On Tuesday, October 6, in Marseille, between 10,000 and 15,000 people (according to union sources) participated in a demonstration as part of a national day of mobilizations. The majority were high school students from general or vocational education, as well as university students, secondary school teachers, primary school teachers, higher education teachers, and parents of students (including the FCPE). Many high schools had been closed in advance by the administration, so few of them were blocked. General assemblies of teachers were able to take place, but in some places the administration outright prohibited them, an unprecedented phenomenon and a challenge to union rights. Other demonstrations were organized in cities within the department and academy. The movement reached an unprecedented scale since the youth mobilizations against the CPE in 2006. Colleagues from various sectors joined the marches, noting the proximity of their demands to those of the youth (working conditions, state of school buildings, heat traps, number of students per class, the impossibility of functioning properly since the implementation of the Blanquer reform and the Bac Pro reform, rejection of Parcoursup as a source of anxiety and inequality, absent teachers who are not replaced...). In vocational high schools in the academy, very different situations from one establishment to another. In Miramas, violence was committed against the educational community, which used its right to withdraw. Their demands did not receive a response from the DSDEN (creation of non-teaching staff positions) beyond the granting of four additional hours in the DGH. In Salon-de-Provence, a fire broke out at the L’Empéri high school during the night of Saturday to Sunday. The police forces violently repressed the movement the following day. In another Salon-de-Provence high school, common assemblies of teachers, parents, and students were organized in a tense context. In the Vaucluse, in Avignon, teachers at the Maria Casares vocational high school are stunned by the violence and unrest surrounding the high school initiated by some students from the school or neighboring schools. In Marseille at the Mandela high school, external elements attempted to start fires. The issue of returning to work is not simple, especially for new colleagues (interns, contract workers). The Hotel School is not closed, and the students' local demands are close to those of the teachers (more democracy and dialogue, implementation of union rights for high school students, adjustment of schedules to allow better sports practice...). It emerges from all this a very disparate situation, ranging from the elaboration of demand notebooks, the construction of a movement intended to last, to a revolt that can sometimes be expressed harshly without the aspirations of the youth being clearly apparent. When dialogue between teachers and students is maintained, there is a strong willingness of teachers to support this movement and act together. The Café pédagogique met colleagues in the Marseille demonstration. Jean, a physical education teacher at the Artaud high school (13th arrondissement), stated that it is necessary to condemn certain forms of violence that have been expressed but they must be analyzed to understand what is happening. He noted a form of social segregation within the school, particularly between public and private schools under contract. The young people clearly see that the chances are not the same on both sides. A baccalaureate from an old ZEP school and one from a city center high school do not have the same value. It is this form of institutional violence that produces what we saw these last days. Burning a high school is not trivial. But these acts - which must obviously be condemned - have a meaning. Why do some young people act this way? But there are also, fortunately, students who mobilize around well-considered demands. A large convergence is possible with them to get out of this deep crisis. We must both respond to the urgent situations expressed today, but also give the school its proper place in society, by stopping the practice of social segregation, by funding the public school at an appropriate level which must become the school for all children of the Republic. Maria, a Spanish teacher at the same high school, stated that the high school is closed, contact with students has been broken. It started with a classic and calm blockade. Last Thursday, acts of violence were committed by young people outside the school and the police forces arrived only at the end of the clashes to chase the young people. A part of the students is very mobilized. We must not leave the students alone. We must carry our common demands. Our objective is to avoid violence from wherever it comes. The demands are both local and national. The students start from their experience within their schooling to arrive at national demands (school buildings, heat waves that exhausted everyone. Parcoursup is a real issue for them. It is experienced as an abusive, opaque platform that generates insecurity. The young people feel they do not have control over their future. They talk a lot about the heavy class sizes (35), the disappearance of the class group which exploded with the implementation of curricula based on specializations, the Blanquer reform in fact, even though they have only known that. Jean-Pierre, a mathematics teacher at the Langevin high school in Martigues, stated that it is important to be present today with these young people because we are fighting the same battle. When teachers are mistreated, students are mistreated and vice versa. He chose this