Des réfugiés pour éduquer les enfants réfugiés d’Europe?: Trajectoires de participants étrangers au Cours international de moniteurs pour homes d’enfants victimes de la guerre Genève 1944–1945

• Samuel Boussion ^[1]
  1. [1] CNRS-université Paris 8 Vincennes–Saint-Denis, Paris
• Localización: Paedagogica Historica: International journal of the history of education, ISSN 0030-9230, Vol. 59, Nº. 5, 2023 (Ejemplar dedicado a: Politics and Policies of Education in the Iberian Peninsula), págs. 818-836
• Idioma: francés
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• Resumen
  • français

    Au cœur du refuge en Suisse pendant la Seconde Guerre mondiale, une expérience singulière de formation est mise en place à Genève afin de former tout un personnel éducatif en charge des enfants placés dans des homes du pays mais également dans le reste de l’Europe. Un “Cours international de moniteurs de homes d’enfants victimes de la guerre” est en effet inauguré en novembre 1944, dans lesquels les élèves suivront au fil d’une session de six mois des enseignements de pédagogie et de psychologie principalement, ainsi que des mises en situation valant exercices pratiques. Le Cours compte dans ses rangs une moitié d’élèves issus des camps d’internement suisses, l’autre moitié étant composée de ressortissants suisses, une proportion identique lors de la seconde session, ouverte au printemps 1945. Cet article retrace l’histoire des débuts du Cours de moniteurs à travers les trajectoires des élèves des deux premières promotions, principalement à travers les dossiers individuels de moniteurs passés en Suisse depuis 1942, conservés aux Archives fédérales de Berne. Idée portée au départ par les milieux genevois de l’éducation et des réfugiés, l’utilisation de cette main d’œuvre pédagogique aboutit au recrutement d’élèves issus des camps d’internement du pays. S’ils ressortent tous du refuge de masse, l’étude des trajectoires individuelles montre également qu’ils sont également pour beaucoup inscrits dans des réseaux progressivement constitués au fil de leur parcours d’exil et d’internement. C’est parfois également là que se forge leur expérience auprès des enfants et parfois les compétences professionnelles qu’ils exporteront par la suite, dans leur pays d’origine, contribuant ainsi aux circulations importantes dans le champ de l’éducation en sortie de guerre.

  • English

    At the heart of refuge in Switzerland during the Second World War, a singular training experience was set up in Geneva in order to train a complete educational staff in charge of children placed in homes in that country but also in the rest of Europe. In November 1944, an “International Course for Monitors of Homes for Child Victims of War” was inaugurated, in which the pupils would follow a six-month session of teaching, mainly in pedagogy and psychology, as well as practical exercises in real-life situations. Half of the students on the course came from Swiss internment camps and the other half were Swiss nationals, with the same proportion during the second session, which began in the spring of 1945. This article traces the history of the beginnings of the Monitors’ Course through the careers of the pupils of the first two classes, mainly through the individual records kept in the Federal Archives in Bern of monitors who had been in Switzerland since 1942. The idea for this course was first conceived in Geneva’s educational circles from the Institute of Educational Sciences (formerly the Jean-Jacques Rousseau Institute) accompanied by several educators who had found refuge in Switzerland. The result is a model of future international education, including the profile of these future actors in reconstruction. The project resulted in the use of all available manpower through students who would come from the country’s internment camps. Freed for a time from their internment status, these young women and men all came out of the mass refuge, having fled persecution because they were Jews, and arrived in Switzerland between the summer of 1942 and the spring of 1944. Far from being merely an opportunity to escape from the logic of confinement and the constraint of placements, sometimes experienced even before the war, entry into the course was for many the result of joining networks and collectives that were gradually being formed, particularly within the humanitarian organisations which looked after these refugees. The files also make it possible to evaluate the place of the Monitors’ Course in the individual trajectories of the students. Although few had previously had educational experience with children, except for having themselves been children rescued from homes, some of them continued in this way after leaving the course, exporting their skills acquired in their country or their country of emigration, thus contributing to the significant movement in the field of education in the post-war period. Conversely, the Geneva Course was for all of them a “transitional space”, between their past of exile and their future.