But what about today in 2009, for children entering school?

But what about today in 2009, for children entering school? What future is drawn to them? Possible What can they expect? Do not they do we leave the responsibility for the survival of our planet?

Do not they do we leave the responsibility to the more democratic and united world to avoid falling into the fundamentalists and security regressions? I- The context of the education system today, many people accuse May 68 to be responsible for individualism, the decline of morality, the rejection of authority and violence it causes.

If a certain conception of individualism led the gains, the conquests, the fight against discrimination, and probably strengthening the recognition of the rights of human beings. However exacerbated individualism that we interact today atomizes society and threatens to sink into chaos which will always result in more intolerance, exclusion, rivalry and competition. This individualism is a real breeding ground for economic liberalism which is responsible for maintaining and developing it.

Liberalism is an economic and social model that weaves his son in defiance of billions of people every day with its relocation of lots, discrimination, exclusion, repression … in the name of profit at any price. Everything is bought, everything is sold: the molecule that cures that which kills the embryo organs, the patented seed Indian peasant to the Amazon forest, the work of art to the television channel … I stopped because the list is find the answers to my homework
too long!

Liberalism is an economic model that specifically targets kids as consumers and consumption of adult vectors. It is a system that plays on the instinctual, all “immediately” and that puts a child at a young age in a world of advertising, television and virtual formatting it to its ideology. In this 20th anniversary of the Convention on the Rights of the Child, one can only be indignant at this fact.

Only children who have a watchful family environment are protected. It is always the same: those to whom the “famous equality of opportunity” you know, those who come to school with the right costume student with school bags and well filled head of the family library , the last cultural outings … the others, delivered to dealers, are easy prey, seeking by all means an unattainable happiness advertising. What about the role of education in such a context?

Education systems are bearers of an ideological conception of society, both in structure (tribute to Claude Levi Strauss!) By the content of their programs. An educational model that preaches authoritarianism and passive obedience, competition and individual performance, an educational model that promotes vertical transmission of simplified knowledge, fragmented and learned by heart, do not form the same individual as a model emphasizes personal success in a cooperative community, production and creation of knowledge in comparison with the complexity of the world, the participation of all in the democratic management of life and community activities.

Yet in the “First Committee’s general observation of children’s rights United Nations, entitled” The aims of education “are reminded that: § 9: Education should also aim to ensure that each children acquire essential skills for life and that no child leaves school without acquiring the means to meet the challenges it will face in his life. Essential skills are not limited to the ability to read, write and count, but also consist own life skills, the ability to make rational decisions, resolve conflicts nonviolently and follow a mode healthy life, establish good social relationships, demonstrate a sense of responsibility, critical thinking, creativity and other abilities which give children the tools to make their choices in life.

II And what about the Freinet pedagogy in this context? A small look back The first world war marked deeply educators involved in the experiments of the New Education. Henri Wallon says about this time: “It seemed as to make the world a future of peace, nothing could be more efficient than developing in young generations respect for the human person through appropriate education.

So could flourish feelings of solidarity and human brotherhood that are the opposite of war and violence. “In 1925 Freinet is a pedagogy based on education work and freedom in a cooperative group, a school designed for all children of the people, from the perspective of a universal society free from exploitation . Although an octogenarian Freinet pedagogy, it is still new and topical! Indeed, if it could sometimes influence the drafting of programs with isolated technical and without coherence between them (like the free text, school newspaper, correspondence), the essence of Freinet hardly influenced teaching practices teachers.

Today, with the recent government measures and new programs, we are witnessing a serious decline in official instructions. This is why, for many young teachers, Freinet always a progressive alternative to resistance. To understand it, I will introduce the fundamentals of Freinet can be done in three ways: – the conceptions of the human person and society; – the philosophical, political and sociological; – the aims of education.

She designs of the child, of course, a small human to human, not a miniature, taken as a whole and constructing ontologically. A child educable, able to learn from others, and also with the other one … That of man and woman: free, responsible and autonomous, able to self-determination, to autoconstruire but also able to cooperate with others, while both equal and different. That of a citizen or a citizen of a democratic society but also the world.

This company built by all and for all. A harmonious society that respects the dignity and rights of each and every member. A company universalist vocation. A society concerned with the future of the planet.

Values ??Both philosophical, political and sociological, are those of the Republic “liberty, equality, fraternity” and also: secularism, solidarity, respect, justice, peace, cooperation, understanding, dignity … short of “humanistic values” as they define the kind of humanity we want to achieve. Purposes for education Education that leads the child to the man or to the woman, citizen or citizen can take his place in society and act in turn on her.

A real training of the human being and citizen is the autonomy of thought and action and the ability to exercise their freedoms by linking them with other, developing rules together, to obey without be submitted. Education that establishes other types of relationship between people, between knowledge and cultures, since it provides for cooperation situations by implementing self-help capacities, sharing, learning from and with each other and allowing time to build relationships, knowledge.

An education that trains individuals who wish to understand the world in its complexity and conscious of belonging to humanity as it gives everyone the ability to read, understand, reason, imagine, create, articulate his personal desires with the needs of the collective. This quick overview already shows that the paradigm of Freinet is favorable to capacity to act on a humanistic world with free individuals, responsible, dignified, fraternal, supportive, cooperative, dice the early school years.

Indeed, the first humanist world for children, would it not that of the class where they could experiment with different practices, unfortunately for now often competing with those around them? The reality is different ! In 2009, very few schools offer such classes, climates in some institutions are not always serene! Incivilities, school assaults, juvenile violence occupy a great place in the media.

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