The purpose of the practical workshop sessions is to be a moment of exchange and sharingof the various New Education practices carried out by the organizations present. All our New Education movements share the same fundamental values: democratic and internationalist values, values of peace, of respect for the individual. We aim for freedom, freedom of action and freedom of thought, we seek the intellectual emancipation of the individual as well as of populations. We therefore seek to develop critical thinking and to establish non-dogmatic practices. In our different movements of New Education the values are common, but the practices vary according to our priorities and our specificities; they are complementary, never opposed in terms of the values that underlie them. The workshops aim to show these various practices, in school and out of school , to analyze them, to put them into reflection and sharing, to make them progress. The diversity of the testimonies offered will also allow us to get to know each other better, starting from the reality of our respective daily lives.
Biennial Workshops
| N° | Mouvement | Title | Presentation |
|---|---|---|---|
| 1 | CRAP ICEM | Co-education practices with families far removed from the school culture in a cooperative class | Practices of co-education with families far from the school culture in a cooperative class We propose from the presentation of the practices implemented in 2 cooperative classes by 2 of the speakers, to initiate a debate on the place of parents at school . We will focus more specifically on the issue of reception and the inclusion of families in class projects. |
| 2 | FORESCO | Reciprocity at school: reciprocal exchanges of knowledge | Reciprocity: definition Reciprocity in the school environment: reciprocal exchanges of knowledge in class and after class. Presentation by the speakers of their experiences of reciprocal exchanges of knowledge in primary, secondary, classroom and extracurricular activities, between pupils and between teachers. Participants will share their discoveries and new questions with the speakers Cooperative conclusion |
| 3 | ICEM | A word, an image | This biennale will, among other things, examine the words of the new education and their translations into various languages. This workshop offers an artistic practice of collage inviting to associate a word with an image. In doing so, each will proceed by free association of ideas and/or forms. We will then collectively question the polysemy of the elements of the compositions thus formed but also we will confront our productions, their possible extensions and our interpretations. |
| 4 | ICEM | Study of the environment using the natural method | Our workshop consists of 3 parts: The ICEM aims to transform public schools into popular schools. During a class-walk, it’s all about GETTING OUT and getting INTO MOVEMENT. It is an outside-the-walls on the move, which must be experienced before studying it. Upstream and downstream, this outing is articulated with what is happening, elsewhere and in the meantime, in the life of the class. The challenge will be to experiment with a way to extend this type of outing and to discuss their experiences with the workshop facilitators. |
| 5 | Confédération de movimientos de renovacion pedagogica | Emotional education and democracy | It is a question of recognizing, through some practical activities, how much emotional education is fundamental if we want to obtain democratic habits. But it will not be possible to realize these teachings if we separate them from the basic teachings which are foreseen in the study programs. For this reason, we will carry out these activities by integrating them into specific classic areas, so that we realize that it is not a question of introducing conceptual contents related to emotional education or of creating a specific space dedicated to this purpose, but that emotional education must be the result of certain ways of working. |
| 6 | FIMEM : Moroccan association of the modern school | Presentation of pedagogical practices in times of pandemic in a school sector in rural Morocco | We wish to share in this workshop the teaching-learning experiences experienced by students, teachers, administrative officials in times of a pandemic. Five aspects will be treated in this intervention: 1/ The psychological aspect, anguish, fear, trial and error in individual relationships 2/ The aspect of trial and error which struck all those involved (the parents of pupils, the pupils , teachers, supervisors, and all education and training authorities at the regional level) 3/ The didactic aspect which was undermined by the inability of all parties to guarantee a minimum of learning, given the results and student performance, fear played its part 4/ The “entourage” aspect, what is happening with others, locally, regionally and nationally. 5/ The exploitation of new technologies which destroys the notion of democracy, freedom, humanity . The testimonies (videos) of the various partners will support the concepts developed in the presentation of the workshop |
