Autonomie et reproduction : une perspective didactique sur la question de l’apprentissage dans le modèle d’enseignement explicite

Abstract

This paper presents an analysis of the explicit teaching model as described in Quebec scientific writings associated with research on effective teaching practices. First, the author presents a theoretical perspective derived from the theory of didactic situations and Cornelius Castoriadis’s theory of autonomy. This theoretical articulation leads to posit the creative activity of students and their participation in the community of mathematical knowledge as constitutive of the learning process in the classroom. Secondly, this theoretical perspective serves as a basis for the analysis of interpretations of learning offered by certain Quebec scientific writings associated with effectiveness in education. The article shows that these writings, as a device promoting certain forms of learning, participate in a process in which subjects who contribute to educational institutions cannot recognize the mathematical knowledge developed as the product of their own work. Résumé : L’article rend compte d’une analyse du modèle d’enseignement explicite tel que décrit dans les écrits scientifiques québécois associés aux recherches sur les pratiques efficaces. Dans un premier temps, l’auteure présente une perspective théorique issue de la théorie des situations didactiques et de la théorie de l’autonomie de Cornelius Castoriadis. Cette articulation théorique amène à poser l’activité de création des élèves et leur participation à la communauté des savoirs mathématiques comme constitutives de l’apprentissage dans la classe. Dans un deuxième temps, cette perspective théorique sert d’assise pour l’analyse des interprétations de l’apprentissage que proposent certains écrits scientifiques québécois associés à l’efficacité en éducation. L’article montre que ces écrits, en tant que dispositif promouvant certaines formes d’apprentissage, participent d’un processus par lequel les sujets qui contribuent aux institutions didactiques ne peuvent reconnaître les connaissances mathématiques élaborées comme le produit de leur propre travail. Abstract : This paper presents an analysis of the explicit teaching model as described in Quebec scientific writings associated with research on effective teaching practices. First, the author presents a theoretical perspective derived from the theory of didactic situations and Cornelius Castoriadis’s theory of autonomy. This theoretical articulation leads to posit the creative activity of students and their participation in the community of mathematical knowledge as constitutive of the learning process in the classroom. Secondly, this theoretical perspective serves as a basis for the analysis of interpretations of learning offered by certain Quebec scientific writings associated with effectiveness in education. The article shows that these writings, as a device promoting certain forms of learning, participate in a process in which subjects who contribute to educational institutions cannot recognize the mathematical knowledge developed as the product of their own work.