Contribution à la modélisation du sens de l’École : une nécessaire approche pluridisciplinaire

Abstract

The questions of the meaning of School and teaching–learning have been raised in France during fundamental transformations of the education system [school massification and democratization, introduction of information and communication technologies for education (ICTE)], linked to profound societal changes (socioeconomic changes, emergence of a youth culture). They concern both students and all education actors whose benchmarks have been shaken. Problems have emerged thanks to the evolution of research on action theories. They were interested in the intentionality of the actors as well as in the purpose of situated and instrumented actions. We wonder about the role of novelty, innovation as a test of meaning for a subject related to the school question. We rely on a literature review to address this question by specifying what we mean by School, based on the concept of school form. We propose to articulate it with the concept of meaning, within the framework of a psychosocial approach by thinking of the meaning of the School as a system of meanings (subjective, socio-anthropological, axiological, rational). The main function of meaning is to ensure the mobilization of the subject, its maintenance, and the conditions for its coherence. The challenge of our research is to participate in the construction of a model allowing to accompany the subject towards the awareness of the elements at stake and the forces at work. It requires coordination with other disciplines to complete and refine it.