| 7 | FIMEM MCE Italy | The hand and the thought, cave paintings | During his evolution, man adopted a standing position and gave his hands freedom, he began to touch, to grasp, ….. Manual activity posed problems, to solve them man invented tools and techniques. In this way, the hands have developed our intelligence. The workshop aims to be an opportunity to rediscover the pleasure of making, to exercise manual skills and to express one’s creativity. As far as our profession of educator is concerned, let us not forget that the mysterious and fascinating world of prehistory can motivate a lasting interest in history in children. |
| 8 | FIMEM MCEP Spain | The body at school, cooperation, emancipation | It is an active work in which we intend to experience the importance of the body in the Freinet Natural Method to create an environment conducive to true cooperation. We believe that the fundamental objective of emancipation of the school finds its most helpful in cooperation. Cooperation is the practice of solidarity, empathy and also work for the common good and with it the work that tends to develop the necessary critical spirit. These objectives are only possible from a affective trust, an atmosphere of joy and brotherhood. The body has a lot to do with it. We will refer to the theories and pedagogies that support this need for the body at school, otherwise so absent in general in the educational field. |
| 9 | Mouvement FREINET Belge Education Populaire | How do children and adults live in a kindergarten class organized in free, permanent and cooperative workshops? | From a power point and photos, class journals… very concrete testimony of a class practice based on the natural method. A great place will be given to exchanges with the participants. |
| 10 | CRAP/ RERS | Knowledge markets and reciprocity | Knowledge markets are opportunities for recognition, opportunities to see the child other than through the student. They are based on the idea that everyone is both ignorant and learned. They make it possible to develop the pleasure of learning to learn, offer the opportunity to exchange and share, to empower the student, to better know the people around us. You can’t change a child’s social conditions, but you can help him learn things he might never have heard of. |
| 11 | Ecole Clair-Vivre (Brussels) | The portfolio, an assessment tool at school | The Clair-Vivre school sets up a portfolio for each student from P3 to P6 (CE2 to 6e). It is an evolving file that brings together his work, evaluations from his teachers, his classmates (assessments, advice, remarks, etc.) and self-evaluations. The interest of this tool is that the child is in control of his assessment, he becomes aware of his strengths, but also of his challenges in order to overcome them by establishing action plans himself. |
| 12 | FESPI | Combined approach to the reception of young people in difficulty in the school environment in the presence of a carer. | In pedagogy as in institutional psychotherapy, one can wonder what meaning to give to the activities proposed to young people in suffering. How to think about welcoming and listening to young people in search of refuge? What place should be given to pedagogy in their “reconnection”, whether academic, psychological, social? Finally, how to understand the distinction between care and emancipation of the individual? |
| 13 | GFEN | Feminism and new education | In recent years, feminist issues have come to re-examine societies in terms of gender and intersectionality. Through comparative situations in French and Spanish, our workshop proposes to put the bet of emancipation to the test of languages, to question the unthought they transmit but also their creative capacities. What resources do we have to develop education for equality between all? |
| 14 | GFEN & LIEN | Raising awareness of the fight against racial discrimination in schools | In the training of adult teachers and social workers, those “training” often become aware of the discrimination (race, gender, class) of which their students are victims (either victims or witnesses). in Provence (France) on this subject (simulation of the participants based on activities offered to young pupils and apprentices) we will hear events carried out elsewhere on these same questions by other trainers. |
| 15 | GFEN | Violence | Live the “adventure” of a plastic arts workshop to appropriate practices of contemporary creations, act them to understand how they question, challenge society and are not practices of mystification. Analyze the creative process, the fertile devices to make creation a shared good. Share creative processes to be proud, to feel capable, to succeed and to make others succeed |
| 16 | AGSAS | Psycho-Lévine Workshop | the Psycho-Lévine Workshop explores the ways of living the situations encountered in life, pleasant or not. Only one question is asked: “How can someone feel who…?”. The answers are written and anonymous then read to the whole group. The workshop is offered mainly at school (from CE1) but also in other places. It offers participants to set out towards another and their feelings in a unique context. |
