Introduction - "Education is the most powerful means to transform society" - Teresa Mañé (1865-1939) - This article addresses the conclusion of the first cycle of education strikes that took place during the 2025-2026 academic year in Catalonia and other regions of the peninsula-strikes that set a new precedent for the struggle to defend public education. They demonstrated that every right won was the result of conflict and worker organization, whereas every setback was imposed from above, serving an educational model subordinate to the needs of capital. We now stand at the beginning of a new strike cycle for the 2026-2027 academic year, and we believe that assessing the previous cycle is essential to continue the struggle and achieve victories as a class.
The mobilizations of the curs passat are not going to be a fet aïllat. They are part of a long tradition of events that have traveled through our educational centres, from the 1988 protests, the protests of the Noranta per LOGSE, the mobilizations against the retalades and to the end of 2022. Recovering this memory is more than a historical exercise, it is claiming that res of what has already been granted and that those who have allowed themselves to advance continue in those proper to class unionism: assembly, direct action, mutual support and solidarity.
Nowadays, this heritage of resistance has always been the result of something else that comes: libertarian pedagogy. From the libertarian movement and the anarconsindicalisme, here it is not possible to defend public education if it continues to reproduce the authority, the discipline, the inequalities and the necessities of the capitalist system. Both the experiences of rationalist schools, athenaeus and self-managed schools put education at the center of what was to be a comprehensive liberation process. Because education is not neutral: either it contributes to reproducing the existing world or it is converted into an eina of emancipation.
So when it comes to a new cycle of mobilizations, it is important to think carefully about what you want, what you want to achieve and why you want to go. From here we will arrive at the present and think about the future of public education with revolutionary practice. But we will not limit ourselves to negotiating the conditions under which capital administers the school; We will build public education related to the needs of the working class. I know that this horizon will only be possible if we recover the ability to transform, from the ground up, the educational and social model.
Preamble
Instruction is the weapon of the workers"
Teresa Claramunt (1862-1931).
Education can keep us anchored in the darkest places of our past and present, but it will also be a field to explore, sow and develop new ideas that put the ancients against the ropes. It is an instrument that has historically been shown to be the only instrument for liberation, but in the later stages it has also become an immovable stone that has justified, promoted and consolidated the most salvage slavery in all six forms. The last element of this instrument will be the one that controls it.
More than anything, we bring the benefits of the children, and we recognize who is the key to education at this moment in history. A world that we have not really abandoned and that must act coherently to achieve real emancipation as a class. Because the school is not just an educational space, it is also a work center and, like the other work center, it needs assembly, organization and conflict training.
The public school and its degree system have historically fulfilled the function of consolidating a mitjana class, to maintain the relationship between the working class and the bourgeoisie. It has been a pillar of the welfare state, at a time when the accumulation of capital allowed us to distribute more wealth - largely at the expense of colonial extractivism to the global South -, integrating the working class into the State and, therefore, containing its revolutionary potential.
To arrive, however, the public school is both a pillar of the welfare state and the relative conquest of the working class, the fruit of the early revolutions of the 20th century and of the subsequent resistance to the policies of austerity and reforms. This perspective allows me to understand it as a whole world of classes: it is now the result of the political initiative of the bourgeoisie and of the force of the working class, and it is progressively devalued and precarious because it is not interesting to maintain the previous levels.
Defending the public school is, per tant, a lack of classes. But it is not about recovering the previous levels, but about overcoming them, making visible the contradictions inherent to the system and accumulating forces at the will of a class political project.
When workers organize, they stop being the object of reforms and become subjects of transformation. If we intend to transform the public educational model, build a class project, to address education in the totality, with all the agents that intervene throughout the formative stages, outside of regulated education.
Therefore, we must roll up our sleeves with our companies, participate in the structures of self-organization, defend the education that volem and guard the fair conditions for all workers. Each organized school is a space less of control of the Administration and a space more of power of the workers, strengthening our position in the correlation of forces, the tension of all conflict.
