Débat d’idées et secondarisation en EPS en contexte difficile : entre émancipation et double empêchement (notice n° 854434)
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| fixed length control field | 03334cam a2200301 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250123150432.0 |
| 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 | Poggi, Marie-Paule |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Débat d’idées et secondarisation en EPS en contexte difficile : entre émancipation et double empêchement |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2021.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 6 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Dans le cadre d’une approche socio-didactique, cette recherche vise à comprendre de quelle façon l’intervention enseignante contribue à l’accroissement ou à la réduction des inégalités sociales d’accès aux savoirs. Nous ciblons un dispositif particulier, le « débat d’idées », qui organise l’entrée des élèves dans un processus de secondarisation les invitant à passer d’une maîtrise pratique des savoirs scolaires en EPS à une construction réflexive, décontextualisée puis recontextualisée. Sept moments de secondarisation d’un cycle de basket de 6 leçons, auprès d’une classe de seconde CAP en contexte difficile ont été recensés, retranscrits puis traités en lien avec l’analyse des entretiens de l’enseignant. Les résultats montrent que les élèves s’approprient le dispositif de « débat d’idées » de façon inattendue. Par ailleurs, la prise de parole des élèves est à la fois favorisée par le dispositif mis en place et doublement empêchée. En effet, elle est limitée par un temps de parole largement saturé par les interventions de l’enseignant, et par les élèves eux-mêmes qui ne s’autorisent pas cette disposition à la distanciation. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Employing a socio-didactic approach, this study seeks to determine how teacher intervention either increases or reduces social inequality in terms of access to knowledge. The study focuses on a particular teaching strategy used in PE – the “debate of ideas”. The strategy engages students in a “secondarisation” process, encouraging them to move on from practical proficiency in PE skills to a reflective, decontextualised and then recontextualised construction. We observed a PE teacher in seven short secondarisation sessions during a series of six basketball lessons in a disadvantaged environment (vocational secondary school). These sessions were selected, transcribed, and then studied in conjunction with an analysis of interviews conducted with the teacher. The results show that, contrary to expectations, the students take ownership of the strategy. In addition, students are encouraged to speak by the system put in place but are doubly prevented from doing so. Their opportunities to speak are limited by the facts that speaking time is largely taken up by the teacher and that the students are reluctant to get involved in this distanciation process. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | inégalité sociale |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | éducation physique |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | savoir |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | milieu défavorisé |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | débat |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | social inequality |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | physical education |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | disadvantaged background |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | debate |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | knowledge |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Bonbonne, Cathy |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Revue française de pédagogie | 208 | 3 | 2021-01-22 | p. 83-96 | 0556-7807 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-francaise-de-pedagogie-2020-3-page-83?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-francaise-de-pedagogie-2020-3-page-83?lang=fr&redirect-ssocas=7080</a> |
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