| 17 | CEMEA F | “Us And The Others, from prejudice to racism” (NELA) | The Ceméa participate in the transmission of the values of the Republic by engaging in particular with the various educational actors and teaching teams, young people and pupils, against all forms of expression of racism inside and outside of school. Social issues on a global scale, in a context where many are still victims of inequality and discrimination and where we can see the strengthening of racist discourse and practices, it is essential to act through the education of students and young people. As an extension of the traveling exhibition “Us and the others, from prejudice to racism”, the Ceméa and the National Museum of Natural History / Museum of Man are joining forces to strengthen their actions. The Ceméa offer several educational trails based on the axes of the exhibition |
| 18 | CEMEA F | Zourit.net, an ethical digital portal for associations | Digital tools have become essential in our society, a fortiori, in the life and management of an association. Too often, due to lack of information, mimicry or because the tools seem free, associations use services that are too little respectful of our private lives, locking associations and their members into logics that become very hard to leave. The Ceméa, which have been involved for many years in questions and issues relating to the media and more ethical digital technology, have decided to develop “Zourit.net”, based on free software already proven to facilitate cooperation, securing everyday digital uses. Zourit, which means “octopus” in Reunionese Creole, is particularly suited to the associative world and converges, |
| 19 | CRAP | Train differently | How to train in different, emancipatory, inclusive and chosen teaching practices? This question will be introduced by the presentation of the project of a group of seven school teachers (in France), engaged for 5 years in an autonomous dynamic of co-training, with a view to forming a teaching team in a school which will open its doors in September 2022. |
| 20 | Intermèdes Robinson | From CLAS to the classroom: reconciling with learning | Intermedes Robinson carries out a school support program which aims to reconcile children with their ability to learn and understand the world. In autonomy vis-à-vis the school, it is for everyone to become an actor in their learning and creator of Culture. Using the tools of social pedagogy and Freinet, the social center implements comprehensive education for those forgotten by the school system. |
| 21 | Labos de Babel Monde | Getting out of your language through languages”, multilingual writing workshop | Our language is plural. We invent it every day. According to Edouard Glissant, we write in the presence of all the languages of the world. This workshop is betting that the imaginary and the real of languages can nourish our creative writing, as writing nourishes our languages. |
| 22 | OCCE | Student participation in school: challenges and levers | In the field, we realize that teachers have great difficulty in enabling and encouraging student participation. We will try to identify the issues, the levers? to identify the tools available to the cooperative class? This reflection will be followed by a time of practical analysis based on videos on the cooperation council. |
| 23 | Théâtre du Tiroir | Education theater. From J. Korczak’s experience in the Warsaw ghetto to today’s practices. | Based on the story of Janusz Korcazk’s experience and then stories of “theatre/school” experiences with a teacher/actor pair, we will offer proven teaching tools: how to start a workshop, how to approach a text to the first time, initiate a debate on the opening of the school to culture through the practice of the child. The theater as a tool for knowledge of the world. Accounts of concrete experiences and implementation of dramatic initiation games. |
| 24 | ULB et HEFF | Exchange on the pedagogical practices and principles of Brussels secondary schools registered in the current of New Education | Over the past ten years, no less than eight secondary schools have opened their doors in the Brussels-Capital Region by choosing New Education for their establishment project. Several researchers propose to animate a dialogue between experiences in the field and the current contributions of research in the sciences of education. The workshop will begin with a short presentation presenting current research data. A discussion will follow around the reflections raised by the workshop. |
| 25 | CEMEA B | freedom of movement; a key to development | The CEMÉA Early Childhood team in Belgium has designed a collection of sheets to address the subtleties and nuances inherent in the different stages of the baby’s spontaneous motor development before the stage of confident walking. Intended for early childhood professionals, but also for parents, this tool largely inspired by Emmi Pikler’s approach, comes in the form of two categories of sheets: postures and successive movements, from supine position until walking; eight cross-cutting themes addressing general issues arising from the baby’s free motor skills. |