Davant the following campaigns of delegitimization and attack against the structures and the professionals that promote an education that fails to control the stakes that fail the current system, from the Department, the departments of concertation unions and determined teams directius, is seeking to create a discursive and a social mass that promotes the progressive dismantling of the current system public education That all the six failures and contradictions, actually protect to allow us to resist, improve-it and liberate-it.
As education workers and anarcho-syndicalists we believe, we believe, that the educational model can be disputed, and that the best defense of public education is not delegation, but collective organization that makes it possible every day. As revolutionary militants, we do not aspire to believe that the capitalist system remains kinder and more just, therefore, we defend public education that bridges both the capitalist logic and the inequalities it generates. Inequalities of the quals després beu and s'alimenta to continue predant and expandint-se. Our intention is not to reform the educational system, but to work because in the process of general change in trying to achieve certain improvements for our class, to increase our collective consciousness and capacity.
Education is one more part of the total education of the working class. An important part, but not the only one. A little story that is full of potential when it comes to rethinking the ideological and ethical frameworks of society, and in which a large number of labor, economic and social realities are increasingly integrated. Gaudint sees the opportunity to build solid bridges between the different contradictions of capitalism, we will be able to propose a series of strong classes. The organization of education workers is the best pedagogy of emancipation: it teaches that rights are not granted, they are conquered.
Proposal
It is not possible to educate children because they continue to learn if we do not give birth to anything."
Emma Goldman (1869-1940).
Education, as a pillar of the state and the continued existence of social coverage, is a land full of classes. The dismantling responds to the logical needs of the system, and demonstrates the role of the State in the management of capitalism. Finally, fighting for better educational and labor conditions is also fighting against capital. For this reason, teaching workers have the responsibility of organizing it to reproduce capitalism, convert it into a form of collective emancipation and contribute to the construction of a socialist and libertarian alternative. Sota this thesis, we then explain the proposal that we defend, which should be public education, for the working class.
Education with a land of class dispute and emancipation
Education is not a neutral space nor is it separate from social conflicts, but rather one of the main areas where it is reproduced or which questions the existing power relations. Historically, educational countries have been characterized by the construction of consciousness, the transmission of ideas and the development of new forms of collective organization. Therefore, in the current context of social, economic and ecological crisis, public education workers have the political responsibility of assuming education with a class-free camp.
The current educational system is part of a capitalist society that is responsible for orienting education towards the reproduction of the material system: preparing new generations to join a system based on labor exploitation, the commercialization of life and the subordination of human needs to the economic interests of a minority. Davant of this reality, cal dispute the meaning of public education and convert it into an effort to build an emancipatory alternative.
Això implies establishing an education aimed at forming future workers adaptable to the needs of the market, and recovering education with a process of comprehensive, individual and collective development. It is only through conflict and organization that the working class has the strength to raise demands and build new ones subordinate to our interests, through, for example, changes in curriculum, academic freedom and the repeal of decrees on staff, directorates and autonomy of centers. The objective should not be to prepare our students to reproduce an exploited class, but rather to contribute to training people capable of understanding reality, organizing and transforming it.
Training cannot be subject to a scale of commercial value nor reduced to productive utilitarianism. It must be linked to the needs of people, communities and the planet, promoting ways of life based on cooperation, autonomy, mutual support and collective responsibility.
The organization of the bases
Transforming education implies also transforming the six organizational forms. However, it has also been proposed to introduce critical practices into the classrooms if the basic educational system continues to function according to hierarchical, unequal logic and all the needs of the communities.
How to recover the educational power of the bases. Bet on the forms of organized, participatory and self-managed organizations that allow us to decide collectively which model of public education we want, and pose it to the service of the real needs of our class. This recovery of educational power necessarily implies recovering democracy in the centers, since workers see our ability to decide on the conditions in which our feina develops limited. To reverse the concentration of power in the directorates and in the Administration, recover real spaces of participation and collective decision, guaranteeing that the questions that affect the life of the centers continue to be decided by the communities that they support.
