Sur l'initiation à la géométrie

Sans résuméRapport au Colloque International consacré aux problèmes de l'enseignement des mathématiques dans les écoles secondaires et supérieures des pays européens, 27 sept.–2 oct. 1968.     

Statut familial et inégalités face à la scolarisation à Madagascar

The impact of family status in Madagascar on inequalities in schooling – In this article, in the context of generalised access to primary education and parity between girls and boys, we analyse data from the Demographic and Health Survey (DHS) 2009 in Madagascar to examine inequalities in schooling related to children’s status in the family. The results confirm the protective benefit for children of living with their biological parents. Fostered children are disadvantaged, especially and increasingly so depending on whether they live with an uncle or aunt, with a distant relative or a non-relative. Conversely, children who reside in the home of a brother or sister are not disadvantaged, a result which reflects the role of elder children in family education strategies. Grandparents play a moderately positive role in schooling. The death of the father is an important factor in dropping out. Finally, children whose parent or parents are not household heads are disadvantaged in terms of schooling compared to children of household heads.     

Correspondance entre élèves : conditions d’une activité mathématique « créative » et problématisée à la fin du lycée

In this article, we characterized the forms of reasoning of French high school students (from Terminal Scientifique) in the course of an exchange of messages around the solution of a mathematical problem. Our goal was to determine whether or not the students make use of creative and investigative forms of reasoning. The results show that in the experimental conditions of the ‘mathematical correspondence,’ the students displayed an unusual mathematical problem-solving activity, one that is indeed more creative and investigative than those typically found in a classroom activity. The results are accompanied by an effort to explain the conditions that allowed for this unusual activity to develop and to suggest some paths to use this setting in the classroom, so as to facilitate better learning in problem-solving contexts and the transition from high school to university.     

Modalités de prise de décision chez les filles et les garçons en la présence ou en l’absence de l’enseignant

How girls and boys take decisions in the presence and absence of a teacher – This work is part of an innovative approach to physical and sports education in Tunisia, and team sports in particular. It uses language studies carried out within the framework of this teaching both to generate a reflective attitude on the part of students, and to identify the effect of gender as a variable in the ways in which they make decisions. Discourse analysis highlights the importance of language output by girls and boys in football teaching when a teacher is present or absent. The teacher is an institutional authority who imposes specific uses of language, and when he/she is absent, emotional tensions predominate and may reflect the repression of ideas that occurs when the teacher is present. Although girls appear to take part in the discussion, their utterances are fewer in number, and their analytical statements less effective than those of boys. Girls never gain the upper hand over boys. The study also suggests a redefinition of social role divisions on the basis of gender – masculinity and femininity.     

L’accès des filles à l’enseignement supérieur au Burkina Faso: choix parentaux,parcours d’étudiantes et défis

Girls’ access to higher education in Burkina Faso: parental choices, student trajectories, challenges – What motivates parents from less well-off backgrounds to invest in extended schooling for their daughters? What drives the girls from these backgrounds to stay in the school system up to university level? Many studies on Burkina Faso’s education system show that there are still disparities between girls and boys at all levels, with the gap widening as the level of studies gets higher. Under these conditions, the prospect of pursuing higher education is less certain for girls from less well-off families. Yet, girls from these backgrounds are relatively present at the University of Ouagadougou. Based on a qualitative survey of students and their parents, this article highlights the social rationale determining the specific educational trajectories of these girls. The level of schooling of the older siblings, the girl’s positon in relation to her siblings, or concern for equity are factors in some parents’ decision to enrol their daughters in school. Parents invoke several reasons to justify sending their daughters to university, one of the most frequent being the argument that their daughters faithfully help them in return. As for the students, they mention various motivations to explain why they have persisted with their schooling and university studies, often in difficult circumstances, notably the desire to help their parents. The article also highlights the importance of family support as a factor in girls attending school and university, as well as in the pursuit and success of their studies.     

L'intégration après coup ou à la source

Sans résuméAllocution au Congrès sur l'Intégration des enseignements scientifiques, à Varna, 11–19 septembre 1968.-Quelques paragraphes proviennent d'un article publié enEnseignement 9 (1963), 28–44.     

Devenir des enseignants et formateurs professionnels dans une ‘organisation apprenante’? De l'utopie à la réalité!

