The XXX ° RIDEF “Points of view that will change the world. Living Together the cities of Girls and Boys', organized by the (MCE – Movimento di Cooperazione Educativa ) and the FIMEM, the International Federation of the movements of the modern school, ended in Reggio Emilia at the end of July.. Over 500 teachers from 34 countries met to discuss the issue of the rights of children and adolescents in the city, on the future of young people, on democratic participation in land management 'through the eyes of children'.
These are issues that, if pursued consistently, can transform the teacher-pupil relationship from a teacher-centered teaching to an active role in the growth of individuals, considered immediately citizens / with their own interests, motivations, and original thoughts.
Topics that assign a different function to the school, not all centered on itself, but turned over dialogue and openness to the territory.
The teachers in this context are not considered as related to the particular situation of their country but as facilitators of the future in which childhood itself is an heritage and care for all, escaping from personally visions of children and pupils.
Teachers who meet every two years at the Ridef, that takes place from time to time in a different country, in the north and south of the world share the popular pedagogy of C. Freinet, the French teacher that bases its proposals on cooperation, on research methodology, on the 'natural method' of learning, on the operational techniques as an alternative to a teaching whole based on words and tools- notional books and the same for everyone regardless of the conditions, personal styles and rhythms of learning.
Two issues have crossed the entire Ridef, linked to emergency situations that are affecting vital rights of children and adolescents:
The FIMEM and MCE have strongly desired that this Ridef were present, for the first time, teachers and cultural workers from Palestine. They came through the solidarity action existing in the federation and contributions collected in the past two years, two Palestinians, a man and a woman, from the cultural center 'Al Rowwad' of Bethlehem, and two teachers who work in Palestinian refugee camps in Lebanon.
Several workshops and exhibitions have presented the living conditions of the population in the camps and in the Gaza Strip and the forms of 'resistance' to the infringement of the rights and expropriation cultural and political accorded to Arab populations.
We can say, after these days, of having consolidated, between the groups constituting the FIMEM, from four continents, “strong “few ideas 'strong':
But it is not enough to claim from the institutions of the adult world the recognition of these rights unless we keep in mind that they, as abstract and universal, must be checked from time to time, situation to situation. It’s different to be boy or girl in situations where peace has lasted for 70 years compared with scenarios of permanent or guerrilla wars. It’s different to claim the right to education and equal opportunities in Northern Europe with a welfare system that provides strong guarantees to all persons compared to scenarios of hunger, thirst, lack of resources, continuing violence. Then the 'mission' of education should be to give a general and valid overview of the rights everywhere, but to 'put in the head' of children and young people in the north of the world the existence and the living conditions of many of their peers in the south, as well the imbalances that currently exist in our cities. And to allow the subjects of the south of the world a perception of their condition and the causes that determine not fatalistic and resigned scenarios but be able to become aware of their own dignity, to think of themselves as active agents of change, not fatalistically accept a future that is equal to the present. Both situations require that the school operates in the direction of education in alternative futures, creates forms of resilience and capacity planning.
• intercultural exchange, mixing, sharing in a society that is increasingly mobile and crossed by migration, which requires a new concept of 'global citizenship', that knows how to lay the groundwork for overcoming the closures, the boundaries between 'us' and' them ', of localism, of ethnocentrism.
• peace education as a tool of intervention, critical analysis, knowledge of reality, crossing conflict, negotiation
• the right to speech, to express, to intervention, listening and consultation of all the choices that affect our lives.