| 26 | CEMEA F | Two emblematic (and historical) projects of the presence of Ceméa at the Festivals of Avignon and Bourges | The New Education is more than a method, when it places “activity practices” as sources of learning, reflection, encounters with others, discoveries and creativity. In festivals, it’s about accompanying people on a cultural journey where everyone can combine the pleasure of savoring what they already know with the desire to broaden the scope of their experience and knowledge. At the Festival d’Avignon, of which they are the historical partners (a project created in 1959), the Ceméa implement three types of complementary stays: cultural stays for high school students and apprentices, stays in theater workshops for teenagers and adults; stays built around specific requests with different partners. At the Bourges Spring Festival, (current music), (workshop created in 1982), the Ceméa make proposals that make you want to meet around the experiences of festival-goers and their relationship to music. A dynamic then gradually settles in the place of reception from formal and informal proposals, resources in the team, among the groups welcomed, and according to how one and the other seize of this space. The link with the festivals is built throughout the year, from the programming of the festivals and those of the Ceméa, in a real collaboration and meeting with the artists, companies, technical platforms. A dynamic then gradually settles in the place of reception from formal and informal proposals, resources in the team, among the groups welcomed, and according to how one and the other seize of this space. The link with the festivals is built throughout the year, from the programming of the festivals and those of the Ceméa, in a real collaboration and meeting with the artists, companies, technical platforms. A dynamic then gradually settles in the place of reception from formal and informal proposals, resources in the team, among the groups welcomed, and according to how one and the other seize of this space. The link with the festivals is built throughout the year, from the programming of the festivals and those of the Ceméa, in a real collaboration and meeting with the artists, companies, technical platforms. |
| 27 | CRAP | Sentinels and referents against harassment | After 2 games (psycho-social experiences) we will discuss what we find in the situations of scapegoats and the different proposals to make them evolve. |
| 28 | Els de Man | Learning in a classroom outside the walls | Each day starts outside at the buffalo class. In nature or in the neighborhood. We meet real life, outside the classroom. The things, events and people that matter to us. We observe, we meet, we move. We ask ourselves questions and seek answers and solutions. We forge links between places, people and ourselves… Countless areas of learning and skills are approached spontaneously. Together we discover the possibilities of teaching outside the classroom by means of a visual work plan. What opportunities do nature and the school environment offer us to encourage students to learn in a lively way, meaningful and cooperative? And how to get started? Els (occupational therapist and teacher in specialized primary education, member of the collective http://www.tousdehors.be ) has been going out daily with his students for 7 years. Through a visual work plan and a photo book, she shares with you her experiences, stories and ideas to help you dare to go out and drive that last doubt out of your head… |
| 29 | Italian Federation of CEMEA | Tavolieri, mani, educazione table, main, éducation | Three moments: playing tables that are not only competitive, as a form of facilitating aggregation processes; construction of planks within the framework of a cognitive experience of one’s own capacities, account of an experience with adults of construction of ceramic planks; generate personal and collective paths in pedagogical contexts combining play and manual activities, valorization of technical knowledge combined with pedagogical practice. |
| 30 | GFEN & GREN | Educate and/or punish? | What representations has society (had) of abandoned, delinquent, maladjusted childhood? What institutions has it put in place to respond to the “problem”? How are girls and boys treated? Original documents (images, legislative texts, stories of professionals and children) will allow us to renew our view/knowledge and to question our educational practices. |
| 31 | LIEN | Writing workshop: “Maps of the Fraternity” | In the light of Korczak’s thought: “Children should be taken seriously and deserve to be discussed with them about all things concerning them.” “Children are not puppets that we could manipulate.” So, with our bits of poetry, how can we exercise our solidarity towards and with child victims of violence so that their fundamental rights are respected. |
