« Ça lit pas » : l’enseignant face à l’énigme de l’élève. Une étude de cas (notice n° 385616)
[ vue normale ]
| 000 -LEADER | |
|---|---|
| fixed length control field | 03376cam a2200313 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250119025620.0 |
| 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 | Cadiou, Sandra |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | « Ça lit pas » : l’enseignant face à l’énigme de l’élève. Une étude de cas |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2021.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 24 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Le travail que nous présentons ici est centré sur le cas d’Irène. En tant qu’enseignante en cycle 2, Irène est confrontée à la difficulté d’une de ses élèves, Sally. Sally est d’une intelligence normale, elle ne présente aucun déficit diagnostiqué. Et pourtant, Sally ne lit pas. Comment Irène réagit-elle à cette difficulté ? Qu’est-ce que cet impossible de Sally met en jeu chez elle ? Pendant l’entretien clinique de Irène, nous sommes questionné·e·s par le discours de cette enseignante qui semble se focaliser sur l’attitude corporelle de ses élèves plutôt que sur les difficultés de Sally. Au sein des sciences de l’éducation, la didactique clinique centre son regard sur le sujet et, en tant qu’entrée d’orientation psychanalytique propose d’autres pistes compréhensives à la situation didactique. Dans ce cas, à un endroit où la didactique a trouvé ses limites et peine à expliquer et solutionner les difficultés de Sally, la didactique clinique, notamment au travers de l’utilisation du discours du maître de Lacan et du concept de plus-de-jouir, propose un autre regard sur la position de l’enseignante Irène, ce qui permet d’extrapoler des ouvertures vers la formation des maîtres. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | This paper focuses on the case of Irène. A Cycle 2 (Key Stage 1) teacher in primary school, Irène is faced with the difficulties of one of her pupils, Sally. Sally has normal intelligence and no learning deficit has been diagnosed. But Sally is still not reading. What are Irène’s reactions to this difficulty? What does this impossibility in Sally provoke in Irène? During Irène’s clinical interview, we are struck by the fact that this teacher seems to focus on her pupils’ physical behaviour rather than on Sally’s difficulties. Within education sciences, clinical didacticism centres on the subject and can, because it is open to a psychoanalytical approach, suggest other ways of understanding the didactic situation. In this case, at a point where didacticism has reached its limits and struggles to explain Sally’s difficulties, clinical didacticism, using among other tools Lacan’s analysis of the master’s discourse and his concept of the plus-de-jouïr, provides a different vision of Irène’s position as a teacher, which leads to developments concerning the training of primary school teachers. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | discipline à l’école |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | didactique |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | difficultéd’apprentissage |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | développement del’enfant |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | enseignement |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | learning difficulties |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | child development |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | teaching |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | school discipline |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | didacticism |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Mothes, Patricia |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Terrisse, André |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Carrefours de l'éducation | 52 | 2 | 2021-12-07 | p. 189-203 | 1262-3490 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-carrefours-de-l-education-2021-2-page-189?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-carrefours-de-l-education-2021-2-page-189?lang=fr&redirect-ssocas=7080</a> |
Pas d'exemplaire disponible.
Réseaux sociaux