La tentation d’une pédagogie autogestionnaire alternative : l’exemple des lycées expérimentaux dans les années 1980 en France

Abstract

In the early 1980s, four experimental high schools were authorized to open within the French public school system (le Lycée expérimental de Saint Nazaire, le Lycée Autogéré de Paris, le Collège - lycée expérimental d’Hérouville-Saint-Clair, le Centre Expérimental Maritime en Oléron). Some of these high schools have chosen a self-managing pedagogy. If educational self-management was experimented with in public education in the early 1960s and theories and practices of self-management developed in the 1960s and 1970s in France, what are the motivations of these high schools for educational self-management ? Has the self-management model influenced the members of these high schools ? Paradoxically, these experiments, which are few and far between, have been able to resist the dominant model in French public education to date. The creation of these high schools thus appears as an opportunity to promote and boost the self-management that marked many fields of French society from the late 1960s to the early 1980s.

Keywords

• autonomy and socialization
• educational cooperation and collaboration
• organization and functioning of the establishments
• pedagogy: theories and history
• pedagogy: methods and tools
• childhood and youth