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Titre et contenu des ateliers longs


5/ The RIDEF journal by Claude Beaunis and Hervé Moullé (France)
Title: the newspaper of the RIDEF
Every day will take place a long workshop " internet newspaper / site "
To the program:
To make reports on workshops and events of the RIDEF (writes - photo - video)
Write articles on the site RIDEF. Some will be resumed in the newspaper …
Make a daily newspaper both sides A3
Material help around the computing (use, WiFi)
10/ The question of beliefs in class by Patricia Despaquis  and Catherine Hurtig-Delattre (France)
Content : This workshop wishes to experiment our differences, share our ressources, link our professional practices and our personal and collective approaches.
We will work on:
- The philosophical debate
- « The what's up »
- the class assembly
- Readind and introduction of documents
- Expression and creativity workshop
1/“ Amazonia : knowing to preserve” by Neiva de Mouros, Lima do Vale de Moura Maria- Joseph (Brazil)  and Philippe Lavis (France)
1/Knowing Amazonia, in the North of South America, “the green lung of the world”, in order to take responsibility for protecting behaviours which will contribute to the health of the planet.
2/ Experimenting a cross-curricular learning proposal in Freinet pedagogy involving people in making a map of Amazonia with sustainability principles
11/ Encre Vapo and Children's Rights by  Jean Le Gal ( France)
 Content : Our workshop has two objectives:
. knowing the children's rights from the International Convention and the approach to keep the children informed;
. introducing the participants to pictural and graphic technique (encre-vapo) enabling the children to illustrate the children's rights, to create cards, etc
8/ The sexual difference to become a citizen in its own rights by  Isabelle Albano, Anna Manao and Angiolina Ponziano (Italy)
Title : " The sexual diffrence to become a citizen in its own rights: How to thwart the sexist stereotypes in the name of an education to freedom"


13/ Making documentaries for students and teachers by Antoine Michelot ( France)
Content : We will tackle the problem of school publishing in the different countries and will see what proposals can be made.
We will made headlines according to the what the participants wish in different languages.
The practice will be enriched by technical and pedagological contributions.


4/ The signs of the triangle trade in Nantes by  Jean Breteau and  François Perdrial (France)
Content : Understanding how the city of Nantes got rich because of the triangle trade.
Understand how Nantes grew rich because of the triangular trade and widen the reflection. From documents (an exhibition(exposure) " Nantes looks at its history of the XVth in the XXIth century ", of books and magazines and of a visit of the city of Nantes, to understand how the city of Nantes grew rich by the slave draft. How to teach this fact today and how he(it) is perceived by the various persons of the world Atlantic. Present what we wish in the others from our glances, our feelings and our sensibilities.
15/ The Freinet pedagogy for children aged 2 to 6 by  Muriel Quoniam  and Martine Roussel (France)
Content : Panorama of the Freinet pedagogy in France and abroad for children aged 2 to 6.
In France, the free, public and laic nursery school is an old tradition of century. This welcome of the children from the age of two or three years is questioned. For a long time, the teacher Freinet adapted their pedagogy to the age and in the conditions of welcome(reception).
This workshop will present at once(at the same time) the history of the French nursery school and the current practices by leaning on a DVD realized in diverse classes of the country.
He will invite the participants to present the various manners to work with the children from 2 to 6 years old in pedagogy Freinet according to the reality of every country.
We shall also present the sector nursery school of the ICEM and its tool of connection: " construction site nursery school ".
We shall suggest in the participating realizing a " construction site nursery school " special RIDEF, dynamic way of learning to realize an educational bulletin from the exchanges of practices.
9/ International Cooperation and training by Florence Saint-Luc ( France) and Torres José Ramon (Spain) and Flor Zaldumbide (Mexico)
Objectives :
 Devising training projects and lead them with the help of a cooperative group in order to ensure a tutoring, to be able to take a global view of the situation...
Content :
- The setting-up of active and cooperative pedagogies in higher education.
- The setting-up of active and cooperative pedagogies in the training of teachers and youth workers...
-Standard university curriculum for teachers
-Continuing education for teachers
-European project
-Devising a training project
14/ Organization of the class by the Freinet techniques by Sebastian Gertrudix (Spain)
Content : Various suggestions will be made to work with primary school children of all ages; starting from reality and the children's environment: free writing, researches on the environment, penfriends, conferences, etc
We will suggest various experiences made on each of the techniques with children coming from 2 different cities.
7/ Creation of the play world by Marlène Santana (Brazil)
Content : Creation of the play character in his own world (sound, personality, texture, etc)
6/ « Starting from scratch » by Kader Bakhti (Algeria) and Guy Goupil (France)

