CSE of February 8, 2024 “shock of knowledge”
Statement from SNES-FSU
Mr Director, Mr President, Ladies and Gentlemen
1er then on February 6, staff mobilized to defend public, secular, free and compulsory schools, to defend access for all students to the most demanding knowledge and know-how and for the recognition and revaluation of their profession whose social role is nevertheless indisputable. National Education has, for months, been trapped in a political agenda where ministers, their announcements, their misleading or malicious communications break all dynamics and prevent staff from calmly doing their work.
The repeated lies about the jobs created at the start of the school year and the supposed cancellation of job cuts are unbearable for colleagues. They discover with anger that these are, for many, hours redeployed, after the removal of technology last year, to set up level groups that no one wants. Removal of language options, removal of duplication, removal of support systems for all students, removal of the choir… In the name of the doxa on “fundamental knowledge”, the ministry intends to methodically eradicate all the richness of the teachings of the second degree. But what will you do with these subject teachers who will soon have no students? Some establishments have found the solution encouraging colleagues, to avoid an additional service or a card measure, to take charge of mathematics and French groups since colleagues from these two disciplines are already missing.
The “shock of knowledge” thus aims at the reduction of knowledge, the precariousness of professions and the deprofessionalization of personnel with the multiplication of systems where the disciplinary mastery of teachers is neither required nor verified.
The Preparation-Second built around local projects that could not be more vague, the EMC accessible on project to any colleague motivated by “civic instruction”, the “reinforced support” designed for pacted colleagues in are the latest examples after the development of a low-cost RCD for students.
If some had not yet understood the two-tier college that is emerging, the CSP gives a very enlightening opinion in a report. It undoes the single college, encourages the selection of students, insists on reorienting the time margin towards the level groups and returns the missions of the CPE to the authoritarian prerogatives of the general supervisor. Such a retrograde bias, such a conservative vision of school, permanently discredits the CSP from which we can no longer expect anything. Next to it, the circular, although lukewarm, called “mathematics ambition in 3rd grade” seems almost progressive in advocating common homework that colleagues would apparently never have thought of! Who are we laughing at ?
This school where educational separatism becomes the rule, where the DNB prohibits complete compulsory education up to high school, where students are at the mercy of a boss or recruited with the SNU to better control them, we do not don’t want to. And there are more and more of us saying it, unitary wishes and inter-union amendments are multiplying throughout the CSEs. Initiatives are gaining momentum such as the inter-union petition FSU, UNSA Education, FO, SGEN-CFDT, CGT Educ’action and Sud Education “no to the shock of knowledge”, like this call for a united and collective response launched by the educational movements and associations, trade union organizations, researchers, education actors for an alternative Grenelle.
Our school is holding on strong through the involvement and investment of staff but the state of tension in our professions is ignored. However, Depp has just documented it again by concluding in its latest note that more than two thirds of teachers, a growing proportion, say they have to do things that they disapprove of.
Whoever the minister is who will continue the preparation for the 2024 school year, the SNES-FSU says it loud and clear: abandon the “clash of knowledge”, open consultations to reform in consensus by listening to staff and their representatives .es.
During last week’s CSE, the minister announced the suspension of the four closures of Parisian CPGEs. These are therefore four classes which must be maintained, not one less. The SNES-FSU recalls that maintaining the openings of the two CPGEs for professional baccalaureates would constitute an exit from the top.
Finally, SNES-FSU wanted to alert people about the situation in Mayotte. The safety of staff and students is no longer guaranteed in establishments. Keeping the 33 establishments open under these conditions is not acceptable. We must act immediately!
The Inter-union wish adopted:
Presented by the FSU, the UNSA education, FnecFP-FO, the Sgen-CFDT and the FEP-CFDT, the CGT
éduc’action, SUD education, FCPE
The implementation of the measures contained in the “Shock of knowledge” is not
nature to help all students succeed better or to reduce the inequalities experienced
in the education system. Indeed, this “shock of knowledge” is a set of announcements
which has great ideological coherence for the government. Inspired by a model
of a backward-looking and conservative school, it lays the foundations of a school of social sorting.
This reform disorganizes colleges, degrades students’ timetables and
personal. It leads to deletions of options and a drop in hourly volume
of the teaching of the languages and cultures of Antiquity, a renunciation of
some rare reductions (in science and technology, in languages in particular), the
weakening of the choir, reduction or elimination of teaching
disciplinary measures, duplication and measures approved by staff…
It considerably degrades working conditions, due to the great insufficiency of
means and class overloading.
She sorts the students socially by organizing mathematics and
French in level groups.
It renounces the same school for all by setting up access
conditional in high school.
It challenges educational freedom with methods, manuals and
common progressions imposed.
This reform imposes a policy of social sorting to the detriment of the most
fragile, students with disabilities, allophone students, students
experiencing academic and social difficulties. It worsens working conditions
teachers, but also all staff.
The ministry has decided on a rushed timetable to impose its reform with a
transition to CSE on February 8 while the 2024 school year is underway
preparation in middle and high schools. He intends to make his service agents
public, state officials, the instruments of social sorting in the service of interests
The CSE calls for the complete and immediate abandonment of the “Shock of
knowledge”, a real consultation on the college and a massive investment for
public school and the success of each student.