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La relation d'autorité éducative au prisme de la confiance

Abstract : Authority at elementary school is the main topic of this thesis. The first part of the study is dedicated to the conceptual development aimed at providing a global understanding of educative authority relationship, modelled as a dynamic and complex system. The analysis of the functioning of this relational system, and the methodical investigation of all its elements as well as their connexions, suggests authority as the property of the relationship between teachers and pupils.The second part of the thesis focuses on the theoretical and empirical validation of the hypothesis that a relational system of educative authority benefits from a trust-based relational system, i.e. educative authority and trust relationships tend to complement and reinforce each other in a process of circular causation. This analysis is further extended in the third part of the study, which is looking at the favourable conditions for building pupils’ trust, and the positive influence of trust on the educative authority relationship.Pupils’ subjectivity, both in the educative authority relationship and in the trust relationship, plays a key role in this subject. Hence, theoretical reflection systematically relies on the results of an empirical investigation conducted with three classes of third grade of elementary cycle pupils, who were followed for an entire school year, and observed in situation and interviewed with their teachers.
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Submitted on : Tuesday, May 28, 2019 - 11:34:30 AM
Last modification on : Tuesday, April 28, 2020 - 5:00:03 PM


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  • HAL Id : tel-02141843, version 1



Marie Beretti. La relation d'autorité éducative au prisme de la confiance. Education. Université de Lyon, 2019. Français. ⟨NNT : 2019LYSES004⟩. ⟨tel-02141843⟩



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