Content : We will try to build material from the surrounding areas or with recycling material. We will use the tools which might enable the setting up of the Freinet pedagogy (writing and oral production, puppets, various printing techniques for the school journal, on fabric for instance), making simple music instruments.
16/ Our Freinet teacher's biography by Ingrid Dietrich (Germany)
Content : Each one of us is a rich, singular “planet”, with his own story, colour and light. But in relation to the others in order to make up a sparkling galaxy, the “Freinet galaxy”…
  We will look into our own world and past. Debrief on our own lives, defeats and victories will enable us to face the new challenges the planet encounters.
17/The language of images : The contribution of the perception in the origins of the mental representations, a systemic approach. By Giancarlo Cavinato and Lori Zanetti (Italy).



The eye does not mecanically reproduce reality like a photo would, It makes more than making objects into pictures. It sends information to the brain by means of nervous stimulations. The brain makes hypothesis and transforms the stimulations into images of objects. The active Freinet pedagogy uses the same building process.
The workshop aims at “playing” with the images, the representations, the constructions which refer to deep structures of the collective imagination (the circle, the square, the triangle, the labyrinth, the tree...):
We think that the systemic approach enables that enlargement and a new pedagological and social perspective while modifying how we perceive reality.
2/ The ecological mark of a product by Gérard Richard and Céline Dachary (France)
Content : The ecological footprint of a product
Use the concept of ecological footprint to question
functioning of the class.
· Definition of the class and his actors in the sense of the imprint ecological.
Study of a product used in class (exercise book, pencil, computer, manual worker.
Reflection on the consequences (educational, economic, Environmental, social) choices made in the light of the ecological footprint.
The place of the child in the functioning of the class.
19/ “The body at school” by Juan from the body workshop, MCEP (Spain)
Title: the body at the school
" According to the thesis underlining the necessity of more bodies to the school (more contact, movement, affection, affectivity, game, spontaneity " some bread and roses.
Games of knowledge and trust
Dramatic game
Cooperative creation
Plan of animation théatrale: initiatory journey, stages, surprises, challenges, poetry, ethics.
12/ Learning together and discovering the world with natural methods in Maths by Rémi Brault and Marcel Thorel (France)
Content : How to adapt to :
- The choice of the data
- The questionning
- The analysis of the reality and of the creations
- The researches that follow naturally
- A culture which is first of all a group culture
18/ Holiday camps and Freinet Pedagogy by Sadikh Diaw , Moussa Sène, Saliou Sarr (Senegal)
A workshop which approaches the experiment of the pedagogy freinet in the various summer camps organized by the ASEM
3/ Ecology and pedagogy in Loire-Atlantique, by the group from Saint-Nazaire lead by Françoise Diuzet (France).
The nature in the center of the learnings(apprenticeships): question on what she(it) is, what we make and what we could make it...
Inquire, observe, to collect, to pick, to sort out, to classify, to compare, to note, to create, to buy or to sell, here and somewhere else, today and tomorrow!
 20 Essai de dialogue – Dialogversuch – Ensaio de diálogo par Abdoulaye Ndiaye (Sénégal) et Peter Steiger (Suisse)
It is a workshop implying discussing in French, Portuguese and German from texts written in the 3 languages and then an exchange project which took place 3 years ago in Switzerland and Senegal with friends from Senegal, Salvador da Bahia/Brazil and Switzerland.
The project was called Senebaba (Senegal-Bahia-Baden).
21 Seeing and describing in a different world : to give the opportunity to have a different insight into the world with the Freinet Pedagogy. By Juan Carlos Lira Chavez ( Mexique)
Title: let us see and let us draw a different world.
An opportunity to build a vision different from the world with the pedagogie Freinet.
Contents:The workshop presents 5 main objectives:
1-to Live the experience(experiment) to realize and to share a workshop of pedagogy Freinet in the atmosphere, the dynamics, the strategies and the working activities of this one.
2-to Develop know how to make cartographic it crént a country and comprenan the existing relation between the physical environment, the environment economique and the social environment of asociety.
3-To understand the differences of a society different from ours in connection with its reality.
4-to Analyze two cartographic projections of the world, that of Mercator and that of Peters, to build a way more just to see the world on a plan, on a card.
5-To integrate the school correspondence with the other countries into the construction of a notion of wider space and better included from the life of the persons.