A-Infos (en) Spaine, Regeneracion - The struggle for education is a class struggle - A proposal defending public education of and for the working class. By BATZAC - LIBERTARIAN YOUTH (ca, de, fr, it, pt, tr)[machine translation]

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/
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