| 32 | LIEN Tunisia Théâtre du Tiroir | Sexual violence against children: educational tools to “liberate” the voice of children Daring the voice of adults 2 testimonies in France and Tunisia | Sexual violence against children: tools to address it in the school setting: Time 1 (20 mins): Issue of cultural and institutional obstacles based on testimonies in Tunisia Time 2 (20 mins): Testimony of the Théâtre du Tiroir in its workshops ” Rights of the child “in Laval (France) Time 3: (1h20 mins) Invent and share other speaking tools: Individual work / Intra-group work / Inter-group work / Reflective analysis educational case of youth albums, their use to allow the child to speak “From image to speech” photo exhibition available: “CHILDREN’S VIEWS” 70 photos around the world that free speech to open writing workshops and possibly workshops theater. |
| 33 | FORESCO | Starting from the viewing of a Exchange for reciprocal exchanges of professional knowledge carried out within the network of Cités des métiers, the workshop proposes to discuss the advantages and limits of this informal learning system consisting in learning from each other: in comparing the experience with those carried out in different environments: social centers, media libraries, etc. | |
| 34 | ICEM | Authorization, a fundamental principle of Freinet pedagogy | In Freinet pedagogy, our objective is that the student lives as often as possible as the author of his tasks, author of his learning processes, and co-author of the cooperative organization of the class. It is on this condition that a process of involvement in learning unfolds, a process of meeting and mutual transformation of children among themselves. Authorization (becoming an author) is certainly the principle that differentiates Freinet pedagogy from other active pedagogies and it constitutes our political spearhead for the emancipation of children and the fight against social determinism. We will illustrate this principle with videos and class documents. A debate between the participants will take place after this presentation. |
| 35 | ICEM | Co-training in mathematics by the Natural Method of Mathematics | The Natural Method, a complex learning process, constitutes the pedagogical and didactic matrix of Freinet pedagogy. In terms of training, it requires in particular solid disciplinary knowledge to be mobilized to support students in their experimental trial and error. Natural method of mathematics, by resorting to collective mathematical creations. This is to respond to the challenge of enrolling the Natural Method in the long term in this very specific language that is mathematics, while continuing the habits of companionship specific to the Freinet Movement. During this workshop, we will propose a scenario to the participants, |
| 36 | ICEM | The vocabulary of the new school | The vocabulary of the modern school Each pedagogy claiming to be part of the new education system uses either an adjective (modern, active, etc.), or a pedagogue’s name, or even an expression. These choices are not trivial. The objective of this conference in duet followed by a debate will be to determine if these various currents and names cover common realities under the same banner “new education”. |
| 37 | Moroccan Association of the Modern School (FIMEM) | The meeting as a basis for teaching FLE | In the field of teaching French as a foreign language in Morocco, we have undergone many transitions, whether at the level of study programs or that of learning methodologies. However, a more concrete and appropriate presence of civilization/culture in the learning of French as a foreign language, and above all a greater awareness of interculturality, are still lacking. We believe that learning a language must necessarily go through learning its civilization and its culture. But the teaching of civilization should no longer be limited to the accumulation of cultural elements such as the way of life of others, their mentality, the great characters of history or everyday life. This teaching should be based on dialogues between cultures, on more contemporary reflections, because it must meet the needs of current learners, living in a world of cultural diversity, globalization, globalization. In the intercultural, the diversity of cultures is put forward. Each individual belongs to one or more groups that are different from each other, and their identity is made up of the intersecting cultures of these groups. In fact, interculturality is defined by our relationship to oneself and to the Other, and by the relationship with the Other. The intercultural refers to the way we see the Other and the way we see ourselves through the eyes of the Other. We are not talking here about a simple juxtaposition of cultures, but about exchanges between cultures, about relationships that are built and maintained between the individual and others. Nor is it a simple comparison of cultures, because analyzing the similarities and differences between different cultures is, in a way, only a starting point for the intercultural approach. Plan of the intervention: 1- Terminological definitions . 2-Point de vue sur les politique linguistique en Europe et au Maroc . 3- La nécessité de changer de model . 4-Opportinutés et défis . 5- Concrétisation dans le domaine scolaire . 6 -Conclusion . |
