L'entre-deux n'est pas un juste milieu ! C'est un espace libéré (notice n° 795234)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 02561cam a2200289 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250123120509.0 |
| 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 | Menchi, Patrick |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | L'entre-deux n'est pas un juste milieu ! C'est un espace libéré |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2012.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 33 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | RésuméL’espace et la mobilité sont très rarement des thèmes utilisés pour comprendre le travail social alors que, paradoxalement, ils sont systématiquement à l’œuvre dans les pratiques. Il est toujours aussi problématique de «?situer?» conceptuellement le travail social. Indécidable, entre-deux, marginal sécant, les formules se succèdent pour signifier la difficulté à dégager un champ. Pourtant, on utilise largement la métaphore de l’espace clos, à laquelle nous pourrions réponde avec celle d’un espace libéré. Comment se préparer à la surprise du changement dans l’action si l’on est formé dans des cadres rigides?? La formation du travailleur social spécialisé gagnerait à intégrer la mobilité dans ses représentations en lien avec ses propres déplacements. Après avoir tracé un cadre de référence, je témoignerai d’une expérience en formation d’éducateurs spécialisés. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | The spatial and the mobility are rarely themes used to understand the social work, though, paradoxically, they are systematically working in these practises. It is still problematic to “situate” conceptually the social work. Undetermined, in-between, secant marginal, there are many terms to show, mean the difficulty to bring out a field. Though we widely use the metaphor of an isolated space, to which we could answer with a free space. How do we prepare to the surprise of change in the action if we are trained in rigid, strict surroundings? The “specialised” social worker’s training would gain by integrating mobility in its representations in link with its own movements. After having set a reference framework, I will testify of an experience on field in a “specialist teacher” (educator) training. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | alternance |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | entre-deux |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | pédagogie de l'espace |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | mobilité |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | déplacement |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | mobility |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | spatial pedagogy |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | movement |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | alternation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | in-between |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Pensée plurielle | 28 | 3 | 2012-03-12 | p. 123-132 | 1376-0963 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-pensee-plurielle-2011-3-page-123?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-pensee-plurielle-2011-3-page-123?lang=fr&redirect-ssocas=7080</a> |
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