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Approche écologique des pratiques professionnelles du conseiller principal d’éducation : vers une inclusion à petits pas ?

Abstract : This article reports on exploratory research aimed at describing, understanding, and explaining the relationship of Principle Educational Advisers (CPE - ConseillerPrinicipal d’Education) to inclusive practices. To prepare this report, we have chosen the ecoloogical framework based on the anthropological theory of didactics (Chevallard, 1991). This exploration is divided into three phases: 1) an explicitation based on official texts of the habitat and ecological niche of the CPE, with special emphasis on the relationship of the CPE to pupils in a situation of disability; (2) a more detailed exploration starting with the analysis of the pedagogical part of the projects of secondary schools, and lastly (3) a questionnaire for the CPE focused on different variables. This exploration reveals a gap between prescriptions and identified practices. As the exploration advances, however, regularities appear highlighting small daily steps that indicate a change in the relationship of these educational authorities to pupils in situations of disability.
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https://hal.univ-lorraine.fr/hal-01430907
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Submitted on : Tuesday, January 10, 2017 - 1:36:09 PM
Last modification on : Friday, December 11, 2020 - 3:12:53 AM

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  • HAL Id : hal-01430907, version 1

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Jean-Michel Perez, Véronique Barthélémy, Laurent Husson. Approche écologique des pratiques professionnelles du conseiller principal d’éducation : vers une inclusion à petits pas ?. La nouvelle revue de l'adaptation et de la scolarisation, Éd. de l'INSHEA, 2014, Savoirs professionnels et pratiques inclusives, 65 (1), pp.81-93. ⟨hal-01430907⟩

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