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Revista Eletrônica de Educação

versão On-line ISSN 1982-7199

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SAINT-LUC, Florence. From intercultural cooperative confrontation to cooperative self-training. The case of teacher educators in the international movement of the Modern School. Rev. Elet. Educ. [online]. 2018, vol.12, n.2, pp.408-430. ISSN 1982-7199.  https://doi.org/10.14244/198271992586.

The educational and economic crisis generates a need to re-examine the education purposes and to reform the thought. “The seven knowledges necessary to educate the future”, (Morin E., 1999), aims at a democratic and scientific humanism. We constituted an international collaborative research on teacher training, supported by this philosophical and epistemological framework, within the Modern School movement. An intercultural co-operative confrontation started, initially, by a participating observation in 5 European countries, in order to work macro and meso dimensions of their educational systems, and to develop an international network which officially came out during a physical meeting of teachers and trainers from various European countries, in 2009. It revealed blind spots, on meso and micro levels, and generated a co-operative self-directed training, in a second step, thanks to the emergence of new professional socioconstructivist didactics, within the framework of teachers training, in February 2010, in Valencia, and trainers training, in July 2010, in Nantes, with a heterogeneous public of 3 continents. Based on the articulation between “experimental probing” and co-operation, they connect education, training and research. They develop teamwork abilities, creativity and reflexivity. Cultural diversity can generate empowerment and international collective intelligence, transformative learning, developing a transferable “ingenium” in various contexts.

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