Transitions dans le systeme educatif et crises du projet existentiel. Les espaces-temps transitionnels et leurs pedagogies
Institution:
Toulouse 2Disciplines:
Directors:
Abstract EN:
Nowadays the educative process lasts about twenty years along its different phases of personalization and socialisation. Its consists of two stages either consecutive or not, each stage being marked by transitional periods. The "school" stage from nursery school to university or technological formations extends on about 15 years now and then interrupted by the changing consecutive courses every fourth or fifth year. Its characteristics are continuity and promotion. Among those changes we have chosen to expatiate on the one which occurs between high school and university. Its challenge and issue are dealt with in the first part of our study. The "post school" or "pre vocational" stage which lasts on an average four or five years is interrupted by socio-economical changes which occur every sixth month on an average. We treat the issue of that period of incertainty in the second part of our survery. Its brings about a question to which we try to answer in the third part of our thesis that is the notion of project. Our argument is that a project can only exist through its breaking phases. Confronting these two types of transition the pre-determined controllable one and the uncertain incontrollable one is the subject of the fourth part of our work. The general hypothesis which underlies our reflection is that there is an inadequate adaptation to the different transitional situations regarding the complexity of the issues and the simplicity of current answers. These transitional situations call for as high a capacity of adaptation as is needed when one is confronted to a new situation (cf j. Piaget). This hypothesis of "educability" has been tested by teams of high school teachers during forming courses. It is dealt with in the fifth part of this work. The results show that it is possible to develop a relationship between psychology and pedagogy, between research workers and teachers.
Abstract FR:
L'aventure educative, dans sa phase d'intense suggestion du proces de personnalisation-socialisation, dure aujourd'hui en moyenne une vingtaine d'annees. Elle comporte deux etapes - jusqu'ici naturellement consecutives, actuellement desarticulees - qui sont l'une et l'autre, mais differemment, jalonnees d'episodes transitionnels: - l'etape scolaire, de la maternelle a l'universite et ou aux formations technologi- ques et professionnelles, d'une quinzaine d'annees, soumise a des ruptures d'origine institutionnelle, plus ou moins efficacement amorties, se produisant selon une periodicite de trois a cinq ans, tout au long d'un processus qui conserve cependant ses qualites de continuite et de promotionnalite. Nous avons priviligie, parmi ces differentes transitions, celle qui se situe a l'articulation lycee universite, dont la problematique fait l'objet de la premiere partie de cet ouvrage. - l'etape post-scolaire preprofessionnelle, actuellement d'une duree moyenne de quatre annees, soumise a des ruptures d'origine socio-economique, dont la periodicite, infiniment plus reduite - de l'ordre de un a six mois - en est d'autant plus eprouvante. La problematique de cette transition fait l'objet de la seconde partie de cet ouvrage. Elle debouche sur une interrogation relative a la notion de projet : notre these est que le projet n'existe qu'a contrario par ses episodes d'interruption cette interrogation s'ouvre - troisieme partie - sur une modelisation du systeme de la personne, projet-de-soi. La confrontation de ces deux types de transition: - celle qui se developpe selon un schema teleodetermine, et celle, au contraire, qui se vit dans un contexte d'indetermination psychosociale, quatrieme partie. Hypothese generale : inadequation entre complexite des situations de transition et pauvrete du repertoire de reponses dont disposent les sujets. D'ou necessite d'une majoration (cf. J. Piaget) des modalites adaptatives, sous influence educative concertee. Cette hypothese d'educabilite a ete testee aupres d'equipes de professeurs de lycee, cinquieme partie de cet ouvrage. Des resultats attestent d'une articulation possible entre psychologie et pedagogie, entre recherche et formation.