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00:35was the best thing possible to do to reassure people.
00:40First of all, to reassure the students who are...
00:45who are now in CN2 and will soon leave school to go to college.
00:50To reassure the parents...
00:55And maybe...
00:57I haven't talked to them, but maybe...
01:00As a team, as a team, as an enseignant...
01:04in saying...
01:05that we work for things that we surpassed,
01:07that we work for education,
01:09that we work for consolidation.
01:10And we work for the personnalités.
01:11A march blanche will be organized...
01:14next week.
01:15Is it a good thing?
01:19It's a good thing.
01:20Yes, it's a good thing.
01:22Yes, it seems to me,
01:24in the same way...
01:25It's a good thing,
01:27which is organized,
01:28if I understand it.
01:30to the initiative of the parents of the city,
01:33we will say.
01:35If it's not an organization organized by the school,
01:38it would not have to be.
01:40It's a good thing because it allows me to remember.
01:45As I mentioned earlier, I mentioned the notion of cicatrices.
01:50I think it's important to look at them simply
01:55because they allow us to remember.
01:57We need to do it with prudence
01:59to not...
02:00I think it's important to risk
02:01that we don't want to be able to do it.
02:04But...
02:05Precisely,
02:06tous les événements qui se sont passés
02:08depuis cet accident
02:10tout ce qui a fait que les élèves vont continuer
02:12de grandir et d'apprendre...
02:15qu'on a eu des difficultés à résoudre,
02:17qu'on a eu des plaisirs ou des bonheurs,
02:19petits ou grands.
02:20Tout ça sont autant de filtres qui permettent
02:23de ne pas se faire éblouir.
02:25Par le souvenir.
02:26Donc, bonne chose, oui,
02:27parce qu'on va se souvenir...
02:29...
02:30de la famille et de sa douleur
02:32et qu'on peut partager de nouveau un petit peu.
02:34Et puis...
02:35et puis aussi tous ces filtres qui sont là
02:38et qui nous permettent de continuer...
02:40de travailler avec la mémoire,
02:44pas seulement pour...
02:45pour la mémoire,
02:46mais avec la mémoire.
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