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Pedagogical, social and political dimensions are integral components of the life and work of Freinet. In this regard, he himself stresses that his technique presupposes a two-dimensional approach: the school education dimension and the social political dimension. Freinet believes that society is riddled with contradictions, which, in turn express the antagonistic interests of different social classes and invade all areas of society, including the schools.

The pedagogical movement he founded is characterized by its social dimension, as evidenced by his defence of a child-centred school, which attempts not to marginalize the children of the lower classes.

Celestin Freinet, one of the most important educators of today, was born in Gars, a village in southern France, on October 15, 1896. He was a primary school teacher from the age of 24, and he started his teaching life in the small village of Bar-sur-Loup (Alpes-Maritimes) in a small rural school. Besides leading the way towards modernization of schools as the creator of the Modern School Movement, Freinet was also the founder and director of the Teacher&rsquo;s Trade Union, the Modern School Cooperative and the International Federation of the Modern School Movement.

Thousands of educators in France and in over 43 countries around the world use his work today, continuing the work he started, which inspired numerous education reforms.

To Freinet, who began his teaching career in 1920, education should allow students to carry out a real job. His teaching career began by building the educational principles of his practice, where he focused on the belief that "no one alone advances their education alone, cooperation is essential." He proposed a change in the school, because he felt it was too theoretical and therefore disconnected from real life.

His education proposals are based on research into children&#39;s thinking and into how children build up their knowledge. "The classroom should be enjoyable and active, because work is the driving force of education." Through constant observation he noticed where and when he had to intervene and how to awaken the student&#39;s desire to learn. Learning through experience is most effective because if the pupil has a successful experience, he will advance and repeat the procedure. However, he will not advance alone, he needs the cooperation of the teacher.

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