Contraindre sans contraindre : du « client idéal » de l’école maternelle aux difficultés professionnelles enseignantes
The article analyzes the effect of child social definitions and pedagogical norms on teachers professional difficulties. The case of French nursery schools and language acculturation shows that pedagogical norms are based on an "ideal client" that is politically autonomous (a child who beh...
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | fra |
| Published: |
Presses universitaires de la Méditerranée
|
| Series: | Éducation et Socialisation |
| Subjects: | |
| Online Access: | https://journals.openedition.org/edso/7692 |
| Summary: | The article analyzes the effect of child social definitions and pedagogical norms on teachers professional difficulties. The case of French nursery schools and language acculturation shows that pedagogical norms are based on an "ideal client" that is politically autonomous (a child who behaves well by himself) and cognitively autonomous (a child who learns by himself): an ideal of social class, far from most real children. The case of oral activities shows how the ideal of a child who behaves well by himself leads to under efficient and differentiating pedagogical devices while generating concrete difficulties of implementation and uncomfortable arrangements. The case of alphabetical learning shows how the ideal of a child who learns by himself produces pedagogical norms that maintain school difficulties while preventing from the reflexion and the experimentation of democratic practices that could solve some teaching difficulties. These difficulties point out an impeded work. |
|---|---|
| ISSN: | 2271-6092 |