Imaginaire des professeurs des écoles et apprenance

par Marie-Cécile Charrier

Thèse de doctorat en Sciences de l'Education

Sous la direction de Bertrand Bergier et de Michel Fabre.

Soutenue en 2012

à Nantes .


  • Résumé

    Bien qu'enracinée dans la nuit des temps, l'imagerie des profondeurs n'en participe pas moins du monde contemporain. L'angoisse du temps linéaire - que les Hommes tentent de résoudre dans des récits mythiques - n'est-elle pas à la fois intemporelle et universelle ? Dans un contexte où la croissance durable est érigée en condition indispensable à la bonne santé des Etats et des entreprises, le salarié hérite de la responsabilité de sa formation, et ce, tout au long de la vie. La notion d'apprenance voit le jour. Elle pose ses propres questions de temporalité. Quelle histoire imaginaire nous raconte-t-elle ? Comment les sujets, héros de leurs propres univers mythiques, composent-ils avec ce rapport au savoir envisagé comme un mythe ? C'est la question à laquelle la présente recherche tente de répondre, dans une démarche compréhensive et qualitative, en explorant le milieu spécifique des professeurs des écoles, et en s'appuyant essentiellement sur les Structures de l'Imaginaire (héroïque, mystique, synthétique) que G. Durand a mises en évidence. Ainsi, après avoir esquissé le mythe de l'apprenance, avons-nous exploré l'imaginaire de 5 professeurs des écoles en bénéficiant de la complémentarité de deux approches. D'une part, des entretiens semi-directifs - portant sur la formation initiale et continue de ces enseignants - ont été analysés à l'aune du symbolisme de leurs termes. D'autre part, nous avons invité chacun à réaliser l'Archétype-Test à 9 éléments (AT. 9) que Y. Durand a élaboré pour mettre à l'épreuve des faits les travaux de G. Durand. Chacun a pu réagir à la restitution de son Test. L'analyse des différents matériaux a progressivement dessiné le portrait de héros singuliers composant à leur manière, au moyen de leurs outils et/ou de leurs armes personnels, avec les éléments dramatiques de l'apprenance.

  • Titre traduit

    The imaginative world of primary school teachers and « learnance »


  • Résumé

    Depth imagery has been deep-rooted since time immemorial. However, it also plays an important role in contemporary world. Isn’t fear of linear time that mankind tries to solve in mythical stories both timeless and universal ? In a context of long-standing growth established as an essential requirement for the good health of the States and companies, the employee’s responsibility will include his/her own education which he/she will have to take on throughout his/her life. The notion of “learnance” is born. It raises its own questions of temporality. What imaginary story does it tell us? How do the subjects, heroes of their own mythical universes deal with the connection to knowledge viewed as a myth? This is the question the present research work tries to answer, in an understanding and qualitative approach, exploring the specific environment of primary school teachers and being essentially based on the Structures of the Imaginary brought in light by G. Durand under the terms “héroïque”, “mystique”, “synthétique”. Thus, the myth of ‘learnance’ being outlined, we explored the imaginative world of 5 primary school teachers thanks to two complementary approaches. First, semi-directive interviews dealing with the initial and continuing education of these teachers were analysed in the light of the symbolism of their terms. Then, everyone was invited to carry out the Archetype -Test with 9 elements (AT. 9) worked out by Y. Durand to see how G. Durand’s work stands to the test. Each participant was given the opportunity to react to their test session report. The analysis of the different data gradually drew the portrait of single heroes who, in their style, by means of their personal tools and/or weapons come to a compromise with the dramatic elements of the “learnance”. Depth imagery has been deep-rooted since time immemorial. However, it also plays an important role in contemporary world. Isn’t fear of linear time that mankind tries to solve in mythical stories both timeless and universal ? In a context of long-standing growth established as an essential requirement for the good health of the States and companies, the employee’s responsibility will include his/her own education which he/she will have to take on throughout his/her life. The notion of “learnance” is born. It raises its own questions of temporality. What imaginary story does it tell us? How do the subjects, heroes of their own mythical universes deal with the connection to knowledge viewed as a myth? This is the question the present research work tries to answer, in an understanding and qualitative approach, exploring the specific environment of primary school teachers and being essentially based on the Structures of the Imaginary brought in light by G. Durand under the terms “héroïque”, “mystique”, “synthétique”. Thus, the myth of ‘learnance’ being outlined, we explored the imaginative world of 5 primary school teachers thanks to two complementary approaches. First, semi-directive interviews dealing with the initial and continuing education of these teachers were analysed in the light of the symbolism of their terms. Then, everyone was invited to carry out the Archetype -Test with 9 elements (AT. 9) worked out by Y. Durand to see how G. Durand’s work stands to the test. Each participant was given the opportunity to react to their test session report. The analysis of the different data gradually drew the portrait of single heroes who, in their style, by means of their personal tools and/or weapons come to a compromise with the dramatic elements of the “learnance”.

Consulter en bibliothèque

La version de soutenance existe sous forme papier

Informations

  • Détails : 3 vol. (132, 465, 257 f.)
  • Annexes : Bibliogr. f. 459-464. Index

Où se trouve cette thèse ?

  • Bibliothèque : Université de Nantes. Service commun de la documentation. Section Lettres - Sciences humaines.
  • Disponible pour le PEB
Voir dans le Sudoc, catalogue collectif des bibliothèques de l'enseignement supérieur et de la recherche.