La prise en compte des élèves à « besoins éducatifs particuliers » au prisme des récits de pratiques enseignantes : les logiques en jeu en contexte d’école inclusive
This article is interested, first of all, in the changes arisen in France, since the construction of the school of Jules Ferry (1882) in our days, when it is about the consideration of the pupils at "Particular Educational Needs". Runner of a chronological and semantic exploration of the t...
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| Format: | Article |
| Language: | fra |
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Nantes Université
2016-01-01
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| Series: | Recherches en Éducation |
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| Online Access: | https://journals.openedition.org/ree/5535 |
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| author | Nicole Galasso-Chaudet Bertrand Bergier |
| author_facet | Nicole Galasso-Chaudet Bertrand Bergier |
| author_sort | Nicole Galasso-Chaudet |
| collection | DOAJ |
| description | This article is interested, first of all, in the changes arisen in France, since the construction of the school of Jules Ferry (1882) in our days, when it is about the consideration of the pupils at "Particular Educational Needs". Runner of a chronological and semantic exploration of the texts of law and the history of the name of the different pupils, we highlight three big periods which determine three types of school: "the segregationist school", "the integrative school" and "the including school". These three phases of evolutions take sense(direction) in the registers of justifications which allow to place the evolutions and the changes in the terms that the sociologists, Boltanski and Thévenot (1987) used to describe more general social models of skill(competence): the "civic world", the "domestic world" and the "industrial world" still called “model” or “logical” (Derouet, on 1988). In the current context of "the including school", we wanted "to meet" the teachers of ordinary class concerning the consideration of the pupils at "Particular Educational Needs". The methodology of the narratives of practices (Bertaux, on 1976) allows us to collect what the teachers of the first degree say of their practices, in the small facts of the everyday professional life. We show then, in reference to the various “worlds” (Boltanski and Thévenot, on 1991) and from the analysis of these narratives, how the logics of action (Boltanski and Thévenot, on 1991) show themselves and according to which composite assemblies (Derouet, on 1988) in the heart of the teaching practices. So, by studying the commitment (Galasso-Chaudet, 2013) teachers in the situations of inclusion, the led research brings tools for a better understanding of the work of primary school teachers. |
| format | Article |
| id | doaj-art-8e4d13076cf54dcf82a379aec75971b6 |
| institution | Kabale University |
| issn | 1954-3077 |
| language | fra |
| publishDate | 2016-01-01 |
| publisher | Nantes Université |
| record_format | Article |
| series | Recherches en Éducation |
| spelling | doaj-art-8e4d13076cf54dcf82a379aec75971b62025-01-10T14:04:09ZfraNantes UniversitéRecherches en Éducation1954-30772016-01-012410.4000/ree.5535La prise en compte des élèves à « besoins éducatifs particuliers » au prisme des récits de pratiques enseignantes : les logiques en jeu en contexte d’école inclusiveNicole Galasso-ChaudetBertrand BergierThis article is interested, first of all, in the changes arisen in France, since the construction of the school of Jules Ferry (1882) in our days, when it is about the consideration of the pupils at "Particular Educational Needs". Runner of a chronological and semantic exploration of the texts of law and the history of the name of the different pupils, we highlight three big periods which determine three types of school: "the segregationist school", "the integrative school" and "the including school". These three phases of evolutions take sense(direction) in the registers of justifications which allow to place the evolutions and the changes in the terms that the sociologists, Boltanski and Thévenot (1987) used to describe more general social models of skill(competence): the "civic world", the "domestic world" and the "industrial world" still called “model” or “logical” (Derouet, on 1988). In the current context of "the including school", we wanted "to meet" the teachers of ordinary class concerning the consideration of the pupils at "Particular Educational Needs". The methodology of the narratives of practices (Bertaux, on 1976) allows us to collect what the teachers of the first degree say of their practices, in the small facts of the everyday professional life. We show then, in reference to the various “worlds” (Boltanski and Thévenot, on 1991) and from the analysis of these narratives, how the logics of action (Boltanski and Thévenot, on 1991) show themselves and according to which composite assemblies (Derouet, on 1988) in the heart of the teaching practices. So, by studying the commitment (Galasso-Chaudet, 2013) teachers in the situations of inclusion, the led research brings tools for a better understanding of the work of primary school teachers.https://journals.openedition.org/ree/5535learning difficulties and students in difficultyeducation policieshistory (teaching/education/relationship)handicap and learning disabilitieseducational inclusion and exclusion |
| spellingShingle | Nicole Galasso-Chaudet Bertrand Bergier La prise en compte des élèves à « besoins éducatifs particuliers » au prisme des récits de pratiques enseignantes : les logiques en jeu en contexte d’école inclusive Recherches en Éducation learning difficulties and students in difficulty education policies history (teaching/education/relationship) handicap and learning disabilities educational inclusion and exclusion |
| title | La prise en compte des élèves à « besoins éducatifs particuliers » au prisme des récits de pratiques enseignantes : les logiques en jeu en contexte d’école inclusive |
| title_full | La prise en compte des élèves à « besoins éducatifs particuliers » au prisme des récits de pratiques enseignantes : les logiques en jeu en contexte d’école inclusive |
| title_fullStr | La prise en compte des élèves à « besoins éducatifs particuliers » au prisme des récits de pratiques enseignantes : les logiques en jeu en contexte d’école inclusive |
| title_full_unstemmed | La prise en compte des élèves à « besoins éducatifs particuliers » au prisme des récits de pratiques enseignantes : les logiques en jeu en contexte d’école inclusive |
| title_short | La prise en compte des élèves à « besoins éducatifs particuliers » au prisme des récits de pratiques enseignantes : les logiques en jeu en contexte d’école inclusive |
| title_sort | la prise en compte des eleves a besoins educatifs particuliers au prisme des recits de pratiques enseignantes les logiques en jeu en contexte d ecole inclusive |
| topic | learning difficulties and students in difficulty education policies history (teaching/education/relationship) handicap and learning disabilities educational inclusion and exclusion |
| url | https://journals.openedition.org/ree/5535 |
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