profession to transmit knowledge in confidence and necessarily we are sensitive to the distress of our students. You cannot advance ideas through violence. He thinks that the power is using this climate to discredit the movement. In a few days of strong tensions, the political parties, the government have made a show of taking the problem seriously. The young people understand well that it is their mobilizations (in all their forms) that made this possible. We have been suffering for a long time from these repeated reforms and the reduction of resources. At his high school, they have lost 300 hours of teaching per week. This is equivalent to ten weeks of classes less per school year. This is equivalent to a pandemic per year. He thinks that this movement will inevitably lead to certain decisions, that is why it is important to eradicate this violence and help the structuring of this mobilization. But he doesn't know how. Nicolas, a history-geography teacher at a high school in the city center of Marseille, stated that his main motivation is to guide these young people to calm things down, avoid tensions with the police. They find themselves on common slogans. They want other political choices, especially to put resources into public services rather than into military armaments. He notes that this youth is diverse, there is that from general and technological high schools and that from vocational or apprenticeship high schools. This movement brings together young people from the popular classes as well as those from the middle or upper classes. There have been no overflows, violence as described in some media even if sometimes it could have degenerated. The coverage of this movement favors violence and pays little attention to the demands of these young people. There is an imbalance here that is not trivial. He cannot deny that some staff have been targeted, that they come out shaken by what happened in some places. It is up to them to maintain the link, to maintain unity in a media context that is not favorable to them. A few years ago, students mobilized against the Blanquer reform and were confronted with this police violence. There is a rise in the power of the police who now use military means. This state violence is problematic, it shows that the power has difficulty hearing the demands of youth and the demands in general. What the young people are experiencing today is comparable to what the Yellow Vests experienced. There is a deep democratic crisis: you cannot educate young people for citizenship and at the same time consider them incapable of formulating certain proposals, of thinking politically. Their non-consideration by the power is a problem. Some are still children but children who have things to say. Louisa, a philosophy teacher in preparatory classes at the Saint-Charles high school (city center), stated that the movement is non-violent at its core, very thoughtful. The young people structure their thinking by acting, it is a very beautiful formation of the citizen's mind. They experience an enormous violence from society that we did not experience at their age, climate violence, economic violence, lack of democracy, their situation is not taken into account. The only future offered to them is that of a permanent systemic violence, of a war that is gaining ground. There are in this movement groups unaware of the political rules, they just want to express their rage. Or then groups manipulated by forces that do not say their names (we have seen videos where police officers disguised as hooligans acted, this is not new). It is necessary to distinguish the two things: this non-political violence that she condemns and which is instrumentalized, and this movement which has its legitimacy, its political dynamic, its intelligence. She is very worried about her students, it is her empathy that pushes her to be here today. She is revolted by the treatment they suffer, by the future that is reserved for them. She is here because she loves her students. That is why she wanted to be part of the security service, to protect them in case of danger. It also turns out that their demands align with hers. Camille, a literature teacher and Eliane, a physics-chemistry teacher at the Marseilleveyre high school (Marseille south), stated that today the young people are here in large numbers, well organized, often for their first demonstrations. Their students are calm, they are in the demand, which is not the case in neighboring establishments and this is what led to the closure of the school. The demands come from the local, the daily (unlivable schedules linked to the high school reform, an ill-suited school building, Parcoursup, difficulties in continuing studies in higher education) and quickly address national issues. The reactions of the teachers are divided, they see new faces at the demonstration but there are also colleagues who are afraid of this situation, who are afraid of losing teaching hours... The implementation of distance learning is a failure, students do not come, they do not have the tools to do it properly. They think that the violence observed has been exaggerated to divert attention. There are two weights two measures, they do not make a big deal out of the clashes that occur after agricultural demonstrations or after certain football matches. In their majority, the young people are there to move things forward. When you are gassed at 15 years old you can have an unexpected reaction, they are people in construction, it is important not to forget that. Tomorrow they will hold an assembly from 8 o'clock. If there are no advances from the government this movement will last.