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L'empreinte multiforme d'un discours éducatif : "apprendre à apprendre" à l'Ecole Régionale de la 2ème Chance Toulouse

Abstract : This research is part of a CIFRE contract originating from the assessment request of a “learning to learn” project based on a cognitive educational program. In order to respond to the request, an impact study was implemented. It was composed of two main constituents : a pragmatic section and a critical one. The pragmatic section directly contributed to the project management, by helping to identify and measure some of the effects of project on students. The results show that although the doctrine is scientifically fragile and incompletely functional, it has the potential of a collective imaginary which mobilize people and organize individual and collective activity. This process contributes indirectly to the efficiency of the project. Based on these results, the author identifies the main characteristics of the appropriate educational doctrines, that is doctrines that fit within the human, institutional, and material environments in which they are meant to provide a reference.
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Contributor : Vincent Alexandre VOISIN Connect in order to contact the contributor
Submitted on : Monday, January 24, 2022 - 12:37:56 PM
Last modification on : Sunday, March 20, 2022 - 9:42:07 AM
Long-term archiving on: : Monday, April 25, 2022 - 7:06:01 PM


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  • HAL Id : tel-03540941, version 1



Vincent Alexandre Voisin. L'empreinte multiforme d'un discours éducatif : "apprendre à apprendre" à l'Ecole Régionale de la 2ème Chance Toulouse. Education. Université Toulouse 2 Jean Jaurès, 2021. Français. ⟨tel-03540941⟩



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