Pour des « cliniques de l’éducation » : former les professeurs à la bienveillance : l’exemple des pratiques d’écriture à l’École Freinet : enquête sur un programme “LéA“ de l’IFÉ

Abstract : The empirical investigation carried out within the framework of this thesis was part of the perspective of the Law of Refoundation "For a school of benevolence". It was to contribute to a research program of the French Institute of Education (IFE), named Places of Education Associates (LEA). The purpose of this study (2014-2017) was "Innovating for a caring school of benevolence". The field of investigation is that of the Freinet School, the historical school of Élise and Célestin Freinet in Vence in the Alpes-Maritimes (France). By staying regularly in situ, the actual practices during writing situations, specific to the institution of the free text, have been objectified. Such a work of objectification pinpoints the joint action of the teachers. These cooperative training practices were analyzed based in particular on the framework of the Theory of Joint Action in Didactics (TACD). This thesis proposes to examine a series of questions: What model is it possible to propose from the type of training practiced at Freinet School? How is this model, which can be described as clinical, relevant when it comes to pedagogical filiation? What are the strengths, weaknesses and limitations? These questions are linked to another series: How can one speak of the teacher's professional benevolence? In what other professional virtues could it find its expression?
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Frédérique Marie Prot. Pour des « cliniques de l’éducation » : former les professeurs à la bienveillance : l’exemple des pratiques d’écriture à l’École Freinet : enquête sur un programme “LéA“ de l’IFÉ. Education. Université de Lorraine, 2018. Français. ⟨NNT : 2018LORR0330⟩. ⟨tel-02167199⟩

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