Connaissance de soi et connaissance du travail dans la perspective d'une didactique de l'orientation scolaire : une approche par la co-analyse de l'activité des élèves

Abstract

Concepts and methods derived from the field of work psychology can shea new light on pupils' activity in class. The constrained nature of its aims and organization becomes apparent. Co-analysis of class activity with middle-school pupils reveals that in carrying out the tasks prescribed to them, pupils bring into play intermediary structures - genres and instruments, which are more or less shared prerequisites of action already evidenced by clinical approaches of work activity. In attempting to ground a didactical approach to vocational guidance, this paper snows that beyond the purely representational aspects at stake, it is necessary to take into account pupils' activity, notably in school, and how they relate to it.