The aim of this paper is to question the conditions of the Utopia “That all the schools and teacher education colleges become learning organizations: that the teams of teachers and teacher educators become learning professional communities”. This questioning will be structured in three stages: 1. 1) to clarify the direction of the desired evolutions, particularly to establish the awaited characteristics of the teachers so that they work effectively in schools which would be learning organizations;

2. 2) to clarify the types of changes necessary to introduce into teachers education schemes and practices and into the organisational schemes of management of the professional development;

3. 3) to highlight some critical points as for the conditions necessary for the changes to be realized in the teacher education colleges.

Le but de cet article est de questionner les conditions de l'utopie «Que toutes les institutions d'enseignement et d'éducation et les établissements de formation initiale d'enseignants deviennent des organisations apprenantes: que les équipes d'enseignants et de formateurs deviennent des communautés professionnelles d'apprentissage». Ce questionnement est structuré en trois étapes: 1. 1) expliciter le sens des évolutions souhaitées, tout particulièrement dégager les caractéristiques attendues des enseignants pour qu'ils oeuvrent efficacement dans des écoles qui seraient des organisations apprenantes;

2. 2) mettre en lumière les types de changements nécessaires à introduire dans les dispositifs et les pratiques de formation initiale des enseignants et dans les dispositifs organisationnels de gestion du développement professionnel en cours de carrière;

3. 3) mettre en évidence quelques points critiques quant aux conditions nécessaires des changements à réaliser dans les institutions de formation initiale des enseignants.

Dieser Artikel beabsichtigt, die Bedingungen der Utopie zu befragen “daß alle Unterrichts‐ und Erziehungsinstitutionen und die Schaffung von Erstlehrerbildung Organisationen werden, die lernen: daß die Teams von Lehrern und von Ausbildern professionelle Lehrgemeinschaften warden”. Diese Fragestellung wird in drei Etappen strukturiert: 1. den Sinn der gewünschten Entwicklungen klar zu formulieren, die erwarteten Eigenschaften der Lehrer ganz besonders hervorzuheben, damit sie wirksam in Schulen arbeiten, die lernende Organisationen wären;

2. die in die Vorrichtungen und die Praktiken von Erstbildung der Lehrer notwendig einzuführenden Arten von Änderungen und in die organisatorischen Vorrichtungen der Verwaltung der professionellen Entwicklung während der beruflichen Laufbahn aufzuzeigen;

3. einige kritische Punkte hervorzuheben, was die notwendigen Bedingungen hinsichtlich der zu verwirklichenden Änderungen in den Institutionen von Erstbildung der Lehrer betrifft.

El proyecto de este artículo es cuestionar las condiciones de la utopía “que todas las instituciones de enseñanza y educación y los establecimientos de formación inicial de profesores se convierten en organizaciones que aprenden: “que los equipos de profesores y formadores se convierten en comunidades profesionales de aprendizaje ”.” Esta cuestionamiento se estructurará en tres etapas: 1. aclarar el sentido de las evoluciones deseadas, muy especialmente lograr las características esperadas de los profesores para que trabajen eficazmente en escuelas que serían organizaciones que aprenden;

2. sacar a la luz los tipos de cambios necesario para introducir en los dispositivos y las prácticas de formación inicial de los profesores y en los dispositivos organizativos de gestión del desarrollo profesional durante la carrera;

3. poner de relieve algunos puntos críticos en cuanto a las condiciones necesarias de los cambios que deben realizarse en las instituciones de formación inicial de los profesores.

     

Nécessité de promouvoir la méthode de suggestion dans l＇enseignement

Ｎéｃｅｓｓｉｔé ｄｅ ｐｒｏｍｏｕｖｏｉｒ ｌａ ｍéｔｈｏｄｅ ｄｅｓｕｇｇｅｓｔｉｏｎｄａｎｓｌ＇ｅｎｓｅｉｇｎｅｍｅｎｔＧｕｏＱｕａｎ－ｚｈｏｎｇＤｅｐｕｉｓｌｅｓ８０，ｊｅｍｅｌｉｖｒｅａｕｔｒａｖａｉｌｄ＇ｅｎｓｅｉｇｎａｎｔｄｕｆｒ?..     

