NDLI: Rapports au savoir et programme québécois de sciences humaines au primaire

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Rapports au savoir et programme québécois de sciences humaines au primaire

Content Provider	Semantic Scholar
Author	Lenoir, Yves Laforest, Mario
Copyright Year	1994
Abstract	Le programme d'etudes qois de sciences humaines au primaire actuellement en vigueur est considere sous l'angle du choix des rapports aux savoirs qu'il entend pri- vilegier en mettant de l'avant une demarche d'apprentissage pretendue “naturelle.” Les assertions qui emaillent le discours reposent sur un rapport au savoir reifie qui renvoie a des perspectives epistemologiques realistes des plus traditionnelles. Un tel choix assure une coherence epistemologique avec le modele d'intervention educative que sous-tend le programme et que Not relie aux methodes d'heterostructuration cognitive de type coactif. Il assure egalement, par l'union a premiere vue contradictoire de ce modele d'intervention et de l'approche “naturelle” qui cree l'illusion d'une participation active et responsable de la part du sujet a un processus de devoilement, une vision rassurante de l'ideologie educationnelle qui sous-tend la conception du programme. The Q primary school social studies curriculum favours certain kinds of knowledge it claims are “natural” for young learners. Its traditionalist and realist epistemology is consistent with self-contradictory models of educational intervention and (as Not says) of cognition. This curriculum overcomes the visible contradiction between intervention and “natural” (that is, participatory and autonomous) learning, under the guise of a reassuring ideology.
Starting Page	431
Ending Page	447
Page Count	17
File Format	PDF HTM / HTML
DOI	10.2307/1495341
Volume Number	19
Alternate Webpage(s)	http://journals.sfu.ca/cje/index.php/cje-rce/article/download/2695/2002
Alternate Webpage(s)	https://doi.org/10.2307/1495341
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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