| 38 | FIMEM MCE Italy | Do math with creations | Each participant in the workshop will make a mathematical creation with the materials provided. The creations will then be discussed in groups to find “what is mathematical” (the author speaks last). Once the avenues of work have been identified, the discussion will focus on the subject and the proposed methodology. Finally, examples of activities carried out with children from nursery and primary school based on their mathematical creations will be presented. |
| 39 | FIMEM MCE Italy | Pedagogy of Heaven | In the laboratory, the participants are placed in a situation to wonder about their place on planet Earth and through a “new look” at the World Map placed in the position of a “Parallel World Map” to the Sun. Observation and accompanied by questioning on scientific aspects, language, related to stereotypes, didactics and social inclusion. We work inside but also outside, if possible in the sun. |
| 40 | FIMEM SKASIARCHIO Mouvement Greek | the journey … of a text | The foundation of the cooperative class is the democratic participation of all members in the life of the group. The right, therefore, to speech and self-expression constitutes the determining principle, in conditions of security, ensured by the framework and the rules fixed by the members of the team themselves. The workshop “the paths… of a text” is a workshop based on free expression. Writing through the techniques of the cooperative class can lead to a text to be published, to a visual creation, to a theatrical performance, to a radio broadcast. In our workshop, lasting two hours, we will then deal with: – The initial writing of the texts and the selection of a single text; The text as a trigger for theatrical activities; the enhancement of the text for the creation of a radio program. |
| 41 | Mouvement FREINET Belgian | Autonomous work in mathematics and French in upper secondary school (high school) | The purpose of this workshop is to discuss our practical paths concerning independent work in upper secondary school in a popular school in mathematics and French and to invite an exchange between participants. |
| 42 | Ecole Clair-Vivre (Brussels) | Philosophy workshops in primary | Two workshops will be offered: the discussion with a democratic and philosophical aim (DVDP) and, if time permits, the research workshop on the human condition (ARCH). The purpose of the DVDP is to confront the child with regulated debate so that he can develop/refine his thinking skills: argumentation, reformulation, listening or reflection on a philosophical and/or civic question. , for example “can boys wear dresses?” The ARCH is a device that allows participants to regain confidence in their ability to think, from a word launched by the facilitator, they speak without any interaction with others being possible. |
| 43 | FESPI | A lesson, is it to be listened to or practiced? How to give an active role to the student? | In teacher-student co-facilitation; we offer participants three pedagogical scenarios that question the role of the student in his or her schooling. Thereafter, a discussion will allow everyone to compare their experiences. |
| 44 | GFEN | Writing/improvisation workshop | How to think of the step aside that oral poetic improvisation offers us when we want to engage in action, engage in action? It is indeed about these places which do not yet exist, sufficiently destabilizing the writer who seeks again and again to relate to the known what disturbs him. It is imaginary. |
| 45 | GFEN | Recreate together a text heard twice | The GFEN highlights the construction of knowledge and the relationship to knowledge. But how to bring them to life in the classroom? We invite you to experience a RECREATED TEXT. It’s a bet launched on a group (of pupils, adults, etc.): to recreate a text heard only twice. It’s not magic, it’s self-socio-construction. Ready to try the adventure? |
| 46 | REPAQ | A sharing on the role of parents in our respective schools | Volunteers or co-educators? Tolerated or welcome in the school? A bridge between home and school or a substitute teacher? A critical observer or a collaborator of the teacher? The choices we make about parents in our schools are rooted in our respective cultures. Can we recognize them and assume them? |
| 47 | AGSAS | Collective questioning workshop | This workshop proposes, inside and outside the school, a debate based on a question: “we hear that … what do you think? In a “threat-free” setting, respecting the ethics of the discussion, without having to submit to a directive thought from the moderator, this conflict-free debate thus promotes the elaboration of each person’s thought by taking into account of the thoughts of others. |
| 48 | CEMEA F | An educational and shared garden, acting together locally for the transition | The Ceméa support residents and children around common practices in the garden of the Yzeuville district (Le Mans). The children of the school garden there, take cuttings for the yard and discover the challenges of an eco-responsible diet. Permaculture practices raise awareness of non-market sharing of the common. Chronicles and festive moments weave ties throughout the district. |