Les directeurs d’écoles ou l’exercice de l’autorité dans les établissements scolaires de Berlin-Est dans les années 1950

A partir d’un matériau croisant des sources officielles (lois, règlements, directives) et des sources tirées de la pratique scolaire locale (chroniques, protocoles des réunions pédagogiques d’établissements scolaires), l’article souhaite étudier concrètement la “micro-physique du pouvoir” socialiste dans les écoles de Berlin-Est au début des années 1950. On cherche à comprendre comment l’autorité socialiste s’incarne et s’exerce sur le terrain au quotidien dans la construction d’une nouvelle société au moyen de la formation d’un homme nouveau. En partant de la figure du directeur d’école comme lieu d’observation du travail pour imposer le communisme au quotidien, l’ambition est d’étudier l’exercice de la domination politique dans ses relations et ses interactions avec deux acteurs essentiels de l’institution scolaire que sont les enseignants et les élèves. Dans la mesure où le pouvoir socialiste se veut immanent, il n’est pas concentré uniquement au sein des structures du pouvoir central et son champ d’action s’exerce donc dans des “foyers locaux” où il transite par des individus qui doivent officiellement l’incarner au quotidien. Loin de considérer uniquement l’école comme une simple courroie de transmission d’un régime totalitaire qui imposerait d’en haut un système de règles, nous cherchons à travers la figure du directeur à analyser l’interaction entre Etat et société au “ras du sol”: comment exerce-t-on la fonction de directeur d’école au début des années 1950 à Berlin-Est? Dans quelle mesure l’analyse des modalités d’exercice de cette autorité éducative et politique permet-elle de mettre en évidence et d’expliciter un certain nombre de logiques politiques, culturelles et sociales macro-historiques?     

L’héritage de la méthode suédoise d’éducation physique en France: les conflits de méthode au sein de l’Ecole normale de gymnastique et d’escrime de Joinville au début du XXème siècle

The Swedish physical education method has had a singular destiny in France. Originally created by the Swedish Per Henrik Ling (1776–1839), it first spread in France thanks to German doctors. From 1902, the Swedish method became the official method of the Ecole normale de gymnastique et d’escrime de Joinville. It caused serious dissension first within the army, between Georges Hébert, a naval officer attempting to spread his own method called ‘Méthode naturelle’, and Emile Coste, a major at Joinville school who was a resolute supporter of Ling’s method; then within Joinville school, where, from 1905, Georges Demeny, renowned physiologist, tried to impose his French method ‘Eclectique’. The three protagonists would use arguments focused on the rationality of the Swedish method to legitimize or criticize it. But this explicit stake based on the validity of the link between a scientific culture – anatomy and physiology – and a physical education method does not mask the implicit stake of real power.     

L'usage de la radio dans l'enseignement secondaire à Montréal, 1920–1970

The use of radio for educational purposes in high schools expanded considerably between 1920 and 1970. Education scholars generally qualify radio for schools as a failure. This conclusion is based on the accessibility of radio sets in schools, the interest of teachers in radio for schools, and the budgets allocated for the purchase of radio sets. A wider investigation shows that educational radio resulted from collaboration among school personnel, radio broadcasters and the political authorities. We agree with communication scholars that using a means of communication for educational purposes involves many spheres of society. An examination of the origins, development and decline of radio broadcasting for schools also reveals that this was a technical substitution phenomenon; one means of communication was replaced by another. The use of radio in schools gradually declined, following the introduction of television in schools during the 1960s. Taking all these aspects into account, our study identifies the social mechanisms whereby radio was used for teaching in high schools. This clearly illustrates on a more general level the change in use of audiovisual tools in schools. The Montreal Catholic School Board (CECM) — the largest French‐language school board in Canada — is an institution of particular interest for the study of radio broadcasting for schools. Because of it size, the CECM had sufficient resources and personnel to be a pioneer in education. From 1931, CECM personnel went on the air on CKAC radio to popularize instruction in music, literature and language. Members of Montreal's educational community, parents and students alike, and listeners interested in learning, began to view radio as a means of conveying knowledge. In 1936, Société Radio‐Canada (SRC), the French‐language section of the Canadian Broadcasting Corporation, appeared on the Quebec radio scene, and educational radio gradually became more clearly defined. The programs that were aired, of which the best known was Radio‐Collège, gave the green light to educational radio in francophone Quebec. Before emulating SRC initiatives, the CECM used radio as a tool for social communication. In the early 1950s, the school board used radio mainly as a forum for explaining educational issues to the public; for example, teachers' salary negotiations. From autumn 1950, the CECM School and Family Committee aired a series of ten programs about the role of the school in society. Post‐war Montreal society was in a state of flux. Urbanisation and the emergence of mass communication and consumption were transforming the entire social structure. The francophone elite was starting to question traditional values taught by the Church, and religious practice was declining. Reacting to these new realities, the CECM appealed to parents for their help to ensure that together, family and school would succeed in the task of educating children. The board also used CKAC to discuss the shortage of schools. When parents demanded schools for their children, speakers from the School and Family Committee explained how the problem would be solved. As these examples show, Montreal schools initially made use of radio for social communication.

