Romanian Activity

On the 23rd of november there has been a seminar on the theme on the relationship between boys and girl at teenage at "Petru Poni" Technical College. Besides the girls involved in the project, other students in our school have also participated in the seminar.

The themes approached within the seminar:

-communication girls-boys;

-sexual education;

-contraceptive methods.

The seminar has been realised with the NGO "Together on the life way"

Finland Activities: Mothers and Daughters & Italian kitchen / Rapporto sull'andamento e sui risultati del corso 'Äidit ja tyttäret kokkaa' presso la scuola di Sastamala

Rapporto sull'andamento e sui risultati del corso 'äidit ja tyttäret kokkaa' presso la scuola di Sastamala.

Il corso si è svolto in due lezioni. 

La prima lezione si è svolta inanzitutto con una presentazione sulla cultura culinaria italiana, fondata essenzialmente sull’opportuno accostamento di pochi ingredienti di qualità, nonchè sulla cultura del cibo come momento sociale e di condivisione. La cultura italiana del cibo si fonda sul piacere di stare assieme e di socializzare, discutere e condividere le proprie idee con gli altri. Successivamente abbiamo imparato a preparare la ‘carne alla pizzaiola’, piatto di origine siciliana. In Sicilia si mangia particolarmente bene, tanto che i siciliani che si recano nell’Italia del nord spesso possono lamentare una qualità del cibo e del suo gusto inferiore alla propria. La carne alla pizzaiola viene preparata in una teglia e cotta nel forno. Nella teglia si pone per prima cosa uno strato di patate tagliate sottili e condite con olio extra vergine di oliva. In secondo luogo si pone un altro strato costituito da fettine di manzo passate prima nel pane grattugiato. Il tutto viene guarnito con pomodoro, funghi, origano e mozzarella. E ancora uno goccetto di olio. Le patate si preferisce cuocerle prima a parte per una ventina di minuti, perchè richiedono un tempo di cottura maggiore rispetto alla carne. La mozzarella si mette alla fine perchè deve soltanto sciogliersi.

Ho potuto notare, nel gruppo di partecipanti, una netta differenza di comportamento dei genitori rispetto alle ragazze. Le mamme hanno partecipato con molto interesse e molta espressività, dando anche suggerimenti e discutendo sulle modalità di preparazione. Le ragazze al contrario, hanno mostrato più che altro il loro interesse in senso concreto, partecipando attivamente alla preparazione ma comunicando silenziosamente. Conoscendo la cultura finlandese, si capisce la comunicazione silenziosa dove i giovani specialmente non vengono incitati a comunicare e a interagira con gli adulti da pari a pari. Tuttavia, in un corso di questo tipo, partecipare, chiedere, socializzare con gli altri partecipanti non solo è accettato poichè siamo tutti lì per quel motivo, ma è anche consigliabile e molto bello e da vita all’evento. Nella cultura italiana, far vedere agli altri che si apprezza il loro lavoro o comunque comunicare la propria soddisfazione, i propri sentimenti relativamente alla vita assieme, è segno di rispetto e apprezzamento verso le altre persone.

Infatti ho particolarmente apprezzato un commento da parte di una partecipante, la quale ha manifestato gradimento per il piatto preparato, nonostante al momento della preparazione non pensava potesse venire così buono.

In occasione della seconda lezione abbiamo imparato a preparare la pasta fresca all’uovo. Abbiamo scelto di realizzare dei ‘maltagliati ai funghi porcini’, questi ultimi portati provvidenzialmente dalle partecipanti.

La preparazione della pasta è stata effettuata utilizzando un uovo per persona e farina di semola di grano duro, setacciata, amalgamata e impastata con le uova a mano, fino a che questa assumesse una consistenza secca nelle mani. In pratica, la pasta può cominciare a considerarsi pronta quando si stacca dalle mani.

In un momento successivo, utilizzando una macchinetta, la pasta è stata ridotta in sfoglie sempre più sottili, e poi tagliata a mano (ecco perchè si parla di maltagliati). Nel frattempo è stata preparata anche la salsa, in due diverse versioni. Una con porcini in bianco (aglio, olio extra vergine, funghi porcini) e l’altra con funghi champignon con aggiunta di salsa di pomodoro.

La pasta realizzata è stata cotta per pochi minuti, in acqua portata prima ad ebillizione e aggiunta di sale marino grosso. Scolata poi in uno scolapasta è stata aggiunta nei due diversi tegami dove aveva cotto la salsa. E successivamente lasciata un po’ mantecare con il sugo e portata in tavola.

