Le discours reformateur de l'ecole. Ses equivoques et son impuissance au regard des propositions de changement d'agents de la scolarisation engages dans des processus transformationnels
Institution:
Université Pierre Mendès France (Grenoble)Disciplines:
Directors:
Abstract EN:
As far as organization and social practices are concerned, any transforming project implies a specific relation between changes and communications. As regards the attempted changes that the french educational establishement experienced in the eighties, this report seems enigmatical, mostly because of the unanimous condamnation of the very principle of a reform of the school. Through the study of various communication sequences taken from some educational sites, and the analyse of the different and apparently contrasted shapes that stemmed from the school official transforming discours (reforming discourse) in that period, it is possible to observe the links that exist between the school opposition to progress and the very structure of the communications that the school dedicates to its own evolution. This study of the reforming discourse leads to a research of of modalities that would not be invalidating, to give shape and to circulate, in the school field, concepts and models required for the change.
Abstract FR:
En matiere d'organisation et de pratique sociale, tout projet transformationnel implique un rapport particulier du changement et de la communication. Concernant les tentatives de changement que l'institution scolaire, en france, a connues dans les annees quatrevingt, ce rapport prend souvent figure d'enigme, notamment du fait de la condamnation unanime et non-compensee du principe de la reforme scolaire. Ici, l'examen de sequences de communication prelevees a l'interieur de sites de formation et l'analyse des formes, apparemment contrastees, auxquelles le discours transformationnel officiel de l'ecole (le discours reformateur) a donne lieu dans la periode consideree permettent cependant d'entre-voir les liens qui unissent l'immobilisme scolaire a la structure des communications que l'ecole voue a sa propre transformation. Cette etude du discours reformateur introduit a la recherche de modalites non-invalidantes pour formaliser et faire circuler, dans le champ scolaire, des concepts et des modeles utiles au changement.