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Du mythe de l’autorité naturelle à l’autorité éducative de l’enseignant : des savoirs à construire entre représentation et action

Abstract : Beyond authority based on authoritarianism and evacuated authority, the paradigm of educative authority dealt with in this thesis is trying to reanalyse a question which teachers come up against : how can they use their authority ? Agreeing about a new definition of educative authority, based on its socio-psychogenesis and its etymology, is essential. Our double methodological choice focused on the analysis of speeches, among a varied sample of sixteen teachers. Clinic interviews led to clear up unconscious meanings of authority, according to personal stories. A whole background of representations, of relationships with the practice of the job, with oneself and with the others is brought forth, which generates intra-psychical conflicts, fantasms, defensive mechanisms. Clarifying interviews enabled to reveal acting knowledge used by the very same teachers when practising authority in specified situations. Numerous sensorial information takings are directing action. Verbal interventions are overshadowing in the transmission of messages, but knowledge linked to the body often turns to be more efficient. The authority used is educative : if in their internal questioning, teachers translate with exactness the intentions they think their pupils have ; if knowledge used and goals defined refer to the ban on violence. Eventually, links are being created between the aware meaning of actions and some of their unconscious significances. Thus, we support that teachers’ authority is not “natural” but that it is the result of a construction of knowledge within action.
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Submitted on : Friday, June 18, 2021 - 7:34:52 PM
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Bruno Robbes. Du mythe de l’autorité naturelle à l’autorité éducative de l’enseignant : des savoirs à construire entre représentation et action. Education. Université Paris X Nanterre, 2007. Français. ⟨tel-03265033⟩



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