Our aims

SHARMED aims to promote intercultural dialogue in schools, encouraging and supporting every child to make a valuable contribution to the shared learning process of the class. By using self-produced or freely chosen photographs each pupil can share with his/her classmates some personal and family stories. The process of describing, sharing and comparing the memories behind the visual material taken into the classroom creates a dialogic dynamic leading to a new form of learning experience. With SHARMED cultural difference is not just considered; rather, it is exchanged and valued as positive in its cognitive and affective dimensions. The use of special communicative techniques related to dialogical facilitation makes it possible.

  • Foster equity in participants’ contributions to classroom interaction, enhancing empowerment and recognition of children’s contributions.
  • Provide opportunities for children’s production and collection of visual materials (in particular photographs), concerning children’s and their families’ memories.
  • Facilitate description, comparison and sharing of visual materials through dialogic teaching and production of narratives in classrooms.

Our specific objectives

The primary objective of SHARMED is producing, comparing and relating in a dialogical way children’s memories of personal and cultural roots in multicultural classrooms, through the collection and use of visual materials, in particular photos.


Further specific objectives are:

  • Integration between facilitative methodology of dialogic teaching and competence in dealing with and comparing visual materials (photographs).
  • Application of facilitative methodology and use of visual materials in different areas of teaching and learning (oral communication and literacy, Art, History, Geography, Intercultural Education).
  • Development of synergetic connections in the school between teachers and between schools and their contexts.
  • Analysis and evaluation of (a) facilitative methodology and use of visual materials, and (b) children’s participation and narratives

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