The lycée autogéré de Paris (LAP) is an created in 1982 by Education Minister Alain Savary. Teachers and students (in some way "breaking" with the education system) are the foundation, the "initiator" was Jean Lévi. LAP teaches adolescents and young adults, aged 15 to 21, as an alternative to the Education in France. History Job cuts In 2011, during parity meetings of the rectorate of Paris, where the allocation of teaching posts for each establishment was decided, LAP were informed of the loss of five posts (out of a team of 25) from 2011, threatening the closure of the establishment. In reaction to this news, the lycée mobilised and managed to save four and a half of the jobs. In 2015, faced with further mobilisation of staff and students, the remaining half-post was reallocated to the lycée. Therefore, the lycée kept its 25 teaching staff. Incident In March 2018, the lycée autogéré de Paris was disturbed by far-right militants of the Groupe Union Défense (GUD), who threatened to infiltrate the establishment and create incidents. The lycée filed notice leading to, one year in prison, of which six months are suspended by the Paris prosecutor's office for the two defendants. Teaching The lycée autogéré de Paris was inspired by preexisting teaching experience, particularly from the network of experimental schools and colleges created in the 1960s and 1970s, such as the école élémentaire Vitruve opened in 1962 in the 20th arrondissement of Paris (still in place) and Oslo Experimental School, opened in 1967 in Norway. They also looked at the lycée expérimental de Saint-Nazaire, which had opened six months earlier in Saint-Nazaire. Among the theoretical references, they looked at Célestin Freinet and his colleagues in the Freinet Modern School Movement, but also took inspiration from the theories of the "dissidents", who studied institutional pedagogy - Raymond Fonvieille and Fernand Oury. Nevertheless, the lycée autogéré de Paris leaned closer to the self-management ideals of Fonvieille, than the psychoanalytical tendencies of Oury. From a practical point of view, the texts of scholars Georges Lapassade and Michel Lobrot promote this type of experience ("groups, organisation, institution" for the former, "institutional pedagogy" for the latter). The pedagogy of LAP also relies on the work of institutional psychotherapy (René Lourau and Félix Guattari). In practice, there is a conciliation between the different theories and practice, and the entire establishment is key to making it work. Function In