Des contradictions au décrochage : récits de parcours en adaptation scolaire
Cet article décrit les interprétations de leur expérience en adaptation scolaire au Québec de 18 jeunes adultes ayant décroché de l’école et rencontrés dans le cadre d’entretiens biographiques. Les contradictions exprimées sont analysées à trois étapes du parcours : au moment de l’orientation en ada...
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| Vydané v: | Recherches en éducation Ročník 52 |
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| Hlavní autori: | , |
| Médium: | Journal Article |
| Jazyk: | English French |
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Nantes Université
01.06.2023
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| ISSN: | 1954-3077, 1954-3077 |
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| Abstract | Cet article décrit les interprétations de leur expérience en adaptation scolaire au Québec de 18 jeunes adultes ayant décroché de l’école et rencontrés dans le cadre d’entretiens biographiques. Les contradictions exprimées sont analysées à trois étapes du parcours : au moment de l’orientation en adaptation scolaire, dans le rapport aux moyens mis en œuvre (cahiers, activités…) et au moment du décrochage final. À la suite de Yrjö Engeström, le dispositif scolaire est situé au sein d’un ensemble de systèmes d’activités. Quatre expressions des contradictions sont distinguées : le conflit, le conflit interne, le dilemme et la double contrainte. Les résultats présentent une dépréciation générale des dispositifs au moment de l’orientation, la perte de la valeur d’échange de l’activité scolaire, une injonction au rythme personnel comme double contrainte et la rareté des expériences d’agentivité à l’école et dans le décrochage final. Enfin, les participants des classes pour « difficulté comportementale » se caractérisent par une critique de l’exclusion et de la segmentation des publics scolaires.
This article describes the interpretations of their experience in special education in Quebec by 18 young adults who have dropped out and the contradictions they experienced in these devices. The participants were met during biographical interviews. The contradictions expressed are analyzed at three stages of the school career: at the time of orientation in special education, in relation to the means implemented (notebooks, activities...) and at the time of the final dropout. Following Yrjö Engeström, the school system is located in the socio-historical context of capitalism and within a set of activity systems. Four expressions of contradictions are distinguished: conflicts, internal conflicts, dilemmas and double binds. The results show a general depreciation of the devices at the time of orientation, the loss of the exchange value of school activity, an injunction to personal rhythm as a double bind and the scarci-ty of experiences of agency in school and in the final dropout. Participants from "behavioral difficulty" classes are characterized by a social critique of the exclusion and segmentation of school audiences. |
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| AbstractList | Cet article décrit les interprétations de leur expérience en adaptation scolaire au Québec de 18 jeunes adultes ayant décroché de l’école et rencontrés dans le cadre d’entretiens biographiques. Les contradictions exprimées sont analysées à trois étapes du parcours : au moment de l’orientation en adaptation scolaire, dans le rapport aux moyens mis en œuvre (cahiers, activités…) et au moment du décrochage final. À la suite de Yrjö Engeström, le dispositif scolaire est situé au sein d’un ensemble de systèmes d’activités. Quatre expressions des contradictions sont distinguées : le conflit, le conflit interne, le dilemme et la double contrainte. Les résultats présentent une dépréciation générale des dispositifs au moment de l’orientation, la perte de la valeur d’échange de l’activité scolaire, une injonction au rythme personnel comme double contrainte et la rareté des expériences d’agentivité à l’école et dans le décrochage final. Enfin, les participants des classes pour « difficulté comportementale » se caractérisent par une critique de l’exclusion et de la segmentation des publics scolaires.
This article describes the interpretations of their experience in special education in Quebec by 18 young adults who have dropped out and the contradictions they experienced in these devices. The participants were met during biographical interviews. The contradictions expressed are analyzed at three stages of the school career: at the time of orientation in special education, in relation to the means implemented (notebooks, activities...) and at the time of the final dropout. Following Yrjö Engeström, the school system is located in the socio-historical context of capitalism and within a set of activity systems. Four expressions of contradictions are distinguished: conflicts, internal conflicts, dilemmas and double binds. The results show a general depreciation of the devices at the time of orientation, the loss of the exchange value of school activity, an injunction to personal rhythm as a double bind and the scarci-ty of experiences of agency in school and in the final dropout. Participants from "behavioral difficulty" classes are characterized by a social critique of the exclusion and segmentation of school audiences. This article describes the interpretations of their experience in special education in Quebec by 18 young adults who have dropped out and the contradictions they experienced in these devices. The participants were met during biographical interviews. The contradictions expressed are analyzed at three stages of the school career: at the time of orientation in special education, in relation to the means implemented (notebooks, activities...) and at the time of the final dropout. Following Yrjö Engeström, the school system is located in the socio-historical context of capitalism and within a set of activity systems. Four expressions of contradictions are distinguished: conflicts, internal conflicts, dilemmas and double binds. The results show a general depreciation of the devices at the time of orientation, the loss of the exchange value of school activity, an injunction to personal rhythm as a double bind and the scarci-ty of experiences of agency in school and in the final dropout. Participants from "behavioral difficulty" classes are characterized by a social critique of the exclusion and segmentation of school audiences. |
| Author | Dubeau, Annie Merri, Maryvonne |
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