Celestin Freinet

boletim10 is a publication of the Ibero-American Journal of Education Studies. Its objective is to draw readers' attention to 10 articles published by the magazine, which deal with the same theme. Each newsletter, a theme, whose focus is School Education in the Ibero America scenario.
This issue (07) deals with the theme of Freinet Pedagogy.

La storia ormai più che trentennale delle ITC a scuola ha avuto fra i suoi orizzonti più suggestivi quello di favorire un diverso “fare insieme” fra alunni e insegnanti. Questa aspirazione è stata espressa attraverso l’uso di formule come la “comunità di pratica” (Wenger) o la traslazione in ambienti di apprendimento digitale di pratiche cooperative come quelle di matrice freinetiana. Il discorso sul digitale è innervato di retoriche cooperative ma non è scontato riuscire a rendere espliciti condizioni e criteri di una cooperazione digitale intesa come educazione alla democrazia attraverso stili di lavoro e pratiche codificate.
La sezione Primopiano di “Educazione aperta” ospiterà contributi orientati a:
A. documentare esperienze:
autoproduzione collaborativa di libri di testo o materiale didattico alternativo.
Blog scolastici che prevedano il coinvolgimento attivo degli studenti.
Riviste digitali scolastiche.
Traduzione di testi.
Approccio guidato a repertori specialistici.
Forme digitali di corrispondenza interscolastica.
Creazione collaborativa di software.
B. Proporre analisi:
Quale relazione fra i mezzi scelti e la dinamica di scambio prevista?
Quali forme assume la cooperazione digitale tra docenti?
Quale rapporto tra Dad e cooperazione digitale?
Quali repertori vengono usati?
Come entrano in gioco i consumi culturali digitali di docenti e alunni?
Esistono degli standard di qualità dei materiali prodotti dai docenti?
Come valutare la qualità della dinamica cooperativa?
Quale il rapporto con le università, le biblioteche e altri interlocutori esterni alla scuola?
Quale il ruolo di app di scrittura collaborativa come Wattpad o altre risorse digitale esterne ai canali dell’editoria scolastica e del digitale educativo?
La ricerca e produzione di materiali ad accesso aperto aumenta la consapevolezza dei problemi legati alle licenze proprietarie?

Gli articoli proposti devono essere inediti.  Potranno essere elaborati in italiano, inglese, spagnolo, portoghese o francese. Dovranno attenersi scrupolosamente alle norme editoriali disponibili a questo link: https://educazioneaperta.it/guidelines.

Invitiamo chi vuol collaborare a inviare un abstract di massimo venti righe, in inglese e nella lingua dell’articolo (se fosse diversa dall’inglese), entro il 31 ottobre 2021 all’indirizzo redazione.educazioneaperta@gmail.com.
La redazione comunicherà le proposte selezionate entro metà novembre.
Gli articoli completi dovranno pervenire entro il 15 gennaio 2022.
Al termine di un processo di revisione a doppio cieco, gli articoli accettati saranno pubblicati nel numero 11 di “Educazione aperta”, in uscita nell’estate del 2022.

In the mid-1960s, the Freinet movement took on new life-first with the name Association for Correspondence and the School Printing Press-Acies-, and later as the Popular School Cooperative Movement-MCEP. In a short space of time, the organisation grew to contain over a hundred members and supporters, who, along with the process of the Transition to democracy, laid the foundations for many of Acies/MCEP's projects-both pedagogical and political projects. Of greatest importance amongst these were conferences, teacher-training seminars and the bulletin Colaboración (1976-1985), which was the organ of expression and communication for Spanish teachers following Freinet's principles. During the period of political transition to democracy, Acies/MCEP was one of the most active and dynamic Educational Renewal Movements in Spain. The present article explores the contributions of the Freinet movement to the democratisation of education in Spain-in particular, the political-pedagogical discussion on the principles and purposes of public education, how to understand it, the problems posed by the existence of privately-subsidised education, and the role of the school as a tool for community development and an arena for civic participation. For these reasons, as a documentary source to be explored in depth, the bulletin Colaboración has been chosen; it offers an example of the pedagogical press for teachers in the Spain of 1970s and 1980s, as it helped shape the educational mindset in place during this period and in the following years.