In this sense, the repeal of the Staff Decree and the management model that accompanies it is essential, so that they reinforce hierarchical structures. It is for this reason that we defend the assembles of workers that have been built in each center and zone, and are coordinated with the AEC (Educational Assembly of Catalonia), who demonstrate our capacity for self-organization, and must be the core and the driving force of a little wave of resistance and victory.
The unity of all education workers is essential to defend public education from this perspective. Therefore, by assuming the demands of all the sectors (leure, PAS, PAE, teachers and stage 0-3) we will be able to generate the conditions of possibility of the effective union of these in the rain. Furthermore, to adopt a more social approach, families and students could participate in center and zone assemblies, and have a specific role in this self-organization of the educational community in Lluita.
In this process, anarcho-syndicalistism must have a central role as an organization, articulation and participation of the working class, in order to enhance it as a space to strengthen self-organization, solidarity and the ability to confront the power structures. Tanmateix, this paper cannot be This does not translate into the substitution of the assembles or the advancement of the interests of the class: anarcho-syndicalistism must serve the needs of the bases, contribute to connecting them to other sectors and social conflicts and radicalizing them. To avoid being diverted to reactionary, corporatist or sectorialist positions, I will understand the educational perspective from a class, anti-authoritative perspective, which also considers the inequalities and privileges that are reproduced in the workforce class material. In this sense, it is not true that anarcho-syndicalism led the process in a dirigista sense, but rather that it intervened politically and assumed the responsibility of promoting it there with little capacity, possessing its resources and structures at the service of the workers' organizations and the educational community.
A revolutionary project cannot limit the most vulnerable realities nor assume that the class unit will automatically appear without transforming the power relations that exist in the workforce. Since the most accommodating sectors assume the responsibility of questioning these privileges and generating the conditions so that all the needs can be found equally.
This gaze must also cross education. We cannot limit ourselves to talking about inclusion without addressing the material causes of inequality: educational segregation, structural poverty, institutional racism, territorial inequalities or the difficulties of participation of many families in the life of the centers. An emancipatory education must combat the inequalities that affect our communities and build truly equitable countries.
A radical education is one that addresses problems and is not limited to superficially criticizing the system, but rather develops collective capacity to overcome it. This transformation cannot be restricted to isolated projects, but must be connected to the social conflicts of the present and the struggles of the working class.
The neix transformation of the conflict
Social transformation does not arise from the concession of power, but from the ability of the working class to organize, confront and build its own strength. In this sense, the vague state has been one of the fundamental elements of our class. It reminds us that the functioning of the system depends on our work and that, when organized, we have the capacity to question imposable decisions and dispute the course of the institutions we support. This new cycle of educational vagues that we begin has become the collective expression of our capacity to intervene in reality.
Each vagabond is a school of solidarity, and each assembly, a school of self-management. From the organization of workers to each center, we generate a culture base with transformative potential, from below. Center assembles are essential spaces for sharing problems, making collective decisions and turning individual discomforts into a community force. Nowadays, the zone assemblies and the coordination spaces between them make it possible to overcome the isolation, to share common experiences and to build a forceful and shared response to some of the problems that cross the entire educational system.
The current course, now being able to see the combative unionism, will have an essential role in serving the self-organization of the workers. This is the unionism pel qual apostem and what is necessary to continue advancing this course. A unionism that does not replace the assembles nor speaks on behalf of the workers, but rather accompanies, donates support and contributes resources to strengthen the needs that they need from the centers. The function must be to contribute to shielding the processes of collective organization, to provide coverage against pressures and repressions, to facilitate coordination and to help transform immediate demands into a broader class consciousness.
