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In the spirit and the atmosphere is close to what I want in my class. What I had as a positive experience, this is the movie about the first Freinet course, when the teacher praised a child of his discovery. There, the teacher was at the same level as the child.

This is the motivation that I had. I think I changed my work and the message that I have seen is that we must change the relationship between teachers and children, between the students themselves. I would like to see such a class, if possible, a class where one can have a spontaneous communication, lively, very aware, we live together.

This must be lived as friends. The file set-up is not sufficient that we work in the spirit of Freinet. For me, the key is the attitude of the teacher to the students, how the children feel in this relationship.

Temenouga: There is a big difference between the methods and practices that saying in applying to be in the spirit of Freinet. We must put page 7 as its philosophy. We must achieve a cleanly consistency.

Mariella: This course is very important because I can locate where I am, what dose of Freinet I use, what we apply in classes on the theory implied in internships, how we work with ICEM, France . It was also very important to see the evolution of a whole week, how Florence can behave facing difficult situations, how one can provide a schedule and adapt to problems and change accordingly. I propose that we can share our own practices during future meetings. Florence: We could go to your classes.

Toni: It is very important to see how everything goes. This erait great to see how people start in Freinet .Florence: When I saw the video of the class Mariella, I was very happy to see how what had been seen in course had been felt, interpreted and adapted. Christian: Files and patents can become something very traditional. In France, there are people who photocopy a card for everyone, and they say they are the Freinet because they use a PEMF file, even so.

Compared to Toshko I understand his disappointment, because I experience it every day. I always in my head a golden class, but I also have kids who have problems, I have my problems; there is always a difference between what I dream and what happens. But I can not stop me dreaming. First, we dream, in a second step, we try to find ways to realize his dreams.

Compared to the educational work carried out in Bulgaria, virtually no work has been presented by the Bulgarians in the first course, second, there was a little more. For the third course, I propose that it is the Bulgarian movement that presents exhibitions, preparing workshops, so that we are on the same level as you. We would be particularly interested because it corresponds to an orientation of our movement. We are trying to move from solidarity to that cooperation.

First, we bring ideas, equipment, colleagues seize it and then make us very interesting references. I am ready to go to class Toshko to see how it sets up another educational climate. Toshko: Can you come during the school year?

Christian: we received the School Inspectorate on 20 June, we have to talk about this problem, because it is these people who have administrative and financial authority to allow this project. Florence’s wish Toshko exists in the movement, but not in the region. No doubt he would have been very interested in the class of Jean, but he could not receive an individual one week. Christian: You have to have more financial resources to meet that kind of demand.

Florence: I think that now your demands became clearer and February, when I asked what you wanted to see, it was not yet clear to you. Irina: I propose to Sofia, after some time, we make a presentation of what we saw and what we do to be able to express demands. We thought that here and in Lyon, it would be regrouped and we could have worked differently.

Christian: It is very interesting because in France there are courses that have happened in this way; foreign teachers have been received but not in families; it happened at the training institute and were able to work with teachers and Freinet group in the same place, a class survey week, then a rally after week. Which means we might consider having this kind of work in France and Bulgaria. At this time, we enter into a cooperation framework. Eliane: This is what will happen to the Romanians.

They participated in an exhibition and a school exchange trip and a project was born: do an internship in MAFPEN as part of the training of secondary teachers. In this course, there will be 10 Romanians and 10 pedagos Freinet on the theme of communication. It will take place at the IUFM, which will work in groups and perhaps visit classes. Must apply for grants, this research is now done for next year. Florence: It must be remembered that the ICEM will not agree to fund such projects next year.

We must find other sources of funding. Toni: If you come to us, you support the trip and we take care of your stay. Florence This meeting was very important to allow exchanges of experiences without being able, for each of you to live them personally.

Toni: It would be very interesting for you to realize e what we do, see different things. Florence: Right cooperate: we are on an equal footing. Toshko: I was expecting something else.

In Crimea, I saw a festival on the theme of Modern School, which included people working in Freinet from Germany and Holland, it was the participants. Films showed Freinet pedagogy in Holland. The organization fascinated me: it was proposed for each a fairly big place, everyone was offered workshops.

We worked in workshops. It was a course for teachers. Christian: Last year, we said that in 1995, there could be the first congress in Sofia Modern School. It says Toshko is an animation technique that could be used. Movements of foreigners could be invited.

We could have this system workshops. But if I make a video, I show what I want to show. I will take 12 hours of film and I’ll keep the best 5 minutes. And it will be quite easy to think that the rest of the time happens to the image of these 5 minutes. Eliane works in video sector could show you how with a little material, it can be said with the image that we want.

Florence was one of the concerns of Freinet demystify techniques. Demystifying the newspaper, is answers to homework
learning to produce written order to realize we said what we want, and that what is written is not always the truth. It’s the same for video.

Children must learn that we can manipulate information. Irina: The point in a video, this is the way to express something, not the idea, but the way to express the idea. Florence: Even in class, two people do not necessarily see the same thing.

For example, in my class, a child wrote a note to the cooperative council. it has enormous problems for the first time, he was able to write to express, whereas before, the idea had not even occurred to him. At this time, he was able to find the names of children who had bothered to write and speak. Mariella did not notice this minute so important.

Sylvia: For us it was important to see this development. Christian: When doing «educational tourism», we do not see this kind of detail. It’s very difficult for someone who happens to perceive this kind of thing.

Florence: Take the time to talk was crucial to bring out this kind of underground things. My proposal is to organize a conference of the Modern school with invitations to foreign movements, with visits to Bulgarian classes during the school year to avoid multiple trips.