Employers insist on vocational training in the strict sense, and the “economic needs” which he defines in his way; However, the “liberal” wing of the employers take the risk of it also wish a general education that would provide a greater opportunity to rapidly changing economic and technical workers of the world today, and a greater spirit of “enterprise “more” dynamism “to the national economy to better face international competition.
The theater class Project Objectives Revitalize the class group around a concrete project for: – promote academic success; – allow everyone to assert itself as an individual in the group; – open the panel to the outside; – train future spectators will have the taste of the theater and the ability to choose and discuss what they see. And to achieve these goals, teamwork. Realization Of club workshop and class In 1993, teachers come together around a project centered on the theater through reading workshops in sixth. For a year, thirty children one hour a week, invent a story in collective creation, then depict by sharing tasks: actors, directors, stage managers, etc. The four adults work together in constant consultation. The principle of the theater class is already in place in that year. In 1994, a theater club was formed and became artistic practice workshop the following year, the group thus benefits from regular involvement of a professional comedian. The idea of ??partnership with the Theater Tafurs was born. In 1995, a group of three teachers (French, history and geography, math) think that the momentum generated by the theater may be reflected in the desire to learn. So they create, with the active support of the deputy principal, a “class theater”: Students engage in it voluntarily, and are bound by a contract that covers both the responsibilities of each in relation to the group and school work . Three years of “theater class” Condensed Statement No. 92 Working on a particular topic: Performing arts writing, summary show No. 92
In: Inventions PEMF For students For teachers review Arts> Visual Arts French> Scripture-reading instructional principles> term-creation in June 2001 online Journal Creations Coco Texedre, visual artist – was made so much – CE2 Charcot school – Blois (Loir et cher) – Teacher: Frederique Blanchet – Speaker: Corinne Texedre habits are taken- Class CM of the local school C. Freinet, Saint-Lambert-du-Lattay (Maine-et-Loire) – Teacher: Michel Colas already published in the Creative review, No. 97 – Scriptures of shapes, form of writing – in May-June 2001 (Editions PEMF) Coco Texedre, visual artist works presented in the journal: late summer cutting – 2000 – 30 x 17 x 20 cm – Unique Book bad thoughts (retail) – 2000 – 16 x16 x 45 cm – Sculpture Rollers hieroglyphics – 1996 – 30 x 22 cm – Unique Book Knows – 2000 – 20 x 40 cm – Unique Book I’m not ec Rivain, I am a painter: a painter who writes and paints. I like to give form and matter to writing, my words are just “pre-text” to paint. Constantly under layers words pigments interfere: vowel, consonant, pigment, space, question mark. My approach based on the intimate memory, comes in three “dimensions”: painting, sculpture, unique books, and uses writing as concealed plastic mesh. Each piece is a fragment of the puzzle of the same work, which is written, paints, models itself everyday. The paper materials, pictorial, scriptural, overlap in archaeological strata which are formed by covering, uncovering memories of the past and concerns of the present. Illegible entries, incomprehensible, indecipherable – Reminiscenses of world scriptures – the meaning, punctuation, reclaimed spaces, record the time that elapses. SUMMARY CREATIONS No. 97 was made so much s Brief No. 97
1 Results Printing results at school No. 35 – October 1930 In: The International Congress Printing Publishing at the School of Printing in the School For Teachers Review Languages> Esperanto Art> Cinema Teaching techniques > tools> teaching Techniques file> audiovisual techniques> photography pedagogical techniques> audiovisual equipment> radio pedagogical Principles> communication> correspondence teaching techniques> printing pedagogical techniques> free text in October 1930 CONTENTS pRINTING TO SCHOOL. – Work Program (C. Freinet). – The cooperative school file. – We complete ourselves our file (Gauthier). – Congress of Marseille. – Report (Marg Bouscarrut.). – Our Educational Research. – The Printing in school interscholastic exchanges (C.F.). – The living classroom (Pichot) Imprimerie in school history (Gauthier). – Time Use (Boissel). – Our technical research: binder for school-Box file. – The life of our Group: Matches, Legalization periodicals. INTERNATIONAL CORRESPONDENCE BY A Scottish ESPERANTO._ class vacation (Kennedy). CINEMA: Current Opportunities of our film library (Hose). international literature: Cinema, children, school (Itchenko trad.) – Conditions for membership RADIO. – The Radio Service (Lavit). EDUCATIONAL TECHNIQUES. – Photography (Beau). BOOKS-NEWSPAPERS MAGAZINE. MUTUAL AID COOPERATIVE. Authors: Beautiful, Freinet, Kennedy, Lavit, Marguerite Bouscarrut P. Boissel, Pichot, Remy Hose and Roger Gauthier More
7 Results Building in special education – No. In five years from 1981 to 1982: Youth Literature Building in the Special Education teachers CEL To review educational principles> term-creation Pedagogical Principles> Communication> correspondence in December 1981 Authors: Andree Bernard, Christian Leray, Christian Poslaniec Eric Debarbieux Francois Vetter, Michael Albert, Michel Forget, Michael and Patrick Launay 
Robo more Freinet or anti-amphi in: school level> higher education educator CEL For teachers review in March 1975 in Brazil, the University of Sao Paulo, Michel LAUNAY R.UEBERSCHLAG explains his work to live Freinet pedagogy at the University. Brazil Author: Michel Launay More BTR No. 25 – In 1977 the trial and error of prospects in BT and research CEL For teachers review Maths Teaching Principles> experimental groping June 1977 Job Library and Research In 1977 outlook of groping experimental Authors: Christian Poslaniec Henry Vrillon, Jacques Caux, Michel Barre, Michel Launay, Rene Lafitte, Roger Favry and Xavier Nicquevert more About Lifelong Learning in: the Educator CEL for teachers journal training and research> training May 1972 What goals are covered by the policy of continuing education that educators are invited to collaborate with the government, the employers and the unions? Trade unions insist on the need to harmonize general training helping workers to free themselves or to adapt, and professional training giving them opportunities for advancement. Employers insist on vocational training in the strict sense, and the “economic needs” which he defines in his way; However, the “liberal” wing of the employers take the risk of it also wish a general education that would provide a greater opportunity to rapidly changing economic and technical workers of the world today, and a greater spirit of “enterprise “more” dynamism “to the national economy to better face international competition. An agreement was signed in July 1970 between the major unions (CGT, CFDT, FO) and the National Center of French Employers (CNPF). MPs have sanctioned the agreement by a law of June 1971 on “continuing vocational training as part of lifelong learning.” The main instigators of this law, the Ministry of Education, are Raymond Vatier and Bertrand Schwartz (Educator, there a few years ago talked pay for homework
about his experience of Nancy). The first texts of law enforcement seem to mark a regression: the conditions for workers to benefit from hours of training during paid working time by the employer, are more restrictive, and the sense of lifelong learning is defined more in terms of “needs” formulated by the professionals patronat.Quels objectives are covered by the policy of continuing education that educators are invited to collaborate with the government, the employers and the unions? Trade unions insist on the need to harmonize general training helping workers to free themselves or to adapt, and professional training giving them opportunities for advancement.