L’intérêt de la DVP pour (re)donner du sens aux apprentissages
Abstract
The fight against social and school inequalities requires rethinking the relationship to knowledge. Teaching philosophy for children can be considered as a lever to reflect on the meaning of the word “learning” by developing their posture as learner. This article is based on a long teaching experience within the French elementary school system and more specifically with children living in “priority education zones” (the “REP +” zones). The discussion with a philosophical purpose (“DVP”) can be a tool for other disciplinary fields and is proving to be a vector of the desire to learn for children children who are particularly vulnerable academically and socially. Philosophy is therefore seen as a "learning modality". Through an original approach, with Lipmannian connotation, the goal is to promote or develop the "student posture" of pupils, somewhat using a pedagogy of astonishment or enigma. An illustration of this approach is proposed as part of reading in Cycle 3.
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