The Second Period of Cooperation, Experimentation and Application of Freinet Techniques in the Canary Islands (1977-1982)

Abstract

This article aims to investigate the origins and implementation of Modern School or Freinet Techniques in the Canary Islands. From 1977 onwards, a small group of teachers involved in pedagogical renewal started to adopt the working methods proposed by the French teacher and pedagogue in their classrooms, whilst coming together to form their own territorial group in the MCEP (Popular School Cooperative Movement). Although it is true that there was some delay when compared to events in certain mainland areas such as Valencia, Barcelona or the Basque Country, it is no less true that there was soon real involvement in terms of attendance at conferences, meetings, working groups and, more importantly, the use of free texts in the classroom, collaborative work, correspondence, the natural method for teaching reading and writing, experimental approaches, open air activities and school exchanges to stimulate the work of teachers and achieve more critical and autonomous pupils. A standout event in these educational exchanges took place in 1982 when 25 pupils from the town of Lavaur (France) travelled to Valsequillo (Gran Canaria). The Freinet collective also took part with other members of the Tamonante Pedagogical Renewal Movement in the Summer Schools set up in the Canary Islands from 1978, where up to 800 participants attended (such as in the 1979 edition). It should be remembered that since the 2nd Republic, i.e. for over 40 years, no major educational development or impassioned, participatory drive had been attempted to deal with the learning problems in the Canary Islands from a plural perspective of integration and democracy.

Key words: Canary Islands; pedagogical renewal; Freinet Techniques; Modern
School; school correspondence.