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Travailler / apprendre ensemble. Attentes individuelles et vertus de l'action collective

Abstract : Our article analyzes the forms taken by collective action within the educational sphere based on representations of "working together" in relation to the social frameworks (Goffman, 1991) in which interactions between teachers and between learners take place. The main modalities of collective action (collaboration, contribution, cooperation, participation) are questioned and then ordered through the prism of the human and social sciences. Through the notions of "horizon of expectation" (Jauss, 1978), "social capital" (Bourdieu, 1980; Putnam, 1995) and "recognition theory" (Honneth, 2004), these modalities are explained according to the depth of individual commitment, as well as the level of involvement of each individual and his or her relationship to the collective. This theoretical apparatus is applied to the analysis of individual expectations of "working together" and the experiential feelings expressed by Moselle primary and secondary school teachers in 2017 during interviews in their schools or via an online questionnaire. Putting the responses into perspective (8 semi-directive interviews, 972 responses to a questionnaire) makes it possible to map their representations of collective action. Whether they extol the virtues of collective action or express reservations about the pedagogical results obtained or the difficulties of its implementation, their visions of school learning and the exercise of their profession make it possible to outline the main principles of the relationship with the other within the educational sphere.
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https://hal.univ-lorraine.fr/hal-03531983
Contributor : Pierre Morelli Connect in order to contact the contributor
Submitted on : Tuesday, January 18, 2022 - 3:55:48 PM
Last modification on : Tuesday, May 3, 2022 - 2:06:06 PM

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  • HAL Id : hal-03531983, version 1

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Pierre Morelli. Travailler / apprendre ensemble. Attentes individuelles et vertus de l'action collective. Ramzi Turki. L'expérience, moteur d'innovation pédagogique, Université de Sfax- Faculté des Lettres et Sciences Humaines de Sfax- Laboratoire Langage et Traitement Automatique (LLTA), pp.13-40, 2021, 978-9973-9892-9-1. ⟨hal-03531983⟩

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