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Socialiser et Transmettre des savoirs en classe d’Education physique : une synergie possible au prix d’une autorité pédagogique conciliante

Abstract : At the beginning of the 2006 school year, the 249 French colleges experiencing the most difficulty became part of an “Ambition Success” network (RAR). These students’ problems involved absenteeism, incivility, dropping out and refusing to work. A real socialization issue was at stake for these students, and teachers tried to meet their needs by reinforcing their authority in class and lowering their pedagogical standards. Our case study analyzes the classroom activity of an experienced physical education teacher and her students during gymnastics cycles in an RAR college. It attempts to understand how this experienced teacher is able to develop school socialization among the students, who were resistant to all school standards, without lowering her pedagogical requirements. The case study is based on the “situated action” theory and the anthropological “action course” model. The materials come from an ethnographic description and self-confrontation discussion with the teacher and four students. The results show that the teacher uses a “silent” process of socialization through creating a synergy of socialization and the transfer of gymnastics knowledge.
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https://hal-amu.archives-ouvertes.fr/hal-01557981
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Nathalie Gal-Petitfaux, Olivier Vors. Socialiser et Transmettre des savoirs en classe d’Education physique : une synergie possible au prix d’une autorité pédagogique conciliante. Éducation et francophonie, Association canadienne d’éducation de langue française, 2008, 36 (2), pp.118-139. ⟨10.7202/029483ar⟩. ⟨hal-01557981⟩

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