L’inclusion scolaire des élèves en situation de handicap au Burundi : ressources et obstacles du point de vue des acteurs du système éducatif

La présente étude, exploratoire et compréhensive, permet d’appréhender la question des ressources et obstacles à la mise en œuvre de la politique d’inclusion scolaire au Burundi, considérée du point de vue d’un ensemble d’acteurs directement impliqués dans celle-ci. L’étude a été conduite en référence à la théorie « ancrée » (Strauss & Corbin, 1990). Les résultats révèlent quatre obstacles majeurs : les limites des possibilités d’accueil du système éducatif burundais ; l’inadéquation des pratiques pédagogiques au regard des besoins des élèves en situation de handicap ; les limites de la politique gouvernementale burundaise à mettre en œuvre le droit à l’éducation, et enfin les représentations et croyances stigmatisantes à l’encontre des enfants en situation de handicap dans la société burundaise. Ces résultats mettent aussi en évidence deux ressources évoquées par les participants : diverses initiatives éducatives favorisant l’inclusion et certains vecteurs favorables à la mise en œuvre d’une pédagogie inclusive. Les participants suggèrent, en outre, un ensemble de conditions associées à la réussite d’une éducation inclusive en termes de ressources humaines et d’environnement scolaire, qui seraient requises pour la mise en œuvre d’une réelle éducation inclusive dans ce pays.The purpose of this exploratory and comprehensive study is to assess the barriers and opportunities to the implementation of the policy of school inclusion of the children with disabilities in Burundi from the point of view from different actors involved directly in this policy. It was conducted in reference to the Grounded Theory (Strauss & Corbin, 1990). The results reveal four major barriers: (a) limits of the possibilities of educational system of Burundi to welcome all children; (b) incompatibility of the educational practices in front of pupils with disabilities;(c) limits of the burundian government policy to implement the right of education; (d) representations and stigmatizing faiths against children with disabilities. However, the results also highlight two already available resources: (a) educational initiatives favoring the inclusion, and (b) vectors in favour of the implementation of an inclusive pedagogy. Furthermore, the results show conditions associated to the success of an inclusive education especially human resources and school environment which are required to implement an inclusive education

L’histoire collective comme notion descriptive pour l’analyse de l’activité d’élèves engagés dans des situations de coopération en Education Physique

This study aimed to analyze the collective activity of students engaged in cooperative situations in Physical Education (PE) to take account of how they lived and enjoyed their experience of cooperation. We used the notion of collective meaningful story to describe and to characterize the phenomena underlying the cooperation between students. Three students and their teacher were volunteers to participate in this study. Their activity was studied in situ during a circus unit of seven lessons. This study was carried out in accordance with the assumptions of the “Course of action” scientific program (Theureau, 2006). The results show, in the first part, typical categories of collective meaningful stories and the characteristics relating to the temporal arrangement of stories in the units. We identified three characteristics: (a) the diversity of temporal spans, (b) the continuous or discontinuous nature of collective meaningful story development, and (c) patterns of collective meaningful stories. The third part presents a case study which reports on the dynamic of collective meaningful story development during the unit. These results contribute to the understanding of cooperation and provide input for the design of original cooperative learning structures

Coopération entre élèves et histoires collectives d'apprentissage en Education physique et sportive (contribution à la compréhension des intéractions entre élèves et aux développement de dispositifs d'apprentissage coopératif)

