Spécificité actuelle d’une approche alternative
La pédagogie Freinet
Datos Bibliográficos
| ID | 6124620 |
|---|---|
| Autores | Laurent Lescouarch (0000-0002-5542-6637, autor de correspondencia) |
| Año | 2010 |
| Volumen | 45 |
| Número | 1 |
| Páginas | 81-101 |
| Fecha de publicación | 2010-01-01 |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Spirale - Revue de recherches en éducation (JOURNAL) |
| Identificadores de la revista | ISSN: 0994-3722 • E-ISSN: 2118-724X |
| Editorial | PERSEE Program (PUBLISHER) |
| DOI | 10.3406/spira.2010.1159 |
| OpenAlex | W2480969601 |
| Idioma | FR |
| Citas recibidas | 3 |
| Referencias citadas | 2 |
The teaching method “ Freinet” is historically an alternative because it is characterized by a particular conception of the learnings and a particular attention to the centres of interests of the child. Nevertheless, the evolution of the practices prescribed for the teachers since the law of 1989 in France and the important place taken by the constructivist didactics in the training of the teachers tend to limit its peculiaritiesers. However, we make the hypothesis that an important specificity remains actual and our search thus aims at identifying the elements of specificity of this pedagogy in the current context
Archaeology · Context (archaeology · Epistemology · Geography · Humanities · Sociology · Education, sociology, and vocational training · Educational Practices and Policies · Philosophy
| Citas por año | 1 |
|---|---|
| Intervalo de citas | 2023 - 2025 (3) |
| Altamente citado | No |