Accessibilité à la quantification et micro-violences éducatives : une comparaison France-Allemagne (notice n° 1630860)
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| fixed length control field | 03483cam a2200361 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20260111104307.0 |
| 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 | Soriano-Gafiuk, Florence |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Accessibilité à la quantification et micro-violences éducatives : une comparaison France-Allemagne |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2025.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 42 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Cet article s’intéresse aux élèves de 7 à 9 ans présentant des difficultés à saisir de manière sensible les quantités, que ces fragilités aient été diagnostiquées ou non. L’étude présentée prend appui sur une comparaison franco-allemande des programmes et des chapitres introductifs du nombre 1000 dans les manuels de mathématiques. Elle aboutit au constat qu’en Allemagne, ces supports pédagogiques, notamment par la place accordée aux Schätzaufgaben (problèmes d’estimation), visent une approche intuitive et approximative des quantités, alors qu’en France, ils tendent davantage à contraindre à un abandon du code analogique au profit du code symbolique, et donc des savoirs scolaires. Ce positionnement vise à soutenir les choix pédagogiques de l’institution, au détriment des intérêts de l’individu-enfant, spontanément porté à agir et à évoluer en s’appuyant sur la Lebenswelt (monde propre à la vie). Ce choix éducatif est rendu possible par l’instauration d’un système éducatif traversé par des formes de micro-violences, c’est-à-dire de contraintes diffuses, normalisations implicites et injonctions silencieuses qui entravent l’accès au sens. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | This article focuses on students aged 7 to 9 who experience difficulties in grasping quantities in a perceptual or intuitive manner, whether or not these difficulties have been formally diagnosed. The study presented is based on a French-German comparison of curricula and the introductory chapters on the number 1000 in mathematics textbooks. It concludes that in Germany, these educational materials – particularly through the inclusion of Schätzaufgaben (estimation problems) – foster an intuitive and approximate approach to quantities. In contrast, in France, they tend more to encourage the abandonment of the analog code in favor of the symbolic code, and thus, formal academic knowledge. This orientation aims to support the pedagogical choices of the institution, to the detriment of the interests of the individual child, who is naturally inclined to act and develop based on the Lebenswelt (lifeworld). This educational choice is made possible by the establishment of a school system permeated by forms of micro-violences – that is, diffuse constraints, implicit norms, and silent injunctions that hinder access to meaning. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Allemagne |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Code analogique |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | École élémentaire |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Estimation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | France |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Micro-violences |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Quantification |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Trouble dyscalculique |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Analog code |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Dyscalculia |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Elementary schools |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Estimation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | France |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Germany |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Microviolences |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Quantification |
| 786 0# - DATA SOURCE ENTRY | |
| Note | La nouvelle revue - Éducation et société inclusives | 103 | 2 | 2025-12-09 | p. 58-75 | 2609-5211 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-la-nouvelle-revue-education-et-societe-inclusives-2025-2-page-58?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-la-nouvelle-revue-education-et-societe-inclusives-2025-2-page-58?lang=fr&redirect-ssocas=7080</a> |
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