In 1954, following the third congress on the French language in Canada (Troisième congrès de la langue française au Canada), the CECM devised a wide‐ranging campaign to improve the spoken language of students. This was the beginning of educational radio. With the help of executives at CKAC radio, the board created school broadcasting designed to improve everyday language in students from grades 1 to 12. After the first series of programs proved a success, the board repeated the project the following year, broadcasting twice as many lessons. The glory years of Améliorons notre langue parlée would follow, with the series airing continuously from 1954 to 1963. As a result of this enduring venture, the government extended teaching by radio to other school boards across the province of Quebec. This marked the institutionalization of school radio broadcasting. Transistor radios, the democratisation of high school teaching and active pedagogy were all elements that boosted the use of radio in schools. Radio was now present in every classroom, but television was also being introduced. Radio had earned pride of place but was gradually superseded by television. The range of academic subjects widened, and the numbers of hours set aside for television broadcasting increased. Meanwhile, the use of school radio broadcasts gradually diminished. We therefore attribute the decline in radio broadcasting for schools to the emergence of television for schools, in other words, a phenomenon of technical substitution.

Finally, our research shows that the contribution by social agents incidental to schools and the influence of various factors external to schools are of major importance in explaining the mechanisms whereby educational radio became part of school life. It shows that radio changed in status from a public communication tool in the 1930s, to a pedagogic tool supporting the teaching of French twenty years later. Our study also shows that radio for schools was created not only by school‐related actors and institutions but also by the mass media and government. Far from being a failure, as education scholars maintain, educational radio was a success, but was replaced by television in the late 1960s.     

Comprendre l'éducation physique à partir de la comparaison: le cas de la France et de l' Espagne

Le but principal de cet article est de comparer à partir des textes législatifs, des enquêtes ministérielles et européennes, et des revues spécialisées en France et en Espagne les propriétés de deux organisations scolaires singulières nommées «éducation prioritaire» ainsi que les mises en ?uvre de l'éducation physique. En nous appuyant sur l'approche de la construction sociale, nous présentons comment ces deux pays européens organisent cet enseignement dans les milieux défavorisés. Une analyse des aspects visibles du système éducatif à l'aide d'indicateurs généralistes (organisation des études, formation des enseignants, dépenses publiques) aurait laissé envisager d'importantes différences. Cependant, la comparaison à l'aide d'indicateurs «plus fins» des mises en ?uvre de l'éducation physique dans les écoles traditionnelles (poids de l'éducation physique, préoccupations gouvernementales et celles des enseignants, programmes d'enseignement) puis dans les milieux difficiles ZEP et CAEP (choix didactiques et pédagogiques) indique de fortes similitudes. Ces différences de résultats soulignent l'intérêt des analyses comparatives secondaires et la nécessité de considérer des analyses détaillées.

The main aim of this study is to compare two particular school organisations labelled ‘priority education’ in France and Spain, in relation to physical education using laws, ministerial and European surveys, and specialised journals. The social constructivist approach has been used to describe how both these European countries organise the teaching of physical education in under‐privileged environments. The analysis of the visible aspects of these educational systems with general indicators (organisation of studies, teacher education, public expenses) seems to imply differences. However, the comparison using more detailed data in the implementation of physical education in traditional schools (weight of the physical education in the system, governmental and teachers concerns, teaching programmes) indicates strong similarities. In addition, didactic and pedagogic choices in physical education in under‐privileged schools appear to be quite similar. These results underline the interest of secondary comparative studies and the necessity of taking into account detailed analyses.     

Une expérience à Montrouge

Sans résumé