Télévision et apprentissages scolaires : Téléscope, une revue militante
Institution:
Paris 8Disciplines:
Directors:
Abstract EN:
Making television part and parcel of school-learning remains a problem to-day. The gap is still too large between the world of the teacher and that of television. Accepting the cognitive function of television which alone can justify its pedagogical value, is therefore one of the main elements to allow the setting-up of television broadcastings which can serve as tools for school-learning. If we want teaching techniques which incorporate television to be generalised at all levels in our school system, there must be training-sessions affecting the largest number of teachers. Such is the original attempt of the magazine telescope. First it shows that certain broadcasts can indeed be used in a class context. The selective attitude of the review results in the emergence of a teachers'television, characterised by turning down prime-time private channels broadcasts which essentially focus on entertainment. Then it develops a television criticism serving to mould the viewers perspective and to have a professional dimension by acquainting teachers to elements of knowledge which can be derived from such broadcasts. Lastly, it sets up a model for a television pedagogy. This model however, remains very contradictory. Indeed, it both offers 1) a pedagogy of television which could become part of a general programme of media education, and a pedagogy via television which calls upon a structured conception of teaching processes ; 2) it also proposes to incorporate such learnings in school subjects and syllabuses with the possibility of acquiring related skills ; 3) new teaching techniques which also take into account the structure and composition of our school system. If such contradictions are not solved in the completion of the telescope- project, the review however, remains a major meeting-point for both teaching staff and television people and thus it helps, in a militant manner, to acknowledge the cognitive function of television and its usefulness in the fulfilment of school learning.
Abstract FR:
L'integration de la television dans les apprentissages scolaires reste aujourd'hui problematique. Trop de choses separent le monde des enseignants de celui de la television. La reconnaissance de la fonction cognitive de la television, qui seule peut fonder sa valeur pedagogique, constitue ainsi une des principales conditions de possibilite de la constitution des emissions de television comme outil d'apprentissage a l'ecole. Pour que des pratiques pedagogiques integrant la television puissent se generaliser a tous les niveaux du systeme scolaire, des actions de formation doivent toucher le plus possible d'enseignants. C'est ce que tente de facon originale la revue telescope. D'abord, en montrant que certaines emissions sont effectivement utilisables en classe. La pratique de selection de la revue aboutit ainsi a la constitution d'une television des enseignants, caracterisee par le rejet des emissions diffusees par les chaines privees aux heures de plus grande ecoute et centrees essentiellement sur le divertissement. Ensuite, en developpant une critique de television qui ait une valeur de formation du regard des telespectateurs, mais aussi une portee professionnelle, en informant les enseignants sur les contenus de connaissance qui peuvent etre degages des emissions. Enfin, en elaborant le modele d'une pedagogie televisuelle. Ce modele reste cependant tres fortement antinomique. Il propose en effet a la fois : 1) une pedagogie de la television pouvant s'inscrire dans un projet d'education aux medias, mais aussi une pedagogie par la television renvoyant a une conception systemique des technologies de l'education ; 2) des apprentissages inscrits dans les disciplines et les programmes scolaires, mais permettant aussi de developper des competences transversales ; 3) des pratiques pedagogiques innovantes, mais respectant aussi les structures et l'organisation du systeme scolaire. Si ces antinomies ne sont pas resolues dans la realisation du projet de telescope, il n'en reste pas moins que cette revue constitue un important lieu de rencontre entre les enseignants et le monde de la television et contribue ainsi, de facon militante, a la reconnaissance de la fonction cognitive de la television et de son utilite dans la realisation des apprentissages scolaires.