Aprendizado
PEDAGOGY
Célestin Freinet
The French educator developed now commonplace activities such as lecture- tour and newspaper class, and created a modern and democratic school project
01/07/2011 20:52
Text Márcio FerrariNova - School
Photo: Freinet identified with the current New School , anti - conservative
Freinet identified with the current New School , anti - conservative
Célestin Freinet sentences :
"Democracy tomorrow prepares democracy school "
" If we do not find adequate answers to all questions about education, we will continue to forge souls of slaves in our children "
Célestin Freinet was born in 1896 in Gars , village in the Provence , southern France region. It was a herder before beginning to attend the magisterium . He fought in the First World War in 1914 , when toxic gases from the battlefield affected your lungs to the rest of life . In 1920 , he began teaching in the village of Bar- sur - Loup , where he put into practice some of its key experiments , classroom - like ride and the book of life . In 1925, he joined the French Communist Party . Two years later, he founded the Cooperative Education Lay , for the development and exchange of new teaching tools . In 1928 , now married Élise Freinet ( who would become his partner and disclosing ) , moved to Saint -Paul de Vence , initiating intense activity . Five years later, he was dismissed from his professorship . In 1935 , the couple built a Freinet own school in Vence . During World War II , the educator was arrested and was sick in a German concentration camp . Released after a year , joined the French resistance to the Nazis . Regained peace , Freinet reorganized the school and the cooperative in Vence . In 1956 , he led the successful campaign 25 Students per class .
The following year , the followers of Freinet founded the International Federation of the Modern School Movement ( FIMEM ) , which today brings together educators from around 40 countries . Freinet died in 1966 .
Many of the concepts and school activities devised by the French educator Célestin Freinet have become so widespread that there are educators who use them never having heard of the author. It is the case of private- ride (or field studies ) , the pedagogical nooks and correspondence between schools. It is not necessary to know the background of the work to Freinet make good use of these resources , but understand the theory that motivated its creation should enable its integrated application and make them more fertile .
Freinet falls historically among educators identified with the current New School , which in the first decades of the 20th century , spoke out against the traditionalist teaching, teacher-centered and encyclopedic culture, proposing instead an active education around the student . The French pedagogue amounted to a Marxist ideology of the New School and the popular view of both the organization of the school system as the learning itself . " Freinet always believed that it is necessary to transform the school from the inside as it is precisely there that manifest social contradictions ," says Rosa Maria Sampaio Whitaker , coordinator pole Sao Paulo International Federation of Modern School Movement ( FIMEM ) , which brings together followers of Freinet .
In theory the French educator , work and cooperation come in the foreground , to the point of defending it , in contrast with other educators , including the New School , "it's not the game that is the natural child, but the work " . Its stated goal is to create a "school of the people ."
Importance of success
It was no accident that created a Freinet pedagogy of work. For him, the activity is what guides the school practice and the ultimate goal of education is to educate citizens for free and creative , able to dominate and transform the environment and empowering who exercises work . One of the duties of teachers , according Freinet , is to create an industrious atmosphere in the school, in order to encourage children to experiment , to seek answers to their needs and concerns , helping and being helped by his classmates and teacher looking at someone who organizes job.
Another primary function of the teacher , according Freinet is to collaborate the most to the success of all students . Unlike most modern pedagogues , the French educator saw no educational value in error. He believed that the failure upsets and discourages the student , so the teacher must help him to overcome the error . " Freinet found that the deepest form of learning is affective involvement," says Rosa Sampaio .
Alongside the work of pedagogy and pedagogy of success , Freinet finally proposed a pedagogy of good sense by which the learning results of a dialectical relationship between action and thought , or theory and practice. The teacher is guided by an attitude driven by both the psychology and pedagogy - so the personal history of the student interacts with the foreground and this relationship builds their future in society .
free expression
This very particular aspect which attributed to each child's learning is the reason Freinet have not created a rigid teaching method , nor a proper scientific theory . Even so , their understanding of the mechanisms of learning was praised by Swiss biologist Jean Piaget (1896-1980) , whose theory of knowledge was based on thorough scientific observation .
