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Master Thesis

La place du corps à l'école élémentaire : vers une pédagogie du lien

Abstract : As pupils progress through their schooling, their bodies gradually disappear from most pedagogical considerations. While it is the focus of most learning outcomes in nursery school, the body quickly becomes stiff and disappears from the curriculum and from the space of the classroom. The purpose of the present study is to account for how the body is treated in primary school pedagogy, particularly in “Cycle 2” (Year 2 through Year 4 of the French school system). The primary goal is to assess whether or not introducing a renewed focus on the body can help produce a classroom environment where pupils are better equipped to master the required skills, thus engaging in a truly constructive learning experience. The research method adopted focuses on an investigation led within a Year 3 class (7-year-old pupils) using activities such as participant observation, questionnaire[s], and interviews that engaged the pupils bodies in different ways. The pupils’ behaviour, their involvement, and their progress seem to confirm the research premise: involving the body truly engages the pupil and helps him/her become more successful in reaching the targeted skills and knowledge. However, this strategy cannot be labelled as “miraculous,” especially when considering classroom environment and the learning of pupils experiencing challenges. In conclusion, it would seem that, in order to completely rethink how the presence of the body is envisioned in today’s schools, a comprehensive approach that extends beyond once-off learning sessions and isolated efforts is needed.
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Master Thesis
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Submitted on : Thursday, November 30, 2017 - 10:57:18 AM
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  • HAL Id : dumas-01633892, version 1



Marie Nicolas. La place du corps à l'école élémentaire : vers une pédagogie du lien. Education. 2017. ⟨dumas-01633892⟩



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