Éduquer les enfants à l’architecture : médiations à l’école

Abstract : As an identitarian expression of history and culture, architecture is an important topic innowadays society’s debate. Nevertheless, it remains a specialists’ privilege, being sparselyknown or understood. The rising of the profile of “mediator-architect”, an expert inarchitectural transmission, testifies to the will to diffuse a mutual architectural culture. Theschool setting is a fundamental target for this professionals. They get involved in originalpedagogical dynamics to teach children about architecture, sparsely tackled issue by theFrench educational system. Halfway between sociology of education, of culture and ofprofessions, the thesis situates these dynamics in the context of their emergence, analyses thedevices to achieve them and describes their effects by an experimentation.In light of our investigations, French architecture educational system is organised outside ofthe traditional scholar teachings, on the basis of a favourable substrate, itself based on therecognition of architecture as societal stake, of the promulgation of dedicated cultural andeducational policies, of architects’ professional dynamism. It is built on the implementation of“educational actions” coordinated by a teacher-mediator team: a working collectivedimension described by unique action devices (lectures, experiences, partnerships). Suchdevices impulse a particular socialisation to architecture, generating learning effects on pupilsand transformation of practices (both cultural and professional) on teachers, mediatorarchitectsand other actors of their working environment. This research combines manysources: documentary analysis, 41 semi-directive interviews, 25 case studies of educationalactions in France, the experiment of an educational action in Bordeaux’s metropolitan area.The results point out the complexity of collaborative geometries, the originality ofpedagogical experiences, as well as the system’s fragility. This thesis enriches the reflexionsof mutations in the architects’ professional activities and present an outlook of futuredevelopments of architectural education.
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Roberta Ghelli. Éduquer les enfants à l’architecture : médiations à l’école. Sociologie. Université de Bordeaux, 2017. Français. ⟨NNT : 2017BORD0732⟩. ⟨tel-01665169⟩

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