L. CostG (Ed.), "Developing minds: A resource book for teGching thinking." AlexGndriG, VA: AssociGtion for Supervision Gnd Curriculum Development, 1985 Keefe, J.W., & WGlberg, H.J. (Eds.), "TeGching for thinking." Reston, VA: NGtionGl AssociGtion of SecondGry School Principles, 1992 Eliyabeth A. Marzolf, Catching an Eddy, Coaches’ contributions to school Improvement Efforts 2006 {VpVbG �JGkVfVZm�, �XJmyG �Jmcm�, q`KmyG qX^GbHm�: �G JGjpmc` gXWG]mLV-}JmJ`�bmc jG mb]VJc`p]`JGpmjGx, jG mb]VJb` `}X]JVg`, �Vb]GJ jG }JGZG HV]V]G �VXWJGH m |V�LG �XbHGymLG QV^]GpXym \ZGLyGJ^cG, 2006

________________________________________________________________________137Литература

�gJGjXZGkV jG HJ`f]ZVb` }JGZH`: bG�mb mjWJGHkV X]ZXJVbXW HJ`f]ZG, }JmJ`�bmc jG ]JVbmbW XHJG^pm~, 2005 Education for Social Justice: A Program for Adults, Jacquelyn Valerie Reza, Ed.D., MFCC Center for Exellence in Learning and Teaching Designing a teaching portfolio, availlable: http:/www.psu.edu/idp_celt/portfolio.html, 1997 QJX�.HJ �VgXLfG {Gbm�mLVZm�, �cXbmx^cm �Gc`p]V] ` �VXWJGH`, }}]. [}JGZvGkV XJWGbmjGymXbmx }JXxVbGxG, �. �VpVb]mLVZm�, {. �Gjm�, {.�. �ZmLGbXZm�, [}JGZvGkV X]}XJXx ` XJWGbmjGymLm, qVj`p]G]m }JXLVc]G 1324, �mbm^]GJ^]ZX bG`cV m jGf]m]V KmZX]bV ^JVHmbV, 2006 �mJLGbG QVfm�, �mvGbG �JGbcXZm�, @xmvcG �XxGbXZm�-�m~GLpXZm�, �V^bG |VLGbXZm�, QGJ]mym}GymLG xpGHm~ }XH p`}Xx, {`WX^pXZVb^cm yVb]GJ jG }JGZG HV]V]G, �VXWJGH, 1999 �ZGp`GymXbm mjZVf]GL }JXLVc]G {VHbGcV fGb^V ` @\ XgJGjXZGk`, 2007

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CIP -

Copy Planet). cm

ISBN

COBISS. SR-ID 148649740

Каталогизација у публикацијиНародна библиотека Србије, Београд

376.74(=214.58)(497.11)

Водич за школу једнаких шанси: како да унапредите услове иисходе школовања деце и младих ромске националности усредњој школи / [ауторке Олга Лакићевић, Драгана Коруга].

Београд: Центар за интерактивну педагогијуЦИП, 2008 (Београд: - 137 стр. : илустр. ; 30

Податак о ауторкама преузет из колофона.Тираж 150.

Напомене и библиграфске референце уз текстБиблиграфија: стр. 137-138

978-86-7526-017-21. Коруга, Драгана

ЛАКИЋЕВИЋ, Олга

[аутор]а) Роми - Образовање - Инклузивни метод - Србија

Цип- Центар за интерактивну педагогију

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