le pdf du m\u00e9moire.<\/a><\/p>\nR\u00e9sum\u00e9<\/h2>\n
Comment cr\u00e9er des outils de documentation adapt\u00e9s aux enfants en classe verte ? Cette question est tr\u00e8s pr\u00e9cise, mais il s\u2019agit bien du point de d\u00e9part de ma recherche. Mon p\u00e8re \u00e9tant garde forestier, j\u2019ai v\u00e9cu toute mon enfance entour\u00e9 de for\u00eat. J\u2019ai donc une attache \u00e9motionnelle forte pour la nature, qui pour moi est essentielle maintenant. Dans cette optique, j\u2019adorais apprendre avec mon p\u00e8re, des anecdotes \u00e0 chaque sortie sur la faune ou la flore. C\u2019est ainsi que la transmission de savoirs du milieu que j\u2019aime m\u2019est rest\u00e9e. Apr\u00e8s un stage au CINE de Bussierre (Centre d\u2019Initiation \u00e0 la Nature et \u00e0 l\u2019Environnement), o\u00f9 des animateurs nature accompagnent des classes de primaires dans un environnement vert, je me rends compte que les enfants n\u2019ont, \u00e0 part des souvenirs et l\u2019une ou l\u2019autre cr\u00e9ations, rien de concret sur quoi s\u2019appuyer pour apprendre. Les enseignants entourent leur classe et participent aux animations, mais n\u2019ont aucune ressource p\u00e9dagogique \u00e0 l\u2019issue de la journ\u00e9e. C\u2019est pourquoi, pour r\u00e9pondre \u00e0 cette question, il faut comprendre d\u2019o\u00f9 viennent les classes vertes, leurs histoires, et quelles sont les motivations de ceux qui les ont imagin\u00e9es. Ensuite, travaillant avec des enfants, il faut se poser la question de notre posture et de notre discours, et de la p\u00e9dagogie dont on peut s’inspirer. Par ailleurs, les outils de documentation qu’il est possible de mettre en \u0153uvre, dans ce contexte, permettent de s\u2019int\u00e9resser non seulement \u00e0 la question des <\/span>communs<\/span><\/i>, mais aussi \u00e0 celle des <\/span>logiciels libres<\/span><\/i>. La notion de communs est \u00e9volutive et controvers\u00e9e. Les chercheurs sont cependant parvenus \u00e0 un consensus. Il existe trois formes de communs : les communs en tant que ressource physique ou d\u00e9mat\u00e9rialis\u00e9e, une communaut\u00e9, ou encore une pratique et des r\u00e8gles, aussi appel\u00e9 <\/span>commoning <\/span><\/i>(gouvernance). Les communs ne sont n\u00e9anmoins pas \u00e0 confondre avec les biens communs. Les communs s\u2019appliquaient originellement aux biens naturels ou mat\u00e9riels, consid\u00e9r\u00e9s comme rivaux et limit\u00e9s. Les biens communs, eux, sont des ressources non rivales, et non exclusives, g\u00e9r\u00e9es par des communaut\u00e9s volontaires, telles que les logiciels libres. Dans le domaine du design, les biens communs et les logiciels libres sont un moyen d\u2019outiller largement des communaut\u00e9s, et de diffuser des informations. Ce partage n\u2019est possible que gr\u00e2ce aux licences <\/span>Creative Commons<\/span><\/i> qui autorisent, \u00e0 diff\u00e9rents degr\u00e9s, la r\u00e9utilisation des informations et m\u00eame la modification. Lors de mes recherches, j\u2019ai beaucoup appris sur l\u2019origine des classes vertes ainsi que sur celle des \u00e9coles dans la nature en Europe. Les m\u00e9thodes engag\u00e9es sont similaires dans les deux approches, mais \u00e0 des degr\u00e9s diff\u00e9rents. Pour ce qui est de la p\u00e9dagogie, Freinet comme Montessori (tous deux p\u00e9dagogues), ont beaucoup travaill\u00e9 sur l\u2019autonomie de l\u2019enfant afin d\u2019\u00e9veiller sa curiosit\u00e9, mais aussi sur le travail en groupe et l\u2019exp\u00e9rimentation dont le but est de cr\u00e9er un savoir commun. Freinet, toujours avec ses journaux scolaires, laisse les enfants cr\u00e9er leurs \u00e9ditions (textes, illustrations, mise en page), en fonction de leurs int\u00e9r\u00eats tout en cr\u00e9ant des savoirs communs. Dans les \u00e9coles, la notion des communs se r\u00e9pand gr\u00e2ce au num\u00e9rique, mais aussi \u00e0 l\u2019\u00e9volution des mouvements p\u00e9dagogiques. Les enseignants favorisent l\u2019exp\u00e9rience, et le suivi assidu des \u00e9l\u00e8ves, pour leur proposer une \u00e9ducation sensible et non comp\u00e9titive. La nature elle aussi, utilise les communs comme un milieu riche, dans lequel les enfants peuvent s\u2019\u00e9panouir, et d\u00e9velopper une valeur affective envers cet environnement. C\u2019est en se basant sur ces recherches que je souhaite orienter mon projet sur l\u2019exp\u00e9rience des enfants en milieu naturel, et de leur v\u00e9cu, pour produire du savoir commun. Il s\u2019en d\u00e9gage alors une probl\u00e9matique qui peut se formuler ainsi : \u201cComment le designer, utilise un milieu naturel pour cr\u00e9er du savoir commun en classe ?\u201c<\/span><\/p>\nAbstract<\/h2>\n
