We are utopians? Lawrence thinks that Social Pedagogy, we try to be the least utopian possible. Y he does have institutional decline? Many of us are convinced.
Group “Start a street shop.” The group discussed all material conditions to lead and open a street shop. The postulates and principles as unconditional have been put forward. Another important point: the meaning of the action; you have to “go first”. Only in a second time that research permits and financing. Grenoble: it is important to have a rich enough to host workshop together all ages.
From the beginning of this process, it is important to establish archives, the posters that we put in place one day To keep the memory of what was done. Importance of the display and keep in time and even if we produce is destroyed, we would like. What matters is to defend our principles and affirm that an individual can not question our mode of operation.
Moreover, even if what we do is ephemeral, it helps to show an example and show that it is possible. There is a surprise, unexpected. Possible LED is enriched. “It lives, it turns, it creates …” A point is essential is the debriefing after the workshop; celmui meets many objectives: to memory, making observations of some children, the adequacy of what we offer, it “works and what does not work”, “children of words, etc.
Third group : Social Pedagogy training How will reclaim the words of the training, as the word “project” Indeed what is the point of it do the training if we do the same training as other (which can be rather? good) are already? Maybe originality in social pedagogy that might be to offer training to those who are not proposed or form all the different status of people. it’s training “on back roads.” Make training implies that we work the issue of writing and that we were written … without the written either as an obstacle.
How it helps the Social Pedagogy think statute “agents”, “volunteer” pr ofessionnels “? We train people to be? Are we there to train activists? Should he suddenly implement militant training?
When we will use the word “project” and “self-management”, what we are going to talk? We work on what popular education? What access to resources can organize ourselves? How the theory available to people who are neither professional nor militant, nor “educated”? If we put this charter and this principle in place, we will have to create tools to measure the value of our principles.
How to make consistent the background and al shape the way we act. The idea could be to establish a “charter”. What also founded our legitimacy to talk about Social Pedagogy? To establish this, we need to make our referents. The other need is from the perspective of the child.
How can the child actors in the Social Pedagogy sites? How to involve children in our work and in our meetings? The concept of Social Pedagogy is hard to digest at first.
Where are the basic resources for social pedagogy? Why not a dictionary? A card system or workbook? Why not offer a BTJ on this? There is also Dynamo guide “international guide of the street worker.” Decision: spread between us Dynamo guide but also the patterns of slides in Social Pedagogy.
We should produce a short but comprehensive document, not mere popularizer Maoists. What device is set up? In what situations people who come are put? If you teach at school, it is not out of the woods. From the experience of the participants, provide an entrance through the kitchen What are we doing street work?
How and why? There is a BTJ Why do we not do a BTJ? It is reported on two books Korczak; Rolande Causse wrote a novel about Korczak and there is also an album of Meirieu on Korczak, illustrated by ef.
If we formations contradict our discourse it can not go. How to implement the companionship? The development of training may already be a training device for those who launch them.
Then we discussed the words that we want two and those that will not. Let us from the definition of pedagogy we want, or the certainty of what we do not want? We have moved from the era of the accompaniment than the control. Distrust sudden, the term “social”. “We need to think about change, rather than changing the dressing” (Thierry) Our next Social pedagogy site will seek to propose a charter that should determine who we are, what we think and what we want to do.
This would be both a guide for stakeholders, a base for training to build. This is important also in terms of linking us. Sunday, January 25: 10: 30-17 h30 A Social Pedagogy Institute We give ourselves a goal for the next Shipyard to agree on the bases and scope of a charter of intervention in Social Pedagogy. We thus prepare a weekend / yard (to Buno) who will follow. add a comment
5 Results The woodpecker By Blain School on 09/11/09 – 24:22 In: Literature Science and Techno> Life Sciences and Earth The length is 23 cm. The male is identified with the red stripe on his head. Yann Antoine before 2005 1 comment Read more The ranatre By Blain School on 29/12/09 – 9:49 In: Science and Techno> Life Sciences and Earth width = “39” height = “25” border = 0 src = “http://logv4.xiti.com/hit.xiti?s=26072&p=&” alt = “Measure your audience” /> Yann Antoine before 2005 more green For peak school Blain 09/11 / 09 – 24:29 in: literature Science and Techno> life Sciences and Earth a > the length of the woodpecker is 32 cm.
He lives in open deciduous forests, groves, fields and parks and large gardens. The colors of the woodpecker: green, red, black, yellow. Red on the head, around the eye black, yellow on the tail.
The woodpecker eats ants, etc. Yann Antoine before 2005 1 comment Read more The limnee For the School Blain 13/11/09 – 24:21 In: Literature Science and Techno> Life Sciences and Earth The length of the pond snail is 20mm. The pond snail comes to the surface to breathe. The shell is thin and brown. The pond snail is a herbivore.
Yann Antoine before 2005 More Horseback Riding School For Blain on 08/11/09 – 8:29 p.m. In: Literature Science and Techno> Life Sciences and Earth 1) Children who want to learn to ride they climb directly on a horse? No they ride mostly on ponies, small horses.
Antoine before 2005 More
In: The Educator Publishing Printing at the School For Teachers review Movements> Freinet movement Movements> educational movement in June 1946 I know: we still say that we are bad players, we do not know cash, we grumble incessantly, we have bad character. Look, it will be said: the French Group of New Education welcomes all initiatives and reports on departmental experiences of new education.
The review Active Methods outlines the experiences of members of the press at school … If the Official Bulletin Of The National Education does not speak to you, it’s probably you do not know you in the house . We do not grow our advertising because we know we can count on an ad that never betrays: that we are worth the work performed, the materials developed, and techniques that penetrate gradually in all schools in France.
And we do not need Paris about us that our movement is known and appreciated even in the smallest provincial towns. We put our work available to teachers who will not have to pay fees to make or use the tools we have realized prototypes. For purposes disinterested, you can pay us, without mentioning us. The main thing is that wheat up.
But we have to keep and to educators warn against all who would exploit our free homework answers
many accomplishments away from our movement and take it 100 ways. There are those who think us poor provincial teachers, are good to work, to create, to innovate, but we do not know our achievements operate on the Paris market.