L’éducation scolaire confrontée au regard des familles (notice n° 1597991)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 02892cam a2200217 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20251228075645.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Lorius, Vincent |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | L’éducation scolaire confrontée au regard des familles |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2015.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 45 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | RésuméLes familles sont souvent considérées démissionnaires et / ou intrusives par les acteurs scolaires. L’auteur tente de comprendre comment dépasser ce dualisme qui place les parents dans l’éloignement de l’école et propose alors un argumentaire en trois temps. Pourquoi faire de l’éducation scolaire aujourd’hui un travail relevant des acteurs de l’institution conduit inéluctablement à la confrontation des éducateurs à la diversité des conceptions scolaires des familles. Ensuite, à partir de la lettre XXX des Lettres persanes de Montesquieu, il défend successivement deux idées : 1) l’importance d’une approche imaginative des relations parents / école ; 2) l’intérêt d’une éthique professionnelle minimaliste, basée sur la possibilité de la non-nuisance comme condition de la coopération avec les parents. La thèse est que ni les origines de l’école (qui s’est construite en mettant les familles à l’écart), ni le paradigme dominant de faire adhérer les familles aux dispositions scolaires ne permettent de transformer l’écart entre les points de vue familiaux et scolaires pour une meilleure prise en charge éducative. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Families are often considered uncaring and / or intrusive by those who work in schools. The author tries to understand and to overcome this dualism that puts a barrier between parents and the school by proposing an argument in three stages. Why, today, does education at school in the hands of its institutional members inevitably confront educators with the diversity of educational ideas held by families? Then using letter XXX of the Lettres persanes of Montesquieu, he defends in turn, two ideas: (1) the importance of an imaginative approach to relations between school and parents (2) the possibility of a minimalist professional ethic, based on “avoidance of harm” as a condition of cooperation with parents. The contention is that neither the school's origins (which developed by keeping parents at a distance) nor the dominant paradigm of making families adhere to school procedures are conducive to closing the gap between the family and school points of view on how to provide better educational conditions for young people. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | éducation scolaire |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | imagination morale |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | minimalisme moral |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | relations familles – école. |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Le Télémaque | 48 | 2 | 2015-11-01 | p. 75-88 | 1263-588X |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-le-telemaque-2015-2-page-75?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-le-telemaque-2015-2-page-75?lang=fr&redirect-ssocas=7080</a> |
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