Le projet d'aide pédagogique spécialisé : étayages et paradoxes (notice n° 766671)
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| fixed length control field | 04123cam a2200361 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250123104309.0 |
| 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 | Seknadjé-Askénazi, José |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Le projet d'aide pédagogique spécialisé : étayages et paradoxes |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2014.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 36 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | L’institutionnalisation des projets pose le problème de la place de l’élève (du respect de son droit à faire valoir « son » projet « à lui »). Et la multiplicité des projets pose le problème de leur articulation…On observe en effet souvent que le projet éducatif ou pédagogique construit autour des élèves ne fait que peu de place à leurs souhaits éventuels, ou n’en tient compte que très vaguement… Une formule en usage dans l’enseignement spécialisé, devenue slogan à force de se voir répétée, l’indique bien : « associer l’enfant à son projet ». Mais si c’est bien son projet, quel besoin a-t-on de l’y associer ?C’est qu’on voudrait se prémunir contre l’aléatoire, si faible soit-il. On a donc bien souvent tendance à confondre projection et prévision, visée et atteinte, action et certitude… L’inscription institutionnelle du projet peut alors parfois être ressentie comme « une obligation d’intentionnalité », et donc une manipulation programmatique. C’est le principal paradoxe de tout projet éducatif ou pédagogique : en tant que projet il renvoie à la motivation propre de la (ou des) personne(s) concernée(s) ; en tant que projet institutionnel, il est soumis à validation, et à contrôle.Inscrit comme passage obligé, le projet éducatif ou pédagogique n’est en tout cas envisageable que s’il prend sens pour l’individu qui le conduit, ou auquel on demande de le conduire, on tâchera de le montrer à partir d’un exemple. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | The institutionalization of projects raises the problem of the place of the student (the respect of his right to assert “ his“ project “ to himself“). And the multiplicity of projects raises the problem of their joint… Often the educational or teaching project built around the students makes little room for their possible wishes, or takes them into account too vaguely… A formula used in special education, nearly became a slogan, says that “ the child has to gather the project as if he should have built it himself“. But if it’s really his project, why do we need to say that?Is that we want to guard against random, no matter how small? Then we should often tend to confuse projection and forecasting, target and achievement, action and certainty… The institutional project registration can then sometimes be seen as “ an obligation of intentionality“, and thus a programmatic manipulation. This is the main paradox of any educational or pedagogical project: as a project it refers to the self-motivation of the person; as an institutional project, it is subject to validation and control. Registered as an obligatory passage, educational or pedagogical project is then in any case possible if it makes sense for the person who leads or who is asked to drive it, we’ll try to show that from an example. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Institutionnalisation (des aides pédagogiques) |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Projet d'aide pédagogique |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Enseignants spécialisés |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Paradoxes éducatifs |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Intention (d'aide) |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Aide pédagogique |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Adaptation des enseignements |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Réfl |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Adapted teaching |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Specialized teachers |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Teachin |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Respect (of the subjectivity of students) |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Educational paradoxes |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Intention (of help) |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Institutionalization (of teaching aids) |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Educational reflexivity |
| 786 0# - DATA SOURCE ENTRY | |
| Note | La nouvelle revue de l'adaptation et de la scolarisation | 66 | 2 | 2014-07-01 | p. 243-251 | 1957-0341 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-la-nouvelle-revue-de-l-adaptation-et-de-la-scolarisation-2014-2-page-243?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-la-nouvelle-revue-de-l-adaptation-et-de-la-scolarisation-2014-2-page-243?lang=fr&redirect-ssocas=7080</a> |
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