Un cadre théorique pour aborder l'étude des élèves en situation scolaire

Bibliographic Data

ID8074709
AuthorsMichel Brossard (corresponding author)
Year1993
Volume46
Issue2
Pages189-199
Publication date1993-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEnfance (JOURNAL)
Journal identifiersISSN: 0013-7545 • E-ISSN: 1969-6981
PublisherPERSEE Program (PUBLISHER)
DOI10.3406/enfan.1993.2054
OpenAlexW2067081615
LanguageFR
Citations received7

The author presents the theoretical framework with which he observes the pupil's behaviours in school situations. This framework stems from the vygotskian theory. Three thesis are presented : the thesis of the mediation of the higher psychological processes, the thesis of the transition from interpsychological to intrapsychological functionning and the thesis of the integration of the cognitive activities in the social contexts. Every time, the implications about the educational research are drawn from this framework. One of them, perhaps the most important one, is the hypothesis that the origin of pupils' s difficulties isn't to be looked for in the individuals, but in the mode with which the pupils « make sens » of the school contexts at which they are confronted

Cognition · Developmental psychology · Mediation · Social science · Sociology · Education, sociology, and vocational training · Psychoanalysis and Psychopathology Research · Psychology · Social Representations and Identity

Tools

Open DOI