Conference Paper

Resistance through teachers’ professional development. The Spanish Freniet movement before and after the Franco Dictatorship

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... The initiatives for teacher training and further training were also theatres in which active struggle against the Francoist regime took place. These initiatives manifested themselves in two ways: firstly, in the regular attendance of teachers and direct participation in the organisation of escuelas de verano (summer schools) -the most emblematic of the attempts at pedagogical renewal in the late Franco period and the transition, set in motion by the Asociación Rosa Sensat; secondly, in the national and international conferences and local meetings between the different Freinet organisations ( Groves, 2013). From the very beginning, the members of Acies made sure to keep up to date with the ideas and advances in education in other countries in Europe. ...
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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.
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