In questa seconda esperienza ho notato una partecipazione ancora maggiore e una particolare soddisfazione nella preparazione della pasta. Un maggior coinvolgimento si é visto anche da parte delle ragazze. E al momento della degustazione, c’è stato un notevole apprezzamento della qualità e del sapore. Soprattutto forse della morbidezza e qualità della pasta fatta in casa, rispetto a quella acquistata già pronta.

Io stesso sono rimasto molto contento di questo corso, soddisfatto di aver passato dei momenti piacevoli. Dei quali ringrazio tutte le partecipanti.

Insegnante Maurizio Sajeva

Course description in English (see comments) + more photos:  http://trueinteraction.posterous.com/aidit-ja-tyttaret-italian-keittio-mothers-and 

True Interaction Project research study on Mother-Daughter communication in Finland, Romania, Turkey and Italy presented at Educational Sciences conference at the University of Rovaniemi, Finland 25.11.2010

Sastamala College Open University coordinator Mr Kari Kotiranta spoke at the annual Finnish Educational Sciences conference at the University of Rovaniemi http://www.ulapland.fi/Suomeksi/Ajankohtaista/Tapahtumat/Tapahtumia_2010/Kasvatustieteen_paivat_2010.iw3 on "Mother-Daughter Communication in Italy, Romania, Finland and Turkey" on 25.11.2010. His paper is attached in Finnish in the following address:

http://trueinteraction.posterous.com/true-interaction-tutkimus-esitelty-rovaniemen

A photo album and an English summary on the paper are following for the project consortium.

True Interaction Project research study paper presented at the University of Pitesti, Romania 9.10.2010

Sastamala Community College Open University Coordinator Mr Kari Kotiranta presented a study on Mother-Daughter meaning relationships at a psychology conference at the University of Pitesti, Romania October 9th, 2010. This study is based on information gathered in True Interaction project. The co-author of this study is Ms Alina Cucu from our True Interaction Romanian partner institution in Onesti.

The study can be found here:
http://trueinteraction.posterous.com/project-research-study-paper-university-of-pi 

Web album:  http://picasaweb.google.com/K.J.Kotiranta/EduWorld2010?authkey=Gv1sRgCJbboez90q7jNg&feat=email#

Finland TI activities: Make up & Health course for Mothers and Daughters

Another True Interaction Project Course took place at Sastamalan Opisto (Sastamala Community College): Make-up course for mothers and daughters.

The course instructor was a Sastamala college teacher, a dance teacher and a beautician Mrs Marianne Laitala. This course was one of a series of Sastamala college courses for mothers and daughters between 13-18 years. During the course both the mother and the daughter had a chance to test what kind of make-up would suit them best. The course was specifically aimed at young daughters, who are just starting to do make-up. One aim of the course was to increase mother-daughter interaction and learning from each other.

Teacher's comments from the course:

"Working together in pairs liberated rethinking everyday life and this time in a completely new area [doing make-up]. The daughters saw her mother as a woman - and not as the domina in the family."
"... Also, the mothers learned to see to the future womanhood of her daughter => adoption process to acceptance started."

Photos: Mr Ilari Mehtonen

Photo album:

http://picasaweb.google.com/tuijamh/TrueInteractionMakeUpCourseSCC#

Finland TI activities: Photography Course II for Mothers and Daughters

The second True Interaction Mother-Daughter Photography course was held 16.9.-14.10.2010 (15 lessons) with four mother-daughter pairs participating. 

Course Description:  The course is designed for mothers and adolescent daughters. We study the use of digital cameras, imaging technology and also image and photo processing. The photos taken on this course will be published in project dissemination. 

Course Goal:  The course aims to increase mutual understanding and respect between a mother and her daugher as well as learning from each other through a shared activity. 

The two web album  photos are all taken by the course participants themselves.

Teacher's observations during the course (Teacher Mr Ilari Mehtonen):

"The liberation of social restrictions culminated in the portraiture photos. No unfiltered instructions of taking the photos or being photographed were saved from either side. The motherhood of mothers and the puberty of daughters was realized in action - in a positive spirit. A lot can be seen in the photos, even though time was very limited. All this artwork - this footage material - is designed and taken by the the course participants themselves.The common photography projects according to a certain theme directed to communicate and reflect through images and oral expression - perhaps some of those things being out of discussion in everyday life.” 

Here are some verbal reflections on the motives of the images by the participants: 

"I like my mother's ears because she listens."

