This workshop is about the most frequent technics of Freinet pedagogy.
Its was a great experience because people from differents part of world can explain and learn to each other : we were from Brasil, Chile, Italia, Germany, Austria, Spain, Cote d'Ivoire, Benin and France. We used technics Freinet to learn this technics !
On a short workshop the participants of the RIDEF were able to see the documentary film Educazione Affetiva, by Federico Bondi and Clemente Biocchi. The last year they followed a school class (ten years old) in Scuola - citta pestalozzi di Firenze together with their two teachers. It's a school that emphasizes working with the children's relations with other children and with the teachers. Conflicts that occur have to take place and be solved by them; it is a part of the education. They mostly work with prevention not only solving things.
When the RIDEF is over, it will continue on the FIMEM-website, where you can read the different newspapers of all the RIDEFs, the articles, the reports, the interviews, see the fotos... Here you can also find information about the Freinet pedagogy in different countries of the world between two RIDEFs.
Good afternoon!
Again, for the 30: th time since 1957, educators who practice the Freinet Pedagogy are here at the RIDEF to discuss and share our teaching practices.
A dossier of the RIDEF in León is available on a pen drive. One pen drive is foreseen for each participant of that RIDEF. They have been given to representatives of each country, together with a list of the participants from that country. Those who have not yet received this package should search a member of the MCEP to get it.
These associations I connect so far with the city of Bologna:
| Bologna Process | Unpleasant consequences |
| Terrorist attack of Bologna | Controversial explanation |
| Bolognese sause | Hm, yummy |
Resistance camp. Revolution Monument. México D.F., October 3, 2013
Present at the discussion: 16 persons, from Sweden, Belgium and Greece.
The discussion focused mainly upon the aspect of secularity and religious symbols, and agreed about the following points:
