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Le récit d'enfants pour entendre leur expérience de l'école en France

Abstract : Why would you do without children’s words to evaluate the French school system? In three classes situated in the same primary school in La Sarthe in a sensitive area, children were proposed to explain to a little martian how things were going on for them at school, which led to 80 interviews. Then we have crossed the pupils’ perceptions with their teacher’s and we have carried out the same protocol with Segpa adapted-learning group pupils. The methodology which was used is the dialogic and clinical interview, the interaction contents with the martian working as a transitional space becoming projective as well as reassuring. The theoretical framework is linked to the traditional writers who have shown how important the narrative function can be and more specifically in the field of life stories, even if it is more adequate for adults so to speak. Through a qualitative analysis of the interviews, we can validate the fact that children are experts in school matters, excellent psychologists and education specialists. It is because they have a right to a good-quality education that their words, and there is no need to sanctify them, are essential because they open perspectives as far as children’s well-being and knowledge development are concerned.
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Submitted on : Wednesday, October 30, 2019 - 12:14:34 PM
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Bruno Hubert, Manuela Braud. Le récit d'enfants pour entendre leur expérience de l'école en France. Colloque international : Parole(s) des enfants et droits des enfants XXe-XXIe siècles, Nov 2017, Angers, France. pp.147-159, ⟨10.4000/books.pulg.9987⟩. ⟨hal-02339193⟩



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