L’approche du décrochage scolaire selon les théories culturalistes de l’activité. Bénéfices et perspectives
Education policies are currently paying increasing attention to the prevention of and the fight against pupils dropping out of school. This is notably because the school dropout rate is considered to be an indicator of an education system’s state of health. Numerous (essentially sociological) studie...
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| Format: | Article |
| Language: | English |
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Association Recherche et Pratique sur les Activités
2016-10-01
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| Series: | Activités |
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| Online Access: | https://journals.openedition.org/activites/2781 |
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| author | Éric Flavier Jacques Méard |
| author_facet | Éric Flavier Jacques Méard |
| author_sort | Éric Flavier |
| collection | DOAJ |
| description | Education policies are currently paying increasing attention to the prevention of and the fight against pupils dropping out of school. This is notably because the school dropout rate is considered to be an indicator of an education system’s state of health. Numerous (essentially sociological) studies on this subject allow us to understand the phenomenon as a complex and multifactorial process of non-adherence to school work. Following on from these studies, this article, supported by empirical evidence, seeks to better understand the issues associated with a reduction in the school dropout rate from a “directed activity” approach that is as close as possible to the actors, their practices and the significance they accord them within the work context. We will develop three specific hypotheses from this approach: the hypothesis of development through sense and efficiency, the hypothesis of development through concurrent motives and the hypothesis of development in an “activity system”. The adoption of these hypotheses offers new perspectives to study the school dropout phenomenon in a developmental direction, thus supporting the increased empowerment of education professionals in favour of increased school attendance for pupils and professional satisfaction for teachers. |
| format | Article |
| id | doaj-art-4e152ae4cc0d4fef9f53692d2abe5dd7 |
| institution | OA Journals |
| issn | 1765-2723 |
| language | English |
| publishDate | 2016-10-01 |
| publisher | Association Recherche et Pratique sur les Activités |
| record_format | Article |
| series | Activités |
| spelling | doaj-art-4e152ae4cc0d4fef9f53692d2abe5dd72025-08-20T01:54:53ZengAssociation Recherche et Pratique sur les ActivitésActivités1765-27232016-10-0113210.4000/activites.2781L’approche du décrochage scolaire selon les théories culturalistes de l’activité. Bénéfices et perspectivesÉric FlavierJacques MéardEducation policies are currently paying increasing attention to the prevention of and the fight against pupils dropping out of school. This is notably because the school dropout rate is considered to be an indicator of an education system’s state of health. Numerous (essentially sociological) studies on this subject allow us to understand the phenomenon as a complex and multifactorial process of non-adherence to school work. Following on from these studies, this article, supported by empirical evidence, seeks to better understand the issues associated with a reduction in the school dropout rate from a “directed activity” approach that is as close as possible to the actors, their practices and the significance they accord them within the work context. We will develop three specific hypotheses from this approach: the hypothesis of development through sense and efficiency, the hypothesis of development through concurrent motives and the hypothesis of development in an “activity system”. The adoption of these hypotheses offers new perspectives to study the school dropout phenomenon in a developmental direction, thus supporting the increased empowerment of education professionals in favour of increased school attendance for pupils and professional satisfaction for teachers.https://journals.openedition.org/activites/2781collective workefficiencyschool dropoutcultural-historical activity theory (CHAT)sense co-constructioneducation |
| spellingShingle | Éric Flavier Jacques Méard L’approche du décrochage scolaire selon les théories culturalistes de l’activité. Bénéfices et perspectives Activités collective work efficiency school dropout cultural-historical activity theory (CHAT) sense co-construction education |
| title | L’approche du décrochage scolaire selon les théories culturalistes de l’activité. Bénéfices et perspectives |
| title_full | L’approche du décrochage scolaire selon les théories culturalistes de l’activité. Bénéfices et perspectives |
| title_fullStr | L’approche du décrochage scolaire selon les théories culturalistes de l’activité. Bénéfices et perspectives |
| title_full_unstemmed | L’approche du décrochage scolaire selon les théories culturalistes de l’activité. Bénéfices et perspectives |
| title_short | L’approche du décrochage scolaire selon les théories culturalistes de l’activité. Bénéfices et perspectives |
| title_sort | l approche du decrochage scolaire selon les theories culturalistes de l activite benefices et perspectives |
| topic | collective work efficiency school dropout cultural-historical activity theory (CHAT) sense co-construction education |
| url | https://journals.openedition.org/activites/2781 |
| work_keys_str_mv | AT ericflavier lapprochedudecrochagescolaireselonlestheoriesculturalistesdelactivitebeneficesetperspectives AT jacquesmeard lapprochedudecrochagescolaireselonlestheoriesculturalistesdelactivitebeneficesetperspectives |