"I like my daughter's toes because they are curved in the same way as mine. That always makes me remember to think that she is my daughter."

"I like my daughter when she is doing her homework."

"I like it when she plays music."

“During the course we thought of and discussed the elements of a good photograph and studied the technical principles of a camera as an automated device. We analyzed the theme photos and tested the effect of image processing to the photos taken. Two out of the four pairs bought new camera equipment as the course went along - the other two said that they will be acquiring new optics as a result of the discussions during the course. This spare time activity bringing the mother and the daughter closer together therefore continues in time and deepends."

Photo albums:

http://picasaweb.google.com/tuijamh/TrueInteractionPhotographyCourseIISCC#

http://picasaweb.google.com/tuijamh/TrueInteractionPhotographyCourseIISCC02#

TRUE INTERACTION also in Facebook

Grundtvig True Interaction

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Lithuania Activities

Lithuanian “True Interaction” learners group of Mothers and Daughters assembled to Panevezys District Teachers Education Center in September following the work plan of partnership and the group work plan that was done just after joining the partnership in May.

This time the aim of the activities was to exchange the ideas between mothers and daughters of their understanding about the beauty of a woman and a girl. A professional hairdresser/stylist Mrs. Loreta, as an expert, was invited to give some professional advice to girls and their mothers and to make the talk more constructive.

Participants of the activities have learned about the proper care of the hair in order it always look good and natural, about the new hair styles tendencies this season and other tips how to look attractive and more confident.

Also, girls and mothers discussed separately about the Daughter’s and Mother’s Manner Code. They agreed to send the prompts for the final code list to local project coordinator by mail.

The results of the initial test that was done in Lithuania in June was presented in the meetings, too.

October meetings will be dedicated to understanding of a body language, to test the personal bubble, to feel the joy of dance and movement.

Video of Activities Italy

true ınteraction-activities ıtaly

Home visits in Romania

During the project meeting in Romania there have been realised some visits at the mothers and daughters included in the project. Families living both in rural and urban areas have been visited.

Romania-Photo exhibition

The photo exhibition contains mother-daughter images caught during the activities taking place within the project at "Petru Poni" Technical College

Romania-Seminar:The biological structure of adolescent girls and the effects of this period to the socialization

The seminar took held in Romania during the meeting with the project's partners ( 19.09.2010). It has been realised with the NGO "Together on the life way"
Problems that appear during the adolescence period have been emphasise within the seminar. the audience interest has been stirred up with sequence from a film presenting young people's opinion and the problems they are facing.
The school psichologist presented the results of the interpretation of the questionaires having as a theme the communication parent - adolescent regarding sexuality. The research has as objective the identification of the reasons making mothers and daughters not to be able to communicate abou sex, and also the communication barriers, both from the mother and daughters perspective.
In the end the Romanian students and their mothers exchanged ideas with mothers from Italy, Lithuania and Turkey.

CSI·F Enseñanza Madrid. 4th Meeting: Onesti (Romania). September 16-21, 2010

Previous articles:


- DEBATE PROFESSIONAL No. 193, November 2009 (Page. 9)
- DEBATE PROFESSIONAL No. 200, June 2010 (Pages 20 and 21)


The fourth meeting was held in the city of Onesti (birthplace of the gymnast Nadia Komanesci).


The project has already come to Ecuador and at this meeting we agreed the new activities we’ll perform during 2010-2011. Some of them will be individual, and others joint between two or more partners.


CSI •F Enseñanza Madrid is going to organize a training seminar on health issues aimed at adolescents in the last phase of 2010, and another aimed at teachers who are interested in exploring the behavior of adolescents from an open society globalized as ours.


Along with Lithuania, we’ll generate a Decalogue of activities between mothers and their teenage daughters who could be regarded as exemplifying and at the same time, be current and attractive to all parties. At the end of the day, even entering in 2011 and with the mother-daughter relations so different for just 10 years ago, the deep love that professes a mother for her daughter has not changed much, nor feelings of a daughter to whom she gave life and care can be so indifferent.


In another way, the host school ("Petru Poni" Technical College) was our reference for the visit. There were organized conferences, partner meetings, photo shoots ... Carmen Epure, as project coordinator at the school, was a formidable host, along with her husband, Constantin, who in turn was built in the main pleasant surprise as continued support and tirelessly to the project.


