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Le débat philosophique à l’école primaire : une identité en construction

Abstract : Different practices of termed philosophical debates have been developing in French primary schools for about fifteen years, whose identity must be outlined, with a didactic analysis. The latter enables us to understand whether they build up as disciplinary type or if they avoid all disciplinary dimension. One stake is to determine if the social construction of these practices puts them in the school organization according to disciplines or whether, on the contrary, they contribute to its questioning. The sudy is led through clarifying their context of emergence, the sources they refer to, by examining their contents and boundaries, as well as the different areas where they take place, that is recommendations and classroom practices. The exploration of proposals made by their exponents, the discourses of the teachers who implement them and classroom situations as well as language interaction, show that these practices do not mainly entrench in a school discipline that is existing, renewed or to be constituted.They elicit speculation about the nature of the type and the learning targeted. They show a non-disciplinary and, in some aspects, out-of-school type and they do not seem to be able to identify the making of a "teaching object".
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  • HAL Id : tel-01282139, version 1



Bettina Berton. Le débat philosophique à l’école primaire : une identité en construction. Education. Université Charles de Gaulle - Lille III, 2015. Français. ⟨NNT : 2015LIL30026⟩. ⟨tel-01282139⟩



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