FREINET PEDAGOGY: THE SELF-ORGANIZATION AND INDIVIDUAL WORK PLANS

Abstract

This article discusses the authenticity of the principle of self-organization and individual work plans, due to students’ inactivity, when inserted in traditional teaching contexts, in their relationship with knowledge and with the desire to learn and investigate the world. In the perspective of bibliographic and documentary research, we present some theoretical and practical contributions treated by Freinet about the development of the child’s self-organization and problematize three models of individual work plans: one of them used by Freinet himself, and other two current, one open and the other one closed, built by French teachers. Our conclusions consider the individual work plan is a tool that provides students with self-organization and of high importance in Freinet Pedagogy for the construction of effective responses aimed at a libertarian education.