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| 005 | 20250121064425.0 | ||
| 041 | _afre | ||
| 042 | _adc | ||
| 100 | 1 | 0 |
_aPain, Jacques _eauthor |
| 245 | 0 | 0 | _aThe Importance of Children’s Words: A Social Issue |
| 260 | _c2007. | ||
| 500 | _a100 | ||
| 520 | _aWe could assume, with Hannah Arendt, that what children and adolescents say is critical to the future of mankind. Nevertheless, our institutions, and more specifically schools, have not yet fully understood that the daily experience of the educational institution is what shapes people and civil society. Numerous proposals have been made to ensure success in this area. “Institutional pedagogy,” which is an equivalent to Freinet’s method as revised by the social sciences and psychoanalysis, can offer several proposals. These have less to do with new methods than with doing things “better” as Fernand Oury used to say in a cheeky way, and rightfully so. | ||
| 690 | _apsychoanalysis | ||
| 690 | _aFreinet's method | ||
| 690 | _ainstitutional pedagogy | ||
| 786 | 0 | _nEnfances & Psy | o 36 | 3 | 2007-09-28 | p. 25-40 | 1286-5559 | |
| 856 | 4 | 1 | _uhttps://shs.cairn.info/journal-enfances-et-psy-2007-3-page-25?lang=en&redirect-ssocas=7080 |
| 999 |
_c475679 _d475679 |
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