“We ask for a new breath for the school”. On her return to school, on August 23, Guislaine David, Snuipp Fsu’s co-secretary, defined the content of this new impulse. Of course it is a question of salaries: first union of the 1st degree, the Snuipp charges 300€ net per month for the teachers. But de Snuipp also wants to break with the Blanquer pedagogy and “only get out of the foundations”. An ambition that clashes with Macron’s “school of the future”.
Salary: 300€ net more per month
“The appeal is exhausted from the previous five-year term”. Guislaine David, in the presence of the two other co-secretaries-general, Blandine Turki and Nicolas Wallet, calls for “the questioning of educational freedom, the succession of reforms” under JM Blanquer, but also the two years of health crisis. All this weighs on this return to school without Pap Ndiaye’s appointment being enough to change the atmosphere.
What could mobilize primary school teachers is, of course, salaries. According to Nicolas Wallet, a 9th grade teacher lost €3,600 per year in 2022 compared to 2010. The Snuipp asks for a net increase of €300 per month, ie the monthly salary that has melted away thanks to the point freeze Function public.
The statements by G Attal and P Ndiaye about the net €2000 for new teachers have increased the dissatisfaction. “If this is the case, the government will have to introduce the package,” said G. David. “We will oppose measures that divide the profession,” said N Wallet. For the Snuipp Fsu, upgrading should not be limited to just beginning teachers. We need a revision of the grid, including for career breaks that have been excluded from the revaluation by G Attal.
The union points to the recruitment crisis. In addition to the salary, the deterioration of working conditions also plays a role, according to de Snuipp: number of students per class, unsustainable detentions due to lack of resources, deteriorated rights for staff with, for example, refusal of part-time or transfer.
Rejection of the School of the Future
But the new breath is also instructive. Le Snuipp is skeptical of the School of the Future promised by Macron. “The generalization of the Marseille experiment is not a request from the field,” says G David. “This experiment puts the schools in competition. In Marseille, they raised 40,000 euros to set up an innovative project and 15 additional functions. That’s a lot of resources: the School of the future cannot be generalized everywhere on the territory” she jokes. “It is a way to deregulate the system by deviating from the status of the staff. This will not improve the school because the recruitment of teachers by management has already been tried in the days of the Eclair networks. From research turns out we don’t “get better results when recruiting principals have more hierarchical power and recruiting teachers.”
The debates announced by E Macron are also rejected. “There is no question on the ground,” explains G David. “These debates (in which associations and elected officials will participate) can cast doubt on school projects. Debates like this are already experienced and this has never been beneficial to schools.”
Against the “all basic”
But the Snuipp also mobilizes against the “all foundations” that JM Blanquer installed in the first degree. “We cannot reduce social inequalities with the fundamentals alone,” says G David. For Snuipp, “mastering reading, writing and counting the solution to school failure does not have the evidence attributed to it by ministerial communication”. Snuipp points out that France is already championing the fundamentals: France spends 42% of school time on subjects other than French and mathematics, compared to 63% in OECD countries. “Research in the sociology of learning shows that the students who struggle the most in school are those who are convinced that they are only there to learn to read, write and count. By sharpening lessons on the fundamentals, working class pupils from other fields of knowledge: sciences, arts, etc. who bear determinants”. Snuipp underlines the risk that this basics-only logic will win kindergarten this year. According to Snuipp, “on the basis of the results of national assessments, management favors the acquisition of lower-level skills to the detriment of those who enable the construction of meaning”.
Snuipp also sheds light on the results of the past five years by showing how social inequalities in results have increased despite duplication.
De Snuipp expects a real pedagogical change from the new minister, who temporarily places his pedagogical policy in the continuity of his predecessor.