Among the methodological aspects, we can highlight the inclusion of Centcelles in the educational projects of Constantí's schools; the undertaking of a cooperative project (in the classroom, between schools and with the educators); the formalisation of a multidisciplinary project linked to different educational areas, depending on the proposal; the use of the new technologies; and the undertaking of tasks with a practical aim.
The project will be developed in a working group in which all the participating educational establishments will be represented. The group will be coordinated by the MNAT with a participative dynamic and continuous evaluation.
The development phases will be the constitution of the technical team (each academic year) coordinated by the MNAT; definition of the project; the approach to knowledge of Centcelles through workshops and organised activities, the preparation of projects and their joint presentation in a day during which the Centcelles Monumental Complex will be celebrated, coinciding with Constantí Cultural Week at the end of April or the beginning of May (each academic year). The final phase will be the inclusion of all the projects on the MNAT website, with the aim of sharing the work and the knowledge generated with society as a whole and with the world of education in particular.
Each centre will choose the areas and academic levels of the work. During the six years the project has been in operation, participants have included fifth year primary school pupils from the Centcelles and Mossèn Ramon Bergadà schools, secondary school pupils in the first year of the Col·legi Turó and third and fourth years in the Constantí Institute.
Initiated during the 2012-2013 school year, the project has been participated in by nearly 1000 students, 30 educators, those responsible for education in Constantí Town Council and the MNAT team.
The ?Centcelles, Our Objective? project is based on the conviction of the importance of including the general population in the policies of conservation and invigoration of our archaeological heritage, of the need and responsibility to delve more deeply into innovation and educational research in order to transmit historical knowledge and the value of learning about history in building a citizenship with their own criterion, people with a critical view of their own identity, who are able to contextualise it in a global word.