RECONTEXTUALIZING FREINET PEDAGOGY IN THE DIGITAL ERA
RECONTEXTUALIZING FREINET PEDAGOGY IN THE DIGITAL ERA

Summary/Abstract: Freinet’s pedagogy, one of expression, dialogue and research, has always integrated an impressive array of information and communication tools, such as school newspaper, interschool networks, audiotaped recordings, cameras, printed documents. Therefore, we argue that new technologies do not place it under the sign of doubt, on the contrary, they strengthen it and confirm the indispensable nature of this quite original educational practice. Pedagogical uses of technologies are often themes of reflection and debate. Class experiments demonstrate the richness of learning opportunities both in terms of students’ and teachers’ abilities, interests and needs, and of contents addressed. The criteria of success for such learning experiences are very specific and pertinently contended by Freinet’s Modern School Movement adepts. In school settings modeled on this pedagogy there is actually no need to adapt teaching to the usage of technologies. The educational value of creating collaborative communities of practice and critical inquiry has always been well-known and appreciated, so the new ways to link learners through ICT naturally enroll in pre-existing practices that favor interrelation and interaction. The paper aims to analyze at theoretical and critical level the relations between the new pedagogy promoted by Freinet at the beginning of the XXth century and the subsequent developments of ICT, which have become unavoidable tools in contemporary and lifelong education. This approach allows us to emphasize the innovative nature of Freinet’s dynamic and cooperative classes deeply rooted in dimensions such as world understanding, socializing and free expression. Recommendations for effective use of Freinet’s techniques in today’s eLearning activities and interactions are offered.

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