Freinet dedicated his life to develop teaching techniques that work as free expression and activity of the cooperative channels , with the goal of creating a new education . He threw himself to this task by considering the school of your time an alienated life and the institution of the family, made dogmas and sterile accumulation of information - and, moreover , generally serving only the elites . " Freinet put teachers and students at the same level of equality and camaraderie ," says Rosa Sampaio . The educator does not, however , opposed to lectures . The first of the new teaching techniques developed by Freinet was class - ride, born precisely from the observation that children for whom teaching , who behaved so vividly when outdoors , seemed disinterested in school . A second famous creation, the press in school , responded to the need to bridge the gap between students and teachers and bring to class the life " out there " . "We need to make our children live in the republic since school ," wrote Freinet .
Freinet 's pedagogy is based on four pillars: cooperation ( to build a community knowledge ) , communication ( to formalize it , transmit it and publicize it ) , documentation, with the so-called book of life (for daily log of historical facts ) , and affection ( as the bond between people and knowledge with them ) .
Cooperation yes, no manuals
With the intention to propose a general overhaul of the French school , Freinet met their teaching experiences in a system called Modern School . Among the main " Freinet techniques " are correspondence between schools (for students to not only write, but to be read ) , the papers of class ( wall , spoken and printed) , free text (born stimulus for students register by writing their ideas , experiences and stories ) , a cooperative school , frequent contact with parents ( Freinet argued that the school should be extended family ) and work plans . The teacher was contrary to the use of hand in the classroom , especially primers, considering them generic and unrelated to the needs of expression of children. Argued that students were seeking knowledge they needed in libraries ( which should exist at the school ) and that confeccionassem binders consultation and self-correction ( for periods of mathematics, for example) . To Freinet , all knowledge is the result of what he called experimental groping - the activity of formulating hypotheses and testing their validity - and it is up to the school to provide this opportunity to every child .
to think
Using techniques developed by Freinet , in particular classes -drive and thematic corners in the classroom , not by itself mean that the teacher has adopted a freinetiana practice. You need to remember that the French educator created such features to achieve a greater goal, which is to awaken in children , an awareness of their environment, including the social aspects , and its history . When you promote activities in your school, usually be aware of how they fit into a broader pedagogical plan ?
- School Supervisor's Role
SCHOOL SUPERVISOR'S ROLE BY: kelys CHRISTIANE COURA MARTINSAo lifetime spent to live with different sources of knowledge Throughout life we now live with different sources of knowledge Education is a process of transformation of the human being...
- The Role Of The School Supervisor
THE ROLE OF THE SCHOOL SUPERVISOR BY: kelys CHRISTIANE COURA MARTINSAo long life spent to deal with different sources of knowledge Throughout life we come to deal with different sources of knowledge Education is a process of transformation of the human...
- Educator Professional Series Of Education Instructor-educator Professional Series Of Education Instructor-educator
EDUCATOR PROFESSIONAL SERIES OF EDUCATION INSTRUCTOR-EDUCATOR PROFESSIONAL SERIES OF EDUCATION INSTRUCTOR-EDUCATOR The Professional Teacher Educator is one who instructs, teaches, that conveys practical...
- Education In Finland - The Best In The World
Education in Finland - the best in the world School students fundamentalA Finland , a country in northern Europe with 5.3 million inhabitants , has the best education in the world - according to international ratings. This country , the most northerly...
- The Role Of The School Supervisor
THE ROLE OF THE SCHOOL SUPERVISOR BY: kelys CHRISTIANE COURA MARTINS At long life spent to deal with different sources of knowledge Throughout life we come to deal with different sources of knowledge Education is a process of transformation of the human...
