000			01929cam a2200301 4500500
005			20250121121913.0
041			_afre
042			_adc
100	1	0	_aKannengiesser, Véronique _eauthor
245	0	0	_aA mediation initiative used with pupils in the final year of primary education to gain an understanding, via hindsight, of the processes at work when starting nursery school
260			_c2022.
500			_a14
520			_aThis article presents a study in which the author, adopting a psychoanalytically oriented clinical approach in the field of education and training sciences and calling on hindsight, provided a mediation workshop for children who were in their final year of primary education and preparing to move on to secondary school, to ascertain the processes at work when they started nursery school. A discussion group was set up to launch this mediation. The children’s request to establish this clinical initiative at the beginning of each session enables us to ascertain something of a child’s autonomy process. The group transcript sheds light on the relationship with the institution and with the teacher which is expressed in this speech and reveals the sometimes necessary symbolic violence that the teacher may unconsciously use in their relationship with pupils in the first year of nursery school.
690			_aprimary school
690			_atransitions between levels of education
690			_aautonomy
690			_aentry to school
690			_agroup
690			_aspeaking
690			_aprimary school
690			_atransitions between levels of education
690			_aautonomy
690			_aentry to school
690			_agroup
690			_aspeaking
786	0		_nRevue française de pédagogie | o 213 | 4 | 2022-04-08 | p. 23-40 | 0556-7807
856	4	1	_uhttps://shs.cairn.info/journal-revue-francaise-de-pedagogie-2021-4-page-23?lang=en&redirect-ssocas=7080
999			_c555312 _d555312