Dépasser la forme scolaire pour penser une nouvelle systémique d’apprentissage : de la variation à la rupture

Abstract

The term "school form" has become something of a commonplace, and should be questioned in terms of its heuristic scope for understanding teaching practices. Even if the socio-historical form identified by Guy Vincent is clearly evolving in the operation of many contemporary establishments through the development of pedagogical innovations, this concept still appears relevant for questioning pedagogical practices in the various singular dimensions characteristic of school situations. Based on an analysis of the different dimensions at play in the practices presented in the contributions to this issue, and drawing on research into "different pedagogies" (Flexible Classrooms, Freinet Pedagogy), this article seeks to put into perspective a model of contemporary developments based on a reflection on the registers and degrees of rupture with the determinants of the initial "school form" that we can identify in school practices.

Keywords

• pedagogy: methods and tools
• change and innovation
• school form