A recreational visit we had prepared was Brad Castle (Dracula Castle), which lasted a whole day roundtrip coach. However, in the minds of readers and moviegoers of works related to the bloodthirsty Count, it was a must to complete the imagery of feelings of fear and terror each of us have inside the library of our minds, and we keep it jealously.


Shared experiences, feelings, we had occasion to talk, laugh, eat and dinner together ... and even dancing. I remember with special affection dances we shared in one night which I would define as ... magic. The waltz put the finishing touch to a dinner nostalgic, full of unforgettable memories and enduring.




CSI•F Enseñanza Madrid wholeheartedly supports the LLP.

CSI·F Enseñanza Madrid. 3rd Meeting: Sastamala (Finland)

TERCERA REUNIÓN DE SOCIOS

 (Finlandia, del 2 al 9 de mayo de 2010)

Artículos anteriores:

- DEBATE PROFESIONAL Nº 193, noviembre 2009

- DEBATE PROFESIONAL Nº 200, junio 2010

Esta tercera reunión ha tenido lugar en una pequeña ciudad del interior, aunque rodeada por enormes lagos de agua helada, llamada Vammala y perteneciente a la región de Sastamala. Tampere es la ciudad de referencia; dista unos 80 kilómetros en dirección a Helsinki. Toda la zona está rodeada de espesos y frondosos bosques de abetos en los que habitan animales autóctonos como los renos, alces, zorros, linces…

Tampere cuenta con un aeropuerto de tipo local al que suelen volar algunas líneas aéreas de las de “bajo coste” como Ryan Air (desde Málaga). No obstante, nosotros volamos vía Frankfurt hasta Helsinki y luego tomamos un tren hasta Tampere; desde allí otro hasta Vammala. En total, unas tres horas y media de tren más otras siete de avión. ¡Todo el día viajando!

En esta reunión presentábamos por países los resultados de los cuestionarios realizados a madres e hijas adolescentes, así como las actividades localmente realizadas por cada socio, acordes con las líneas maestras que se trazaron en las anteriores reuniones. Pueden verse y descargarse los gráficos resultantes de las encuestas en España (Madrid) a través de los siguientes enlaces:

•  http://www.csi-csif.es/madrid/modules/mod_ense/pdf/Grundtvig/FINLANDIA/TEST_M-D_Mother_Charts.pdf
• http://www.csi-csif.es/madrid/modules/mod_ense/pdf/Grundtvig/FINLANDIA/TEST_M-D_Daughter_Charts.pdf

Tuvimos ocasión de visitar varios centros escolares de enseñanza no universitaria acompañados por nuestros colegas y socios de proyecto en Vammala, y asimismo con los demás socios a los que también se ha incorporado Lituania recientemente. Nos sorprendió a todos el orden, el bajo ratio de alumnos por clase, el estupendo comportamiento de éstos dentro y fuera del centro, las instalaciones perfectamente conservadas y presentables en todos los aspectos… En fin, ¿qué se puede decir del mejor sistema educativo del mundo? Nos encantó. A pesar de todo, no vi nada extraordinariamente diferente entre la teoría de su sistema educativo y el nuestro. Incluso llegué a pensar que el sistema español podía estar al mismo nivel que el finlandés, puesto que teóricamente es tan completo, o más que el suyo. Dos variables me llamaron mucho la atención tras preguntar por ellas directamente a varios profesores. En mi opinión, son la clave que les diferencia de nuestro sistema y la que les hace tremendamente efectivos en los resultados: la aplicación práctica de su sistema educativo se basa en el RESPETO AL PROFESOR y en la DISCIPLINA. Ahí es dónde radican las mayores diferencias con el nuestro. El resto de variables son de mucho menor calado. Por ejemplo, el ratio de alumnos. Habrá quién afirme que aquí estamos en ratios de 35 alumnos por clase, lo que comparado con el de los finlandeses (de 12 a 20) daría una explicación de nuestro fracaso escolar. Sin embargo, yo soy de la creencia de que si su ratio aumentara a los 35, los alumnos tendrían el mismo comportamiento impecable. Es una cuestión de respeto al profesor y de disciplina (y en consecuencia, de educación). Así me lo comentaron los profesores y así les creí.

