The
plural school is a political and
educational option that was current in the begining of the 1970s. She was considered as a lever of the renewal movement educational. The Program school plural as a rule had to modify radically the organization of the school work with the introduction again school rhythms just as well for the teaching as for the students. It proposes a rupture with the traditional processes and the teaching techniques, that base themselves on the cumulative and transmittable conception of knowledge; the elimination of the mechanisms school clean disapprovals of the selective conception and evaluation certificative of the teaching, put an end to the one-way practices where alone teaching it possesses the strength to evaluate, while introducing thus a new educational relation where all the partners Mutual insurance company. The plural action Plan proposes itself to modify the relation with the knowledge, while looking for new meanings for the school container in a globalization perspective and transdisciplinaire. The pioneers of this concept take a series of experiences in schools pilot different social statutes to reduce the gaps and the inequalities of luck and fight against losses and school failures. One begins thus to put some places the emerging school, replying to a political and educational need of restructuring of the school system, without pushing back current others innovating as the participative school or the integrated school in his environment or the school citizen… it is to note nevertheless that these convergent currents towards common objectives to know the democratization of the
Education and the equality of luck. The action plan behaves several measures:
-A more radical collective intervention
-The globalisation of the
formation -The school becomes a field of cultural actions
-The school becomes a collective production space .
-The chain of the formation without interruption, since the maternity until the end programs.
-Fitting socialisation to formation every cycle -new social and professional identity of the school.
- To Look for practices and actions in the school that promote the variety of the global formation of the
learning.
- To Consider the every
age experience of formation, without interruption, while redefining the times and the spaces of the school organization in order to guarantee the rights of childhood, the adolescence and adult age;
- To Rediscover the force of socialisation of the school, in now educated them close to their pairs of age.
-To recognize the role of the professional of the education of as a partner active one in the construction of the plural school, with the others intervening at the level of the local group. In the perspective politics of the social insertion. In this new logic, the apprenticeship of the learning occupies the center of the educational process, of which the objective is the formation and the socio-cultural experience of every age, putting an end to the traditional education centered on the transmission process and the assimilation of the containers curriculaires where it student must assimilate a maximum of containers predefine of which the approval is a condition to admit it to the cycle rhythms differentiated in the educational process of each one learning, in order to take it progressively towards his autonomy .
More summaries about the The multidimentional school