ABSTRACT
The authors argue that the purpose and effect of project work depends on the specific pedagogical approach within which it is used. They explain how project work is used as a tool for intercultural education within a specific participatory pedagogic approach to children’s learning known as Pedagogy-in-Participation. The project, ‘I would like to enter into the map to go to Cape Verde’, was developed in Lisbon with 4- and 5-year-old children in a culturally diverse context. The chapter reveals the power of project work to enhance children’s right to participatory learning and highlights different philosophies between projects emerging from an articulated participatory praxis compared with an add-on project within an otherwise conventional transmissive praxis. The authors argue that participatory pedagogies that engage children and families in the learning are full of potential for an intercultural pedagogy responsive to all differences in the educational context.
