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Visites Sites RIDEF 2022 à Agadir au Maroc (première documentation)

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 PREMIERE DOCUMENTATION SUR LES Sites RIDEF 2022 à Agadir au Maroc 

2021.10.23. PV de la rencontre Commission 5 - délégués

 en pièce jointe

DEFENCE OF THE PLANET - FIMEM Statement – october 2021

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 As the International Federation of Modern School Movements, we declare our commitment to ideas and practices related to the defence of the environment. The effective safeguarding of our planet concerns us all. We must work for the transformation and realisation of a more just and united society.

This is why we can and must carry out a double action: think globally and act locally: have a "glocal" thought! Thus, without losing sight of the major goals and problems of the environmental crisis on a global scale, we must grasp how these clash so that everyone can imagine actions, create very concrete responses to act on various scales, local and global.

(…)


The task of the school is crucial, actions

Freinet pedagogy is equipped with tools for forms of participation within the school and within its environment, together with local communities. They are naturally in favour of measures that build environmental sustainability and ecological restoration, thus transcending local boundaries. Freinet schools are laboratories of democratic participation and community building with cooperative proposals and practices. And other schools can join us, because the issue must be defended in all schools and educational centres!

In our Freinet classes, by studying the environment, we build micro-projects with our students that result in small changes, certainly, but with the horizon of a sustainable future: appreciating the value of self-limiting and non-consumptive use of everyday resources, promoting actions and forms of relationships that are not individualistic, but rather those of solidarity, open and attentive to the Common Good.

The critical spirit is called upon throughout the cooperative work in the classroom: in cooperative meetings, class councils, assemblies, in work researches .... This ability to analyse, compare, understand and debate is found both in learning and in links to the outside world.

At school, it is necessary to understand the situation of the planet and to become aware of the current disruption of the ecological balance. These essential objectives should be included in the school curriculum.

From the earliest school age, engaging in the study of the environment is one of the keys to an emancipating education. Discovering, exploring around oneself, discovering others, discovering the surrounding world, both near and far, through correspondence, surveys, research, testimonies... And to do this, organise themselves cooperatively, in small or large groups, with the outside world... With the tools of the council, the cooperative organisation of the class, projects, responsibilities. Then, an emancipatory pedagogy of creation, expression and cooperation is put into action, thus generating care for the Common Good.

In the city, in the neighbourhoods, in the villages, it is possible to generate real actions in the school and family micro-spaces, for example by controlling the use of electricity, by reducing transport, by insisting that the voice of children and young people be heard in adult society.

2021 .11.09. Défense de la planète

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 en pièces jointes

2021.12.04. Communiqué du CA-FIMEM sur les 2 camarades bloqués au Maroc

 Communiqué CA FIMEM sur les 2 Camarades bloqués au Maroc

2021.11.26. Commission 8 Visas et autres déplacements

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Commission 8 : VISAS

 

2021 11.24. Rencontre annuelle de 2021 du CA FIMEM A Agadir

     

 

 Rencontre annuelle de 2021 du CA FIMEM

à Agadir 

Message from the commission 5 to FIMEM

Message from the commission 5 to FIMEM

Hello

First, let us introduce ourselves:

Anna D’Auria du MCE (Italie)
Glaucia de Melo Ferreira du CA-FIMEM et du REPEF (Brésil)
Léonard de Léo de l’ICEM (France)
Michel Mulat de l’ICEM (France)
Papa Meissa de l’ASEM (Sénégal)
Sylviane Amiet de FSG (Suisse)
Teresita Garduno du MEPA (Mexique)
Simone Bolognini du REPEF (Brésil)
Juan Platero du MCEP (Espagne)