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De l'impossibilité de tout dire : étude des rapports entre représentations sociales et formes d'implication : le cas de la remise à niveau à l'Ecole Régionale de la Deuxième Chance Midi-Pyrénées

Abstract : In the cognitive society, knowledge becomes an economic lift, where the learner manages his learning project throughout his life. Learning to learn is a central competence for the access to a perennial social and professional insertion. But every year 140,000 young French people leave the educational system without any diploma, without any qualification. The Regional School of Second Chance offers a training combining school courses and work experience in enterprises, development of academic knowledge being an active support for insertion. This research (CIFRE) is questioning about the activities of the scholastic knowledge. The longitudinal research is based on 50 learning courses for students who have faced learning difficulties in the past, and are today involved in a vocational training. We analyze the link between social representations of the academic learning and implications, and we question the dichotomy made between active and passive involvement. The students statements collected are heterogeneous and reveal specific forms of involvement (being and acting in school). The research shows that students submit themselves to a self-censorship. They lock themselves into institutional roles, inspired by their own school history : difficult transition from being a student dependent of his teacher, to a student co-constructing his learning process with his teacher. The students’ unsaid is as well raising questions about the conditions of the expression of their involvement. The “recalcitrant” students to the scholastic learning activities are expressing two things : their passive implication results from a project of training which they do not stick to, and their active implication is hidden in what could be their project. The various explanations of implication, for a same individual, reveal that it is not appropriate to call them passive learners.
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Anne Cazeneuve. De l'impossibilité de tout dire : étude des rapports entre représentations sociales et formes d'implication : le cas de la remise à niveau à l'Ecole Régionale de la Deuxième Chance Midi-Pyrénées. Education. Université Toulouse le Mirail - Toulouse II, 2012. Français. ⟨NNT : 2012TOU20133⟩. ⟨tel-00844737⟩

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