Caso ESCO turismo | projetos integradores & internacionais formar profissionais e cidadãos, melhorar o acesso às oportunidades de aprendizagem e fomentar o gosto pelo saber fora dos muros da escola

There is more and more misfit between the traditional ways of teaching in school and the complex, uncertain, demanding and unpredictable challenges of contemporary society. Committed and competent teaching professionals are needed to provoke, monitor, stimulate and guidethe learning of each and every citizen throughout their lives (Pérez Goméz, 2010). More than knowing the subject to teach, the distinctive functions of the teaching professional are: knowledge, function, power and reflexivity (Roldão, 2009, pp. 46-48), having a passion for teaching (Day, 2004)), enjoying help learn, know how they learn and how they like to learn today’s students (Michel Serres, 2012) in today’s Society of Industry 4.0 (Schwab, 2017), recognize their multiple intelligences (Gardner, 1983), know incorporate educational resources and digital tools diversified into teaching practices (Khan Academy – https://khanacademy.org/- , didactic games, Kahoot!, ClassDojo, Quizizz,…), build differentiated and contextualized teaching strategies to essential learning (AE, 2018) and aligned with the descriptors of the competency areas of the Student Profile on Leaving Compulsory School (PA, 2017), organizing new spaces and times, evaluating processes and not just products, give immediate and intelligent feedback, motivate and follow everyone and, especially those who do not want to learn, inclusively. This article presents an experienced and contextualized testimony of how ESCO – Escola de Serviços e Comércio, in Torres Vedras, Portugal, works for Integrative Projects, enhancing the intercultural and international mobility experiences of students and teachers, in particular, in these last few years with Holland and France. Keywords: Integrative projects; Project-Based Learning (PBL); Intercultural skills; International mobility.