Absence or presence of constraint in the Freinet School

Abstract

Aim: The article raises the question of the bodily and therapeutic constraints that pervade the methods of Elise and Célestin Freinet, pedagogues in the Freinet School in Vence over time. Methods: This paper is based on the work conducted by a team of researchers from Nancy, France, on the objectification of the educational practices of the Freinet School in Vence, including both historical-philosophical and ethno-didactic aspects. Results: This exploration, beyond the doxa of the “Freinet pedagogy”, demonstrates the existence of a specific dialectic between constraint and freedom in the history of the Freinet School pedagogy. Discussion: This pervasiveness of the therapeutic constraint at Vence can be seen in the very organization of the educational environment in the school. It is fully articulated with the educational project. Conclusion: Although the Freinet School has evolved since its opening in 1934 and its purchase by the State in 1991, and although the issue of therapeutic restraint has dwindled, a style of thinking has nevertheless remained in the educational practices. This strongly questions our educational habits.