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(en) France, Alternative Libertaire AL #234 - School timetables: Who will keep the children?(fr, pt)[machine translation]

Date Sat, 08 Feb 2014 12:54:55 +0200

For the reform of school timetables, the government relied on a strong expectation on the part of most education stakeholders to get what is, ultimately, yet another austerity measure. To lighten the days, municipalities must manage to live extracurricular time. Children and leaders are the first to suffer.

The need to break down barriers school is an element that is almost unanimity among current pedagogy, to mix the institutional school and the "school of life"[1]. The animation industry, working more closely with the Ministry of Education, might be seen to confirm its educational role. This would also help to enhance the role of facilitators that might expect a perpetuation of their status, better consideration and training worthy of the name.

There is obviously nothing. Reform school timetables stated objective to reduce the days in school, considered too heavy and limit the disruption Wednesday. For this, an additional half-day course (Wednesday or Saturday morning) is intended to finish average of forty-five minutes earlier in the afternoon, extracurricular taking over.

It appears that the extracurricular is seen as a way to fill the holes for the days to end, as before, to 16 h 30. Indeed, the school, in addition to its role as ideological state apparatus, is a type of care that allows parents to be available to go to be exploited instead of spending time with family. Actually reduce school time would therefore need to reduce the amplitude schedule employee-es, which is not an option for employers. This reform would actually think extracurricular activities as a less expensive way to keep children.

The means provided to municipalities to implement these times are ridiculous effect. The "seed money" of EUR 250 million and aid CAF communities represent between 90 (on average) and 140 euros (for the most deprived areas) per year per child[2]. These are the councils that carry the fiscal burden, leading to glaring inequalities in terms of funding. Free, promised in the beginning by Peillon, finally optional. In Grenoble, only workshops "playground", "library" and "games" are free. Other cities, such as Cognin (Savoy), chose to help families by family coefficient.

A facilitator to eighteen children

As to the valuation of business facilitator, the government has clearly shown its intentions: the frame rate is reduced: there is now need a facilitator to fourteen children under six and eighteen for six years. The government assumes that this is only intended to make the implementation of the reform cheaper for municipalities. Increase the workload of animators, it's free, it avoids having to create too many jobs. And the jobs created, we see a proliferation of educational commitment contracts (EEC) and volunteering more than perennial and paid contracts.

The question of means and spaces has also shown problematic. Sharing premises and equipment with the school is often very complicated, the working bodies and coordination between leaders and teaching staff in the reform are difficult to implement, between relief, lack of time and differences in institutional logics. Testimony animators or facilitators overwhelmed es, without means, without support and training are legion[3].

If the need for a unitary work seems obvious, workers in different sectors, education and entertainment, yet struggling to unite. The role of trade is a central explanatory factor. While Unsa supports reform in playing its role yellow union, the CGT and the FSU rally without claiming the repeal, which puts these two central door at odds with the South. Willingness to accommodate the reform leads to the fact that real societal corporatist claims. Interprofessional mobilization, even within the same union, and with parents is difficult.

Leaders struggle

Teachers' unions have called a national strike on 12 and 14 November, with a significant participation (from 36.17% at the national level in the first degree and 62% for the Academy of Paris). On Tuesday 12 November, are the town hall staff (facilitators and service personnel) who mobilized. Some unions had called for the mobilization 13. In the same week, there has been three calls on three different days. Even during demonstrations, processions are sometimes separated, as in Chambery where there were two meetings on the same day.

Build a mass movement uniting all stakeholders concerned, are a priority. Reform raises great concern and sometimes spontaneous mobilizations, as seems to be the "yellow jackets," parents who mobilized via Facebook for the withdrawal of the reform. But this reaction is now widely dispersed, and most importantly, it lacks clear lines. This finding is all the more serious that very different values may justify a refusal to change rhythms. The UMP and FN are ambushed, taking ambiguous discourse that combines republican equality and budgetary costs.

Build an enabling clear lines movement is therefore a necessity. The union tool must be a base for this, to organize, mobilize and spread reactionary or corporate positions. In Chambéry town, two cities (Cognin and La Ravoire) have already implemented the reform in September 2013. A part of teachers, parents and leaders are exasperated by the situation and is already a mobilization base. Solidarity within a unitary work is carried out for several months with South Education, the "animation" branch of South-Health-Social and communities to build a wider community, combining unions, non-union organizations and individuals concerned. CGT and CNT joined the signing of a leaflet demanding the withdrawal of the reform and the organization of a public meeting on November 29.

This mobilization is also an opportunity to build a union culture in the animation sector, facilitators are particularly precarious, highly politicized and organized es-es.

Tudy (AL Chambéry)

[1] For Freinet and Montessori school learning are easier when you also interested in knowledge less "intellectuals." Some libertarians as teachers or Paul Robin Francisco Ferrer believe that simply must abolish the distinction between the two.

[2] See www.education.gouv.fr

[3] A very illustrative example: "When I hear of educational time I laugh yellow" on rue89.com.
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