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Les parcours d'éducation artistique et culturelle : implication des parents et persévérance scolaire

Marie Lucy 1, 2, 3 Mercedes Baugnies 1, 2, 3 Pascal Terrien 1, 2, 3 
3 GCAF - Le geste créatif et l'activité formative
ADEF - Apprentissage, Didactique, Evaluation, Formation, AMU INSPÉ - Aix-Marseille Université - Institut national supérieur du professorat et de l'éducation
Abstract : This study focuses on the implementation of an artistic and cultural education path (PEAC) in an elementary school in a priority education zone (REP), which is located in a sensitive neighborhood. This school uses the PEAC as a tool that can develop basic academic skills (Collin, 2013). Most families support these projects. However, teachers feel a growing disaffection among parents. As requested by the educational team, and in consultation with them, the planned objective has been to identify the indicators of success and blockages in the PEAC, and the relationship between parents and school, in order to understand its foundations and suggest improvements. This project is based on an articulation between research and field. Our methodology is a qualitative approach to reformulate and clarify, testimonials and experiences (Paillé, 2003). It consists of the collection and analysis of field literature (project sheets, teaching sheets, student work) (Blanchet, 2012), observation and ethnosociological data collection (Olivier de Sardan, 2008): semi-directive interviews with the teaching team, parents, children and social intervention actors accompanying the families. Indeed, this study is strongly anchored in a systemic approach to analyze the territory, and interactions between family, school and territory. The aim is to understand the representations, and their role in implementation and monitoring to the artistic and cultural projects (PEAC). The first results highlight obstacles revealing a gap between the teachers' representations, the school's actions, and the socio-cultural representations of the parents and the "neighborhood". Our proposals relate to a more thorough integration of social actors, especially parents, in a process of consultation and co-construction of projects.
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Contributor : Pascal Terrien Connect in order to contact the contributor
Submitted on : Wednesday, June 22, 2022 - 6:48:49 PM
Last modification on : Thursday, June 23, 2022 - 3:48:08 AM


  • HAL Id : hal-03702159, version 1


Marie Lucy, Mercedes Baugnies, Pascal Terrien. Les parcours d'éducation artistique et culturelle : implication des parents et persévérance scolaire. Créer pour éduquer en faveur de la persévérance scolaire, éditions Delatour France, pp.97-112, 2022, 978-2-7521-0443-4. ⟨hal-03702159⟩



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