| 49 | CEMEA F | Vosotros (Volunteering, vector of social inclusion) | For two years, a consortium of 8 European partners (France, Belgium, Italy, Spain, Por-tugal, Poland, Romania and Slovakia) met and discussed together to illustrate the effects of volunteering on structures, territories and people (welcoming public and volunteers). The illustration of these effects has made it possible to assert that volunteering is a vector of social cohesion. The projects developed are increasingly rooted in a social dimension and volunteers engage in social projects through a local, national and/or international dimension. This workshop aims to present the results of the partnership and initiate a discussion with the participants: |
| 50 | CEMEA F | Adventure lands | Drawing inspiration from German or French adventure playgrounds in the 1970s and 1980s, the Ceméa Pays de la Loire have brought this teaching practice up to date, by carrying out research activities around this practice for four years, in our current context. The principle of the adventure ground as it is proposed is simple: it is a village of games and huts under permanent construction, which will evolve over time, according to needs, desires, necessities too… animators will bring the project to life by “feeding” it: supply of pallets, poles, ropes…, construction of a few stimulating installations: monkey bridge, zip line, the start of a platform… They will contribute to techniques of buildings, most often a few knots sufficient to establish temporary assemblies. But above all a place where you can spend holidays at the foot of your home, at your own pace, without a program. A book has been published by Éditions Cafard to testify to this experience. The Ceméa PDLL video, on the grounds of Angers and Saint-Nazaire is available here https://ln.cemea.org/terrain-daventure |
| 51 | CRAP | Writing about new educational practices | [Reduced content] Writing about what you implement with children, students, in class or outside of class, allows you to think calmly and share with others, for analysis or inspiration. This makes it possible to develop practices, and to make known the principles that we defend. However, there are many who do not dare, who feel illegitimate. This workshop will try to convince participants otherwise! |
| 52 | Labos de Babel Monde | Child-researchers, professor-researchers, activist-researchers: building together a truly cooperative research around the games of the Kaleidoglottis » | Ce înseamnă domesticit ? Ko sa i vé dir « aprivoizé » ? Learn languages. Make languages exist to better think about your language. E possivel ? Experiment, play, compare, rub shoulders with the strangeness of languages. To dive into the unknown to make it one’s own, to find landmarks there, to make connections. A back and forth between the experience of games and a device for analyzing photos and filmed sequences of children at work. |
| 53 | Miroir Vagabond | Example of a socio-artistic project anchored within a territory of action | This workshop proposes to discover how a parade of lanterns – participatory socio-artistic project – is anchored within a territory of action, how it is a vector: °of civic expression °of participation of all audiences in collective life/ local °of cultural mediation. Procedure: *Co-construction of the stages of the socio-artistic project – Co-construction of a timeline – Presentation of the traces of the lantern parades – Analysis/exchanges |
| 54 | OCCE | OCCE and cooperative practice | This workshop will focus on the link between the OCCE and cooperative pedagogy through 3 areas: •The “Conservatory of cooperative practices”, resource platform with a focus on an experience of setting up a flexible class •Cooperatives schools and the social and solidarity economy •“The coop agenda”, a tool for the class to develop day-to-day cooperation and psychosocial skills |
| 55 | Tous les Maquis | Street writing workshop | Write, outside, in the street, short texts, whatever our age. From words that we like, that we hate, from poetic challenges or from illustrations we can produce short writings in the public space, within the framework of educational street workshops. |
| 56 | National Youth Science Association FICEMEA | The strength of environmental education in biodiversity conservation | As part of the environmental education of our students, scientific leisure outings are organized during the holidays. The objective of this action is to develop scientific culture and environmental awareness among young people while raising their awareness of issues related to the protection of species and environments. During these outings, our young people are called upon to carry out activities in workshops to enable them to identify different components of the ecosystems targeted and visited as well as their importance in the preservation of biodiversity. Through the direct observations and the information acquired, the young person will have enough knowledge for an awareness in relation to the protection of his environment. |
