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Theses

Rapport au savoir, rapport au maître et affectivité : Contribution à une analyse du « chemin scolaire » de l’élève

Abstract : The process education/learning in school situation allows pupils to build knowledge, know-hows and know-beings. Their emergence is assessed (socially or schoolishly) in terms of success or failure. Therefore, we chose to wonder about the determining factors of success or failure at school. We looked for these factors in the school situation itself and not in general exogeneous factors. More precisely, the object of our investigations was to look for these determinants in the relationships with the teacher, analysed as a part of the relationship with knowledge. We decided to examine the relationships with the teacher from an affective point of view. The goal was first to describe, characterize and model this point of view and, second, to answer this question : can the relationship with the teacher be seen as a determining element of the success and failure at school ? The methods tried to articulate quantitative analyses (direct and instrumented observations of pupils behaviors in classroom) and qualitative analyses (interviews and projective tests). Subjects were in 3rd grade or first year of upper-secondary school, subjects had difficulties or were successful at school. The stake of this work was to better comprehend the ways and mechanisms of learning at school, as well as the role of the teacher in the process of knowledge construction. For that, we tried to elaborate the notions of "pupil thought" and "school road".
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https://hal.univ-lorraine.fr/tel-03181958
Contributor : Gaëlle Espinosa <>
Submitted on : Friday, March 26, 2021 - 8:48:02 AM
Last modification on : Sunday, March 28, 2021 - 3:15:38 AM
Long-term archiving on: : Sunday, June 27, 2021 - 6:16:59 PM

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Gaëlle Espinosa. Rapport au savoir, rapport au maître et affectivité : Contribution à une analyse du « chemin scolaire » de l’élève. Education. Université Pierre-Mendès-France, 2001. Français. ⟨NNT : 2001GRE29013⟩. ⟨tel-03181958⟩

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