Le sens ou la preuve ? D’une conception de la pratique à une épistémologie des pédagogies alternatives
The contributors to this issue of REE magazine were invited to give an account of their research on alternative pedagogies. This synthesis attempts to identify the common features of these texts in epistemological and methodological terms, as well as in terms of the type of knowledge produced. This...
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| Format: | Article |
| Language: | fra |
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Nantes Université
2025-05-01
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| Series: | Recherches en Éducation |
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| Online Access: | https://journals.openedition.org/ree/13646 |
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| author | Sébastien Pesce Bruno Robbes |
| author_facet | Sébastien Pesce Bruno Robbes |
| author_sort | Sébastien Pesce |
| collection | DOAJ |
| description | The contributors to this issue of REE magazine were invited to give an account of their research on alternative pedagogies. This synthesis attempts to identify the common features of these texts in epistemological and methodological terms, as well as in terms of the type of knowledge produced. This overview leads us to emphasize the following idea: it is a certain conception of pedagogical practice, as a complex, situated activity, and one determined by the commitment of the people involved, that shape research. This is how one can understand the preference given to comprehensive and interpretive approaches, and the attention paid by researchers to the words and experience of teachers and students. These options, which do not exclude explanatory strategies from research that can claim the relevance of mixed methods, give a central value to the category of meaning, thereby refusing to confine educational research to the simple function of producing “evidence” of the effectiveness of practices. |
| format | Article |
| id | doaj-art-e2f8e1292ff54542b279f89feaa5e176 |
| institution | OA Journals |
| issn | 1954-3077 |
| language | fra |
| publishDate | 2025-05-01 |
| publisher | Nantes Université |
| record_format | Article |
| series | Recherches en Éducation |
| spelling | doaj-art-e2f8e1292ff54542b279f89feaa5e1762025-08-20T02:24:05ZfraNantes UniversitéRecherches en Éducation1954-30772025-05-015910.4000/140u1Le sens ou la preuve ? D’une conception de la pratique à une épistémologie des pédagogies alternativesSébastien PesceBruno RobbesThe contributors to this issue of REE magazine were invited to give an account of their research on alternative pedagogies. This synthesis attempts to identify the common features of these texts in epistemological and methodological terms, as well as in terms of the type of knowledge produced. This overview leads us to emphasize the following idea: it is a certain conception of pedagogical practice, as a complex, situated activity, and one determined by the commitment of the people involved, that shape research. This is how one can understand the preference given to comprehensive and interpretive approaches, and the attention paid by researchers to the words and experience of teachers and students. These options, which do not exclude explanatory strategies from research that can claim the relevance of mixed methods, give a central value to the category of meaning, thereby refusing to confine educational research to the simple function of producing “evidence” of the effectiveness of practices.https://journals.openedition.org/ree/13646educational researchpedagogy: methods and toolspedagogy: theories and history |
| spellingShingle | Sébastien Pesce Bruno Robbes Le sens ou la preuve ? D’une conception de la pratique à une épistémologie des pédagogies alternatives Recherches en Éducation educational research pedagogy: methods and tools pedagogy: theories and history |
| title | Le sens ou la preuve ? D’une conception de la pratique à une épistémologie des pédagogies alternatives |
| title_full | Le sens ou la preuve ? D’une conception de la pratique à une épistémologie des pédagogies alternatives |
| title_fullStr | Le sens ou la preuve ? D’une conception de la pratique à une épistémologie des pédagogies alternatives |
| title_full_unstemmed | Le sens ou la preuve ? D’une conception de la pratique à une épistémologie des pédagogies alternatives |
| title_short | Le sens ou la preuve ? D’une conception de la pratique à une épistémologie des pédagogies alternatives |
| title_sort | le sens ou la preuve d une conception de la pratique a une epistemologie des pedagogies alternatives |
| topic | educational research pedagogy: methods and tools pedagogy: theories and history |
| url | https://journals.openedition.org/ree/13646 |
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