| 57 | CEMEA B | Textbooks and Gender Stereotypes | In 2012, an exploratory study bringing together the School and For an Education for Gender Equality groups scrutinized school textbooks for learning French for children aged 6 to 12 in French-speaking Belgium and revealed the persistence of gender stereotypes ( over-representation of boys, mother figure of tenderness and father figure of authority, girls inside and boys outside…). 10 years later, it is for us to take stock of developments in this area, the approval of textbooks by the Ministry of Education having disappeared from the binding standards. |
| 58 | CRAP | Debate and collective discussion: what practices, what modalities? | The term “debate” means having a discussion with several people where everyone presents their arguments on a given topic. However, the very etymology of the term “debate” (dé meaning intensity and batuerre meaning to strike) highlights that the debate, more than a discussion, is an exercise in presenting one’s ideas which often leads to a crystallization and reinforcement of one’s own opinion. How can the debate be a moment of learning, a moment when we learn from the other, from their knowledge and their opinions, where we also learn to “agree on our disagreements”? We will present an experience of setting up discussions with a philosophical and democratic aim (DVDP). This workshop will be an opportunity to explore different educational experiences and share transposable tools. |
| 59 | CRAP | Nature: context and learning support | After the distance learning that riveted us to our screens, we wanted to get out and go outside with the young people to touch, observe, feel and learn. Teaching outside is a practice that has experienced a strong recent craze. However, this education by nature is rooted in the New Education which, in addition to encouraging it, organizes it according to cooperative methods, the structure around pedagogical objectives and humanist values. This workshop will be an opportunity to share our teaching practices in, but especially with nature. This mutualisation will make it possible to weave together transversal reflections around the common objectives of this type of teaching but also vigilance, which far from discouraging, must be considered as beacons for trial and error to avoid the pitfall of certain excesses. |
| 60 | Italian Federation of CEMEA | Teatro Mignon: theater in your pocket | Teatro Mignon is a form of educational theatre. Cute are the stories told, 1 or 2 actors, simple equipment and sets used, few spectators, short presentation time. The Théâtre Mignon is a “portable” theatre, suitable for everyone, which favors the relationship between actor and spectator and which also develops in the interaction between those who play and those who watch. |
| 61 | Institut Helena Radlinska | Presentation of social pedagogy as an educational movement | This workshop aims to make participants aware of the international contributions of social pedagogy. The workshop presents the origins of social pedagogy in Poland and in particular the history of the term “social pedagogy”, from the birth of social pedagogy as an autonomous discipline, to the bases of social pedagogy and the application of social pedagogy . |
| 62 | LIEN – GFEN | How to deal with Socially Lived Scientific Questions in New Education? | Can a democratic working mechanism such as a Scientifically Aimed Discussion make it possible to approach the QSSV by going beyond the sole scientific aims and thus opening up to their human and planetary dimensions, without being taxed with politics? We will discuss it, in inter-movement, after having lived the device on three concrete case studies, adaptable in primary. |
| 63 | LIEN | Social control | Analysis of the context, the environment, approach, description and public concerned by the action. How is this action in line with the values of New Education? (1500 characters maximum) We offer a workshop on social control mechanisms. Starting from a few examples such as the Chinese social credit system, gamification in the world of work with its Soviet and American precursors, gamification as a motivation mechanism in jihadist radicalization, medicine “without doctor or patient” which releases potential patients and subjects at risk and which replaces the individual with figures….. we hope to arrive at school-related issues with the reinforcement of evaluation, gamified or not, permanent training, the subordination of teaching to labor market laws. |
| 64 | LIEN, IEPENH (Haiti) | New education in a crisis situation: a force of resistance | Sharing of experiences of adaptations to crisis situations, by practicing New Education. Illustration by the image of moments of crisis-context; What is the term “education in crisis”? Practicing NE in a crisis situation, a question of resistance that comes thanks to a certain belief in change / The more active you are the more you can hope for it; Sharing discoveries… |