Incidenti critici nelle lezioni di educazione interculturale

Dieser Artikel beruht auf den Ergebnissen einer Untersuchung, welche sich mit konkreten Unterrichtspraktiken interkultureller Erziehung befasst. Ausgehend von den Überlegungen, die in der Literatur zu den Risiken der «Kulturalisierung» dieser Praktiken hervorgehoben werden, hat dieser Beitrag zum Ziel, zu verstehen, wie sich Schwierigkeiten in den Interaktionen im Unterricht entwickeln. Auf der Grundlage von Unterrichtssequenzen identifizieren wir kritische Vorfälle. Letztere führen zur Erkenntnis eines Spannungsfeldes zwischen den pädagogischen Absichten der Lehrpersonen, welche auf den Aufbau von Wissen und Dekonstruktion von Phänomenen, wie Diskriminierung oder Stereotypisierung, abzielen, und andererseits dem interaktiven Prozess der Konstruktion von Bedeutungen, welcher manchmal ebenfalls zu deren Verdinglichung führt.This article is based on the results of a research on real teaching practices in intercultural education. Based on the considerations highlighted in the literature about the risks of "culturalization" of these practices, this contribution aims to understand how difficulties emerge, develop, and even transform themselves in classroom interactions. On the basis of pedagogical sequences collected in class during intercultural lessons, we identify critical incidents that allow us to identify the tensions between, on the one hand, the pedagogical intentions of the teachers, which aim at building knowledge and deconstructing phenomena such as social discrimination or stereotypes, and, on the other hand, the interactive process of constructing meanings which sometimes results in their reification.Cet article repose sur les résultats d’une recherche portant sur les pratiques réelles d’enseignement de l’éducation interculturelle. A partir des considérations mises en évidence dans la littérature autour des risques de « culturalisation » de ces pratiques, cette contribution vise à comprendre la façon dont les difficultés émergent, se développent, se transforment dans les interactions en classe. Sur la base de séquences pédagogiques recueillies en classe lors de leçons à visée interculturelle, nous repérons des incidents critiques qui permettent d’identifier les tensions entre, d’une part, les intentions pédagogiques des enseignant·e·s qui visaient à construire des connaissances et déconstruire des phénomènes comme la discrimination sociale ou les stéréotypes, et, d’autre part, le processus interactif de construction de sens qui a parfois pour résultat leur réification.Questo articolo si basa sui risultati di una ricerca sulle pratiche autentiche di insegnamento nell’educazione interculturale. A partire dalle considerazioni evidenziate nella letteratura sui rischi di «culturalizzazione» di queste pratiche, questo contributo cerca di comprendere il modo in cui le difficoltà si sviluppano nelle interazioni in classe. Sulla base di sequenze pedagogiche raccolte in classe, individuiamo incidenti critici che ci permettono di identificare le tensioni tra, da un lato, le intenzioni pedagogiche degli insegnanti che hanno cercato di costruire la conoscenza e decostruire fenomeni come la discriminazione sociale o gli stereotipi, e, dall’altro, il processo interattivo di costruzione del significato che a volte risulta nella loro reificazione

Transforming personal experience and emotions through secondarisation in education for cultural diversity: An interplay between unicity and genericity

When subjects studied at school are close to societal discourses and to the students' social identities, when they have high emotional resonance, is it possible to enable the students to distance themselves from their emotions and personal experience, and to conceptualise them? Examining the relation between emotion and learning through the lens of socio-cultural psychology, the aim of our study was to shed light on “secondarisation” processes, that is, processes that transform personal experience and emotions into conceptualised forms of thinking. We analysed 85 video-recorded lessons in education for cultural diversity involving 12 teachers (of primary and secondary schools). Having identified episodes in which emotions were put into words or personal experience was reported, we analysed the use of pronouns (taken as indicators of secondarisation processes) and found a recurrent pattern: “the unicity– genericity routine”. We illustrate the functioning of this routine with various excerpts taken from lessons in education for diversity taught in the classes of two teachers in primary school. The results show that the interplay between unicity and genericity works as a discursive resource for the development of secondarisation processes

"Être à bonne école": pour un dialogue bilatéral qui mette en mouvement praticien·nes et chercheur·es

La recherche qui demande à dialoguer avec la pratique ? C’est l’invitation que lance une dizaine de chercheurs et de chercheuses en éducation à la HEP | PH de Fribourg à toutes celles et tous ceux qu’intéressent les apports scientifiques à la profession enseignante. Dans le dossier qui suit, ces chercheurs et ces chercheuses, souvent aussi enseignant·e·s, présentent leurs recherches et les thèses qui en ont découlé. Langage, grammaire, orthographe, évaluation, identité professionnelle, inclusion scolaire, émotions … les domaines abordés sont larges. Comment le terrain accueille-t- il leur travail