Apprendre, comprendre, surprendre : la formation du sujet et son entrée dans la langue
Institution:
Paris 8Disciplines:
Directors:
Abstract EN:
The dissertation studies the relationships of subject's body, language and motricity as being the privileged link of his interaction with his environment, we have studied the pedagogue's position as being different from the teachner's three concepts as used. Tryingant testing as the art of loss; intermixing to gain sens after an alteration necessary to the lerarning process; multireferentiality which accounts for the different levels of learning, reading and writting are the fields of application of the theory : taking in order to lose, learning consists in changing representation after the object's loss; understanding consists in linking one's own knowledge to the other's knowledge, surprising is considered as being the driving are power of education in the pedagogy of restricted groups difined from the clinical practice of psychodrama.
Abstract FR:
La these a pour objet le rapport du corps, de la langue et de la motricite comme lien privilegie des interactions du sujet a son entourage. On etudie la place du pedagogue dans la cite disjointe de celle de l'enseignant. On s'appuie sur trois concepts : le bricolage comme art de la perte, le metissage comme gain de sens a partir d'une alteration necessaire a tout apprentissage, la multireferentialite qui rend compte de ces differents plans, la lecture et l'ecriture sont les terrains d'application. Prendre pour perdre, apprendre consite a changer de representation a partir de l'objet perdu. Comprendre consiste a associer ce qu'on sait deja au savoir d'autrui, surprendre est propose comme moteur de l'education a partir d'une pedagogie de groupe restreint definie a patir de la pratique du psychodrame analytique.