Celestín Freinet’s efforts to assign an international nature to his Cooperative of Laic Education, crossed the French frontiers. His ideas reached thus very early on many parts of Europe, as well as more distant regions such as America and the Far East. 
Spain was not left out of this phenomenon and very quickly the educational ideas and the school techniques of the French Modern School were adopted by local teachers who followed the path of the French movement. As a result a Spanish movement emerged around the Spanish Cooperative of Freinet’s techniques, which consisted, at the last phase of its existence, of more than 200 members.
In this study I explore the Freinet school culture in Spain in the 1930s of the 20th century, the ideas that guided the Modern School, and the ways they were carried out by the Spanish Cooperative of Freinet’s techniques. I especially look at school notebooks, both inside and outside.

CALL FOR ABSTRACTS/PAPERS The 2 nd INTERNATIONAL CONFERENCE of the JOURNAL SCUOLA DEMOCRATICA "REINVENTING EDUCATION" will be hosted online June 3 through 5 2021, by Scuola Democratica, Centro Interuniversitario per la Ricerca Didattica (Uni-versity of Cagliari and University of Sassari), Il Mulino. The challenges posed by the contemporary world have long required a rethinking of educational concepts, policies, and practices. The question about education 'for what' as well as 'how' and 'for whom' has become unavoidable and yet it largely remained elusive due to a tenacious attachment to the ideas and routines of the past which are now far off the radical transformations required of educational systems. Scenarios, reflections, and practices fostering the possibility of change towards the reinvention of the educational field as a driver of more general and global changes are centerstage topics at the Conference and will have a multidisciplinary approach from experts from different disciplinary communities, including sociology, pedagogy, psychology, economics , architecture, political science, etc. We hope with this opportunity to confirm the participation obtained at the first edition of the conference. Organizers, promoters and partners of the Conference wish to invite educators, teachers , researchers, scholars, academics, scientists, professionals, experts and policy makers to join the conversation and bring the disciplines towards a more integrated set of alliances by:-promoting a trans and inter disciplinary discussion on urgent topics;-fostering debates among experts and professionals;-diffusing research findings all over international scientific networks and practitioners' mainstreams;-launching further strategies and networking alliances on local, national and international scale;-providing a new space for debate and evidence to educational policies. The panel explores experiences and opportunities of teachers' self-organization focused on selection, use and production of digital resources for teaching, with prevalent but not exclusive reference to primary school. The progress of information technologies is on the same evolutionary line that has led to hyper-literate and educated societies. The school we know is the result of dialectic between different socio-educational projects, technological evolution and market, expansion of cultural consumption. School publishing is a relevant example: the textbook determines teaching practices but the professionalization leads some teachers to build alternative tools with a critical attitude. The production of textual artefacts is a key for cooperation between students and mobilisation of teachers in Freinet's approach: the alternative is to create a library in each classroom and promote writing and reading strategies to create original 'master-pieces' (i.e. free text, school correspondence, students' journal). The relationship between literacy and cultural participation is a dynamic frontier. Expectations are growing about the levels of awareness that an adult audience is supposed to have in order to decode the media flow, the meanings carried by images, audio-visuals, scientific information. The market is crowded with books promoting such "sectorial litera-cies" and juxtaposing "the high" and "the low" of mass culture: it's a feature of schooled societies that takes place outside the classroom, and school is likely to come second. Which criteria can inspire teachers' personal and professional "onlife" in such a scenario? The outstanding availability of resources in the Web follows commercial profiling criteria: a trend towards pluralization but also homologation and separation of experiences related to readers' socio-cultural conditions. The concept of echo chamber can be translated also to describe the risk of a socio-cultural segregation reproducing itself in classrooms. If we recognize the school's task of cultivating communication between social environments, two responsibilities follow for the teachers' community and for the actors involved in their professional development: a mutual aid for a more demanding selection of resources for personal and professional use; a narrow connection between cultural participation (De Mauro, 2014) and educational craftsmanship. The panel focuses on teacher training in digital ecosystems starting from two assumptions:-the ability to recognize and choose also depends on the awareness of the way in which educational objects and paths are made; by producing such cultural artefacts, we learn better how they work. Several examples are available in the abundant literature on Open Educational Resources (OER), on their co-production and on the co-design of learning processes through technologies.-The center of pedagogical authority and cultural mobilization can be, even today and even more so, self