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Les pratiques d'écriture des éducateurs spécialisés : perspectives cliniques

Abstract : This thesis in Educational Sciences examines specialized educators' writing practices. Writing is here envisioned as a new professional skill that reflects the deep changes that have affected the field of social action and the related professions. This evolution transforms the educators' culture and their professional-self. Through a psychoanalytical orientated clinical approach, this work explores the social and psychic stakes related to the specialized educators' writing practices, as well as the relationships to knowledge and writing that supports them. It excavates the complexity of those practices, the bond between the subjective relationships of writing and its real and symbolic stakes, and the historical, legal, institutional and professional contexts they are set in. The analysis is elaborated from clinical research interviews carried out with six specialized educators. It develops the conscious and unconscious processes involved in their writing experiences. It highlights various psychical defense or decommitment mechanisms, current and former identifications, in motion within the professionality at the time of the inscription and integration, by the educator, of the "writing" trait in their daily professional life and professional-self. Lastly, this research opens up prospects to rethink the modalities to a creative and positive investment of writing in the profession of specialized educator.
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  • HAL Id : tel-02516042, version 1


Céline Rössli. Les pratiques d'écriture des éducateurs spécialisés : perspectives cliniques. Education. Université Sorbonne Paris Cité, 2018. Français. ⟨NNT : 2018USPCB155⟩. ⟨tel-02516042⟩



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