NANTES-BU Lettres (441092102) / SudocSudocFranceF

Construction of trust judgments within cooperative dyads

International audienceIntroduction: One of the aims of physical education (PE) is to develop social skills such as cooperation, teamwork, and mutual helping among students. Cooperation is a broad research topic, implicating several disciplines in the human sciences (e.g. psychology, sociology, linguistics, philosophy). It is also an important topic in various domains of practice like organizational management, ergonomics, sports performance, and PE and sports pedagogy. Studies in sport have shown that cooperation between partners is not automatically produced by the cooperative structure of the learning tasks.In this exploratory study, we focused on the links between cooperation and trust judgments about one's partner. We characterized the processes by which students construct trust judgments in dyadic cooperative interactions during climbing lessons. This study was carried out within the theoretical and methodological frameworks of the ‘course of action.’Method: Two middle-school students in 10th-grade participated in this study. They formed a fixed dyad based on personal affinity. During the four climbing lessons under study, the students alternated the roles of climber and belayer. Their behaviors and communications were recorded on video and after each session they participated in self-confrontation interviews. From these data, we then reconstructed their courses of experience and focused particularly on preoccupations, meaningful elements in the situation, and mobilized knowledge. The elements contributing to the construction of the climber's trust judgments about his belayer were identified. Changes in these judgments were characterized in relation to the modes of cooperation between the students. Twenty-seven climbs were analyzed.Results and discussion: The results showed that the climber's trust judgments focused on two dimensions of the belayer's activity: the reliability of both the belay and his advice for success in the task. To build these trust judgments, the climber combined knowledge about his belayer (the partner's climbing skills, his mastery of safety techniques, his familiarity with the climbing equipment, and his typical attitudes in class) and interpretations of the events during belayer–climber cooperation (the attention shown by the partner, his requests for advice from other students, and the teacher's interventions).Moreover, the results showed the relationship between the development of each student's trust judgments about his partner and the positive and negative dynamics of cooperation between the students. Three typical connections were identified between the climber's trust judgments about his partner and the climber's involvement in cooperation.The results are discussed on the basis of two points: (a) the dynamic and composite character of the construction of trust judgments and (b) the construction of trust judgments as a condition for genuine cooperation between students. The students in the situation of climber displayed typical processes to build a trust judgment about their partner, and this trust judgment appears to be an important element in promoting and regulating cooperative interactions between students.Conclusions: We propose pedagogical perspectives for teachers with regard to understanding trust judgments in climbing and student cooperation. We also suggest new research perspectives with the objective of fully elucidating the dimensions of trust involved in cooperation

Aux sources de la confiance dans la relation éducative

C’est un vieux problème de savoir comment, dans un processus éducatif quelconque mettant en jeu d’un côté quelqu’un qui sait ou est supposé savoir, de l’autre un qui ne sait pas ou est supposé tel, l’attention peut doucement glisser vers ce qui leur est commun ou vers ce dont ils peuvent parler l’un et l’autre. Alors le savoir n’est plus dans la tête de tel ou tel, mais vaut pour la réalité même autant qu’il nous en sépare et nous en assure. De l’une à l’autre de ces positions, la confiance change de sens : d’interpersonnelle et subjective qu’elle semble au début, elle se déplace et modifie ses ancrages pour concerner ces signes de connaissance et d’altérité, au premier chef le langage. Bref, et comme disent les didacticiens, il y a un effet maître dans tout processus éducatif et la question est d’en sortir. C’est à cette condition que la confiance change de sens. Ce numéro explore ce problème à partir de points de vue bien différents : celui de l’histoire de la philosophie de l’éducation, celui de l’épistémologie, celui de l’analyse des relatons pédagogiques ordinaires, celui de l’analyse du présent et de ce qui s’y répète, celui plus politique des analyses de l’émancipation, celui enfin de l’anthropologie comparée. It is an old problem to know how, in any educational process involving someone who knows or is supposed to know, someone who does not know or is supposed not to know, the attention may be gently slide towards what is common to them or what they can talk about together. Then knowledge is no longer in the mind of such and such a master, but "is valid for" reality as much as it separates us from it and assures us of it. From one position to another, trust changes meaning: from the interpersonal and subjective that it seems at the beginning, it moves and modifies its anchorages to concern these signs of knowledge and otherness, and first of all the language. In short, and as the didacticians say, there is a master effect in any educational process and the question is to get out of it. It is on this condition that trust changes meaning. This issue of the CREN review explores this problem from very different points of view: that of the history of the philosophy of education, that of epistemology, that of the analysis of ordinary pedagogical relations, that of the analysis of the present. that of emancipation, and that of comparative anthropology