Mètode Freinet (Catalan Wikipedia)

Analysis of information sources in references of the Wikipedia article "Mètode Freinet" in Catalan language version.

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Lázaro, L. M. (2017). El Groupe Français d´Éducation Nouvelle y la Guerra Civil española en las revistas Pour l´Ère Nouvelle y L'Éducateur Prolétarien. Espacio, Tiempo y Educación, 4(2), 307-336. doi: 10.14516/ete.150
Fortunato, I. (2017). Reasons to consider Célestin Freinet's Pedagogy still current. Revista Ibero-Americana de Estudos em Educação, 12(1), 542-545. doi: 10.21723/riaee.v12.n.esp.1.2017.9658
Imbernon, F. (2017). Célestin Freinet, una pedagogía actual y vigente. Revista Ibero-Americana de Estudos em Educação, 12(1), 591-595. doi: 10.21723/riaee.v12.n.esp.1.2017.9664

Fernández Sarasa, C. (2015). Transformación social y creación de sentido en los testimonios de maestros y alumnos de la segunda etapa del movimiento Freinet en España. Social and Education History, 4(3), 287-308. doi: 10.17583/hse.2015.1732

González-Monteagudo, J. (2013). Célestin Freinet, free writing and the school journal: a model of progressive education in the first half of the 20th century. História da Educação, 17(40), 11-26. doi: 10.1590/S2236-34592013000200002
Huerta, José Luis Hernández, & Sánchez, Alba María Gómez. (2016). Debating Education an political reform: the Freinet Movement and democratisation in Spain (1975-1982). História da Educação, 20(49), 95-122. doi: 10.1590/2236-3459/61932

Scarpato, Marta. (2017). The free expression in Freinet's Pedagogy. Revista Ibero-Americana de Estudos em Educaçao, 12(1), 620-628. doi: 10.21723/riaee.v12.n.esp.1.2017.9667
Da Silva, ALR., de Lima, EA., & Valiengo, A. (2017). Freinet Pedagogy and the school in the 21st century: humanizadoras perspectives for the pedagogical work. Revista Ibero-Americana de Estudos em Educação, 12(1), 669-687. doi: 10.21723/riaee.v12.n.esp.1.2017.9632

Cunha, C., & Fortunato, I. (2017). 50 years dedicated to the Freinet Pedagogy: An encounter with Rosa Maria Whitaker Sampaio. Revista Ibero-Americana de Estudos em Educação, 12(1), 554-563. doi: 10.21723/riaee.v12.n.esp.1.2017.9661