Otras cuestiones como la inversión en enseñanza, que obviamente es bastante más alta que en España, Bachillerato de dos o tres años, pizarras digitales (curiosamente las tienen pero predomina a fecha de hoy la enseñanza basada en la tiza y pizarra tradicionales), horarios, días lectivos… Creo que son importantes, pero que de ninguna manera son indispensables en el ejemplar funcionamiento del sistema educativo finlandés. Si debemos mirar hacia una referencia de mejora de nuestro sistema, miremos hacia estas dos variables principales, que son las que destacan por encima de cualesquiera otras en todos los países que ocupan las primeras posiciones del ranking de sistemas educativos en el mundo. Todos ellos tienen un denominador común (RESPETO AL PROFESOR y DISCIPLINA), al igual que lo tienen los que están en las peores posiciones, como España, Uganda…, en la falta de esas dos variables.

ENGLISH

The third meeting took place in a small provincial town, but surrounded by huge lakes of water ice, called Vammala and belonging to the region of Sastamala. Tampere is the reference city, lies some 80 kilometers towards Helsinki. The whole area is surrounded by thick, lush pine forests in which they live native animals such as reindeer, elk, foxes, lynx ...

Tampere airport has a local guy who usually fly some airlines of "low cost" as Ryan Air (from Málaga). However, we flew to Helsinki via Frankfurt and then took a train to Tampere, from where another until Vammala. In total, about three hours of train and seven other by aircraft. All day traveling!

At this meeting we presented the results of country questionnaires made to mothers and teenage daughters, and local activities by each partner, in accordance with the guidelines that were outlined in previous meetings. Can view and download the resulting graphs from surveys in Spain (Madrid) through the following links:

• http://www.csi-csif.es/madrid/modules/mod_ense/pdf/Grundtvig/FINLANDIA/TEST_M-D_Mother_Charts.pdf

• http://www.csi-csif.es/madrid/modules/mod_ense/pdf/Grundtvig/FINLANDIA/TEST_M-D_Daughter_Charts.pdf

We had the opportunity to visit several schools in non-university education accompanied by our colleagues and partners from Vammala project, and also with the other partners (Lithuania has also joined recently). Surprised us all order, the low ratio of students per class, the great performance of these inside and outside the center, the facilities well maintained and presentable at all aspects ... So what can you say about the best education system in the world? We love it.

Nevertheless, I saw nothing remarkably different between the theory of this educational system and ours. I even think that the Spanish could be at the same level than the Finnish, as theoretically so complete. Two variables caught my attention after asking for them directly to several teachers. In my opinion, they are the key that differentiates them from our system and that makes them extremely effective in the results: the practical application of their education system is based on respect for the teacher and discipline. That's where the biggest differences with ours are. All other variables are much more minor. For example, the ratio of pupils. Who will claim that here we are in ratios of 35 students per class, which compared with that of the Finns (12 to 20) would give an explanation of our failure in school. However, I am of the belief that if the ratio increased to 35 in Finland, students have the same impeccable behavior. It is a matter of respect for the teacher and discipline (and hence of education). So teachers commented to me and so I believed them.

Other issues such as investment in education, which is obviously much higher than in Spain, Bachelor of two or three years, whiteboard (but curiously have dominated to date based teaching traditional chalk and blackboard), schedules, school days ... I think they are important but by no means indispensable to the exemplary work of Finnish education. If we look at a reference for improving our system, we have to look at these two main variables, which are those that stand out above any other in all the countries that occupy the top positions in the ranking of educational systems in the world (PISA). They all have a common denominator (respect for the teacher and discipline), as well as have those in the lowest positions, such as Spain, Uganda ... in the absence of these two variables.

CSI·F Enseñanza Madrid. 2nd Meeting: Vienne, March 23-28, 2010

2nd PARTNERS MEETING. (Vienne, March 23 - 28, 2010)

In a previous article (DEBATE PROFESIONAL No. 193, November 2009) we presented the educational project of True Interaction Learning Partnerships, framed in the Grundtvig (Adult Education) Lifelong Learning Programme (LLP. European Commission).

At that time we held the first meeting of partners in a city of Turkey (Tosya), hosted by the project coordinator. Guidelines were drawn up by which the project was to develop and assigned specific tasks to members. The main commitment was the creation of a pretest for mothers and teenage daughters to know what were the concerns of both at that age so difficult, that many girls experience physical and mental changes. On the other hand, we wanted to know how it was affecting the current Information Society in the behavior of adolescents.

CSI•F Enseñanza Madrid believes that online access to those questionnaires would greatly facilitate the task to both, managers and questioned, so that in both cases it was accessed through a link through any Internet browser. We requested the collaboration of several Secondary schools and were collecting the data. The results of the pre-test made it possible the definitive test, which has been the main topic at the second meeting of partners, which was held in Vienna (Austria), in March 23 to 28, 2010.

