Politicile școlare de la sfârșitul secolului al XX-lea: Școlile ca laborator al democrației

During the post-World War II period, the interest in new historiographical directions and new school policies followed a different orientation than the traditional one, topics such as freedom and democracy were addressed in order to succeed in ensuring the creation of a society oriented toward respect for differences and the rights of fundamental freedoms of all men and women (in Article 6 of the Treaty of Amsterdam,1997). In line with these principles, the purpose of this communication is to recount how the European school of the 20th century was involved in these changes, through the adoption of new pedagogical models with a view to a renewed interest in the role of schools in society and in the education of young people. School becomes an instrument of struggle against social inequalities, and a laboratory of democracy that forms conscious and participatory citizens by guaranteeing them a basic education without distinctions of any kind. It is a reflection that accompanied the theoretical and practical production of John Dewey, who is considered one of the major sympathizers of the path of political reflection revolving around the principle of “democracy,” but built and reconstructed constantly through a work of school education, in fact, “the school cannot remain out of touch with the profound transformation of society-rather, it must be in close contact with the environment and the social reality of work.” Alongside Celestin Freinet's thought that an important goal of schooling was to be to know how to work together, in a democratic and collaborative atmosphere.