In this sense, it is essential to provide us with materials that allow us to sustain the rain processes. The resistance funds are practical concretions of mutual support and class solidarity, within the framework of these educational vagues, the CREC (Caixa de Resistència Educativa de Catalunya) has been created, which responds to the need to reduce the economic impact of the vague on the workers and, at the moment, reinforce our collective capacity to maintain the conflict.
The capacity of the workforce does not depend only on the individual will of the workers, but also on the collective structures that continue to be able to build to sustain it: assemblies, coordination spaces, resistance groups, combative unionism... They form part of a material infrastructure of transport that allows individual demands and indignations to be passed on in one force. organized collective.
Sense organization has no force. Sense assemblea no hi ha worker democracy. Sense direct action has no lasting consequences.
The defense of life gives rise to the capitalist crisis
Qualsevol educational project thought from and for the working class must keep in mind a fundamental question: no future is possible without a habitable planet. The ecological crisis is a direct consequence of a capitalist model based on infinite growth, the extraction of resources and the exploitation of territories and communities.
Education must contribute to building a new relationship with nature, based on care, cooperation and respect for the ecological limits of the planet. It is not just about reducing the impacts of the current system, but about questioning the six bases and imagining new forms of production, consumption and social organization aimed at guaranteeing the dignified reproduction of life.
Therefore, the educational project must be part of a broader political project: the construction of a socialist and libertarian society based on the self-management of the working class. A project that seeks to put an end to economic exploitation, to all forms of oppression and to the structures that prevent people from deciding on their own lives.
This alternative must be built from the conflicts of the present and the existing organizational countries, and the school must not be reflexive. The alternative must develop:
An economy on the tasks of sustenance follows collective organisations.
A society free of any form of domination based on gender, identity, sexuality, origin, culture, abilities, etc.
Forms of direct participation with workers and communities recover the power of decision over what affects them.
Models of political organization are decentralized, federal and based on cooperation, revocable delegation and self-management.
A relationship with nature that guarantees the continuity of life and the well-being of present and future generations.
Education is a land of rain because it is also a land of possibility. If capitalism needs education to reproduce itself, we have the responsibility of organizing it to serve to build what it faces does not exist, but we have the responsibility of organizing it: a light, egalitarian and socialist society.
Conclusion
"To give the utmost importance to education and instruction, great forces that can form those reserves so important, so necessary and always decisive in the last combat."
Anselmo Lorenzo (1841-1914).
Education is one of the main battlefields of the class series. There is no neutral school against capitalism: the six institutions are designed to reproduce relations of domination, discipline things, shape consciousness and provide the labor market with more docile and adaptable work. But now, schools are also countries of resistance, organization and construction of alternatives.
Due to the precariousness of working conditions and the growing commercialization of education and management of public centers, the response only to the end of the collective force of workers. Neither the Department nor the concertation unions are at the service of our class, they do not represent our interests and they are in charge of defusing the conflict. We must make it clear that, who will promote the transformations that we need, we are the workers of the most revolutionary unionism, from the base.
We have the strength, the emotions and the creativity. To continue working to convert each educational center into a scene of conflict, and to give shape to the organization of education workers because this remained horizontal and combative. Do not volem the molles, the education workers volem the pa secer and, this September, the course does not begin with normality.
Value this cycle of wanderings as a process of accumulation of forces, learning and experiences of grief, and aggravation of conflict. A process in which the keys to what could become a truly emancipatory project have been planted, including the importance of class unionism, decorporatization and grassroots self-organisation. Let us begin to work with these experiences of learning and learning in order to constitute the class as a political subject capable of carrying out a socialist and libertarian proposal.
Batzac-Joventuts Llibertàries i Embat-Organització Llibertària de Catalunya.
https://regeneracionlibertaria.org/2026/09/08/la-lluita-educativa-es-lluita-de-classes/
_________________________________________
Source: A-infos-en@ainfos.ca
Geen opmerkingen:
Een reactie posten