“…Later, in the 1960s and 1970s, we see a certain connection of the teachers with the original most forward-looking pedagogical ideas of the first three decades of the 20 th Century, reflected in the professional didactic press, in legal texts and in the culture at school. Finally, the MRPs, from the beginning of the political transition until 1983 (when their campaign began to lose momentum), played a protagonistic and active role in the processes of technical modernisation of the schooling system, in the democratisation of the educational structures, in the expansion and increasing of the quality of public, pluralistic and egalitarian education, and in the social and cultural dynamisation of broad sectors of the population; those aspirations in education and the rejection of the dictatorship were the unifying aspects for these movements, which, furthermore, displayed a wide range of political, ideological and trade-unionist outlooks, and strategies to influence reality (Caride Gómez, 2011;Codina, 2002;Groves, 2014aGroves, , 2014bHernández Díaz, 2011Hernández Díaz & Hernández Huerta, 2007;López Martín, 2002;Pozo Andrés & Braster, 2006, 2012. Amongst the most active, dynamic and populous of the MRPs at the time was the Freinet Movement which, clandestinely, began labouring to construct a true popular schooling system -publicly-run, lively, democratic and with a marked political and social nature.…”