How to create documentation tools adapted to children in the green classroom? This is a very specific question, but it is indeed the starting point for my research. My father was a forest ranger and I spent my entire childhood surrounded by forest. So I have a strong emotional attachment to nature, which for me is essential now. With this in mind, I loved to learn with my father, anecdotes on every outing about the fauna and flora. This is how the transmission of knowledge of the environment I love has remained with me. After a course at the CINE de Bussierre (Centre d’Initiation \u00e0 la Nature et \u00e0 l’Environnement), where nature guides accompany primary school classes in a green environment, I realised that children have, apart from memories and one or other creation, nothing concrete to learn from. The teachers surround their class and take part in the activities, but have no teaching resources at the end of the day. That is why, to answer this question, we need to understand where the field trips come from, their stories, and the motivations of those who have imagined them. Then, working with children, we must ask ourselves the question of our posture and our discourse, and the pedagogy from which we can draw inspiration. Furthermore, the documentation tools that can be used in this context make it possible to address not only the question of commonalities, but also that of free software. The notion of commons is an evolving and controversial one. However, researchers have reached a consensus. There are three forms of commons: commons as a physical or dematerialised resource, a community, or a practice and rules, also called commoning (governance). However, commons are not to be confused with common goods. The commons originally applied to natural or material goods, considered as rival and limited. In contrast, commons are non-rival and non-exclusive resources managed by voluntary communities, such as free software. In the field of design, commons and open source software are a means of widely equipping communities and disseminating information. This sharing is only possible thanks to Creative Commons licences which allow, to varying degrees, the reuse of information and even modification. During my research, I have learned a lot about the origins of green classes as well as about the origins of schools in the wilderness in Europe. The methods involved are similar in both approaches, but to different degrees. As far as pedagogy is concerned, both Freinet and Montessori (both pedagogues), have worked a lot on the autonomy of the child in order to arouse his curiosity, but also on group work and experimentation, the aim of which is to create a common knowledge. Freinet, always with his school newspapers, let the children create their own editions (texts, illustrations, layout), according to their interests while creating common knowledge. In schools, the notion of commonality is spreading thanks to digital technology, but also to the evolution of pedagogical movements. Teachers encourage experience and regular monitoring of pupils, in order to offer them a sensitive and non-competitive education. Nature also uses the community as a rich environment in which children can flourish and develop an emotional value towards this environment. It is on the basis of this research that I wish to orient my project towards the experience of children in the natural environment, and their experiences, in order to produce common knowledge. An issue emerges from this research, which can be formulated as follows: “How does a designer use a natural environment to create common knowledge in the classroom?\u201d<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":193,"featured_media":1322,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":[],"categories":[10],"tags":[],"_links":{"self":[{"href":"https:\/\/www.lyceelecorbusier.eu\/recherche-projet\/index.php?rest_route=\/wp\/v2\/posts\/1171"}],"collection":[{"href":"https:\/\/www.lyceelecorbusier.eu\/recherche-projet\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.lyceelecorbusier.eu\/recherche-projet\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.lyceelecorbusier.eu\/recherche-projet\/index.php?rest_route=\/wp\/v2\/users\/193"}],"replies":[{"embeddable":true,"href":"https:\/\/www.lyceelecorbusier.eu\/recherche-projet\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=1171"}],"version-history":[{"count":2,"href":"https:\/\/www.lyceelecorbusier.eu\/recherche-projet\/index.php?rest_route=\/wp\/v2\/posts\/1171\/revisions"}],"predecessor-version":[{"id":1202,"href":"https:\/\/www.lyceelecorbusier.eu\/recherche-projet\/index.php?rest_route=\/wp\/v2\/posts\/1171\/revisions\/1202"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.lyceelecorbusier.eu\/recherche-projet\/index.php?rest_route=\/wp\/v2\/media\/1322"}],"wp:attachment":[{"href":"https:\/\/www.lyceelecorbusier.eu\/recherche-projet\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=1171"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.lyceelecorbusier.eu\/recherche-projet\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=1171