Aprendizado
PEDAGOGY Célestin Freinet
PEDAGOGY
Célestin Freinet
The French educator developed now commonplace activities such as lecture- tour and newspaper class, and created a modern and democratic school project
01/07/2011 20:52
Text Márcio FerrariNova - School
Photo: Freinet identified with the current New School , anti - conservative
Freinet identified with the current New School , anti - conservative
Célestin Freinet sentences :
"Democracy tomorrow prepares democracy school "
" If we do not find adequate answers to all questions about education, we will continue to forge souls of slaves in our children "
Célestin Freinet was born in 1896 in Gars , village in the Provence , southern France region. It was a herder before beginning to attend the magisterium . He fought in the First World War in 1914 , when toxic gases from the battlefield affected your lungs to the rest of life . In 1920 , he began teaching in the village of Bar- sur - Loup , where he put into practice some of its key experiments , classroom - like ride and the book of life . In 1925, he joined the French Communist Party . Two years later, he founded the Cooperative Education Lay , for the development and exchange of new teaching tools . In 1928 , now married Élise Freinet ( who would become his partner and disclosing ) , moved to Saint -Paul de Vence , initiating intense activity . Five years later, he was dismissed from his professorship . In 1935 , the couple built a Freinet own school in Vence . During World War II , the educator was arrested and was sick in a German concentration camp . Released after a year , joined the French resistance to the Nazis . Regained peace , Freinet reorganized the school and the cooperative in Vence . In 1956 , he led the successful campaign 25 Students per class .
The following year , the followers of Freinet founded the International Federation of the Modern School Movement ( FIMEM ) , which today brings together educators from around 40 countries . Freinet died in 1966 .
Many of the concepts and school activities devised by the French educator Célestin Freinet have become so widespread that there are educators who use them never having heard of the author. It is the case of private- ride (or field studies ) , the pedagogical nooks and correspondence between schools. It is not necessary to know the background of the work to Freinet make good use of these resources , but understand the theory that motivated its creation should enable its integrated application and make them more fertile .
Freinet falls historically among educators identified with the current New School , which in the first decades of the 20th century , spoke out against the traditionalist teaching, teacher-centered and encyclopedic culture, proposing instead an active education around the student . The French pedagogue amounted to a Marxist ideology of the New School and the popular view of both the organization of the school system as the learning itself . " Freinet always believed that it is necessary to transform the school from the inside as it is precisely there that manifest social contradictions ," says Rosa Maria Sampaio Whitaker , coordinator pole Sao Paulo International Federation of Modern School Movement ( FIMEM ) , which brings together followers of Freinet .
In theory the French educator , work and cooperation come in the foreground , to the point of defending it , in contrast with other educators , including the New School , "it's not the game that is the natural child, but the work " . Its stated goal is to create a "school of the people ."
Importance of success
It was no accident that created a Freinet pedagogy of work. For him, the activity is what guides the school practice and the ultimate goal of education is to educate citizens for free and creative , able to dominate and transform the environment and empowering who exercises work . One of the duties of teachers , according Freinet , is to create an industrious atmosphere in the school, in order to encourage children to experiment , to seek answers to their needs and concerns , helping and being helped by his classmates and teacher looking at someone who organizes job.
Another primary function of the teacher , according Freinet is to collaborate the most to the success of all students . Unlike most modern pedagogues , the French educator saw no educational value in error. He believed that the failure upsets and discourages the student , so the teacher must help him to overcome the error . " Freinet found that the deepest form of learning is affective involvement," says Rosa Sampaio .
Alongside the work of pedagogy and pedagogy of success , Freinet finally proposed a pedagogy of good sense by which the learning results of a dialectical relationship between action and thought , or theory and practice. The teacher is guided by an attitude driven by both the psychology and pedagogy - so the personal history of the student interacts with the foreground and this relationship builds their future in society .
free expression
This very particular aspect which attributed to each child's learning is the reason Freinet have not created a rigid teaching method , nor a proper scientific theory . Even so , their understanding of the mechanisms of learning was praised by Swiss biologist Jean Piaget (1896-1980) , whose theory of knowledge was based on thorough scientific observation .