By Romanian partners, Turks and particularly Finns participated in this meeting many mothers with their young daughters (aged 14 to 18), which greatly enriched the contents of the live meeting to express their feelings and confirm many of the responses that had gathered in the questionnaires of the different countries participating in the project (Austria, Spain, Finland, Italy, Lithuania, Roma

nia and Turkey).

In these days of meetings there was time for all (inter alia because of a business day, the rest are public holidays and weekends). We all appreciated the monumental Vienna, visits to great museums, palaces, walks across streets where history has been immortalized in the typical Viennese coffee, the best works of artists of the breakaway current at early twentieth century, Gustav Klimt (The Kiss) and Egon Schiele ...

 

 

In short, a very productive and enjoyable meeting in an eternal city that captivates and keeps for itself the memories of these who visit her, forcing them to return to reclaim and re-experience feelings that only in such a city can be found.

We also agreed to develop additional questionnaires assessing the progress of the project, which will hopefully fill in the mother-daughter participants in the above. In this way we hope to get a clear view on the road traveled so far and also appreciate some of the products already developed in the project, as are the various training courses for mothers, daughters and teachers that have been made, or underway, by all partners.

 

SPANISH(Viena, del 23 al 28 de marzo de 2010)

SEGUNDA REUNIÓN DE SOCIOS

En un anterior artículo (DEBATE PROFESIONAL Nº 193, noviembre 2009) presentábamos el proyecto educativo de Asociaciones de Aprendizaje True Interaction, enmarcado en la acción Grundtvig (Educación de Personas Adultas) del Programa de Aprendizaje Permanente (Lifelong Learning Programme. Comisión Europea).

En aquella ocasión habíamos realizado la primera reunión de socios en una ciudad de Turquía (Tosya), siendo el anfitrión el coordinador del proyecto. Se trazaron las líneas maestras por las que el proyecto iba a desarrollarse y se asignaron tareas específicas a los socios. El principal compromiso fue la realización de un PRETEST a madres e hijas adolescentes para conocer cuáles eran las inquietudes de ambas en esa edad tan difícil en la que experimentan las chicas tantos cambios físicos y mentales. Por otro lado, queríamos conocer de qué forma estaba afectando la Sociedad de la Información actual en el comportamiento de las adolescentes.

En CSI•F Enseñanza Madrid consideramos que el acceso “online” a los citados cuestionarios facilitaría mucho la tarea tanto a cuestionados como a gestores, por lo que en los dos casos se pudo acceder a ellos a través de un enlace mediante cualquier navegador de Internet. Se pidió la colaboración de varios centros de Secundaria y se fueron recogiendo los datos correspondientes. Los resultados del PRETEST permitieron confeccionar el TEST definitivo, que ha sido el principal tema tratado en la segunda reunión de socios que ha tenido lugar en Viena (Austria), del 23 al 28 de marzo de 2010.

Por parte de los socios rumanos, turcos y especialmente finlandeses participaron en esta reunión bastantes madres con sus hijas adolescentes (de entre 14 a 18 años), lo que enriqueció enormemente los contenidos de la reunión al expresar en directo sus sensaciones y confirmar muchas de las respuestas que habíamos recopilado en los cuestionarios de los diferentes países participantes en el proyecto (Austria, España, Finlandia, Italia, Lituania, Rumania y Turquía).

En esos días de reunión hubo tiempo para todo (entre otras cosas porque a parte de algún día laboral, el resto son festivos y fines de semana). Pudimos disfrutar de la monumental Viena, de visitas a excelentes museos, palacios, paseos por calles en las que la Historia ha quedado inmortalizada para siempre, de los típicos cafés vieneses, de las mejores obras de pintores de la corriente secesionista a primeros del siglo XX como Gustav Klimt (El Beso) o Egon Schiele…

En fin, una reunión muy productiva y amena en una ciudad eterna, que cautiva y que guarda para sí misma los recuerdos de los que la visitan, forzándoles a volver para recuperarlos y de nuevo experimentar sensaciones que sólo en una ciudad así se pueden hallar.

También acordamos elaborar otros cuestionarios de evaluación de la marcha del proyecto, que esperamos que cumplimenten las madres-hijas participantes en los anteriores. De esta manera esperamos obtener una visión clara sobre el camino recorrido hasta ahora y que, además, valoren algunos de los productos ya elaborados en el proyecto, como son los diferentes cursos de formación a madres-hijas y profesorado que se han realizado, o que están en proceso, por parte de todos los socios.