Freinet dedicated his life to develop teaching techniques that work as free expression and activity of the cooperative channels , with the goal of creating a new education . He threw himself to this task by considering the school of your time an alienated life and the institution of the family, made dogmas and sterile accumulation of information - and, moreover , generally serving only the elites . " Freinet put teachers and students at the same level of equality and camaraderie ," says Rosa Sampaio . The educator does not, however , opposed to lectures . The first of the new teaching techniques developed by Freinet was class - ride, born precisely from the observation that children for whom teaching , who behaved so vividly when outdoors , seemed disinterested in school . A second famous creation, the press in school , responded to the need to bridge the gap between students and teachers and bring to class the life " out there " . "We need to make our children live in the republic since school ," wrote Freinet .
Freinet 's pedagogy is based on four pillars: cooperation ( to build a community knowledge ) , communication ( to formalize it , transmit it and publicize it ) , documentation, with the so-called book of life (for daily log of historical facts ) , and affection ( as the bond between people and knowledge with them ) .
Cooperation yes, no manuals
With the intention to propose a general overhaul of the French school , Freinet met their teaching experiences in a system called Modern School . Among the main " Freinet techniques " are correspondence between schools (for students to not only write, but to be read ) , the papers of class ( wall , spoken and printed) , free text (born stimulus for students register by writing their ideas , experiences and stories ) , a cooperative school , frequent contact with parents ( Freinet argued that the school should be extended family ) and work plans . The teacher was contrary to the use of hand in the classroom , especially primers, considering them generic and unrelated to the needs of expression of children. Argued that students were seeking knowledge they needed in libraries ( which should exist at the school ) and that confeccionassem binders consultation and self-correction ( for periods of mathematics, for example) . To Freinet , all knowledge is the result of what he called experimental groping - the activity of formulating hypotheses and testing their validity - and it is up to the school to provide this opportunity to every child .
to think
Using techniques developed by Freinet , in particular classes -drive and thematic corners in the classroom , not by itself mean that the teacher has adopted a freinetiana practice. You need to remember that the French educator created such features to achieve a greater goal, which is to awaken in children , an awareness of their environment, including the social aspects , and its history . When you promote activities in your school, usually be aware of how they fit into a broader pedagogical plan ?
loading...
- School Supervisor's Role
SCHOOL SUPERVISOR'S ROLE BY: kelys CHRISTIANE COURA MARTINSAo lifetime spent to live with different sources of knowledge Throughout life we now live with different sources of knowledge Education is a process of transformation of the human being...
- The Role Of The School Supervisor
THE ROLE OF THE SCHOOL SUPERVISOR BY: kelys CHRISTIANE COURA MARTINSAo long life spent to deal with different sources of knowledge Throughout life we come to deal with different sources of knowledge Education is a process of transformation of the human...
- Educator Professional Series Of Education Instructor-educator Professional Series Of Education Instructor-educator
EDUCATOR PROFESSIONAL SERIES OF EDUCATION INSTRUCTOR-EDUCATOR PROFESSIONAL SERIES OF EDUCATION INSTRUCTOR-EDUCATOR The Professional Teacher Educator is one who instructs, teaches, that conveys practical...
- Education In Finland - The Best In The World
Education in Finland - the best in the world School students fundamentalA Finland , a country in northern Europe with 5.3 million inhabitants , has the best education in the world - according to international ratings. This country , the most northerly...
- The Role Of The School Supervisor
THE ROLE OF THE SCHOOL SUPERVISOR BY: kelys CHRISTIANE COURA MARTINS At long life spent to deal with different sources of knowledge Throughout life we come to deal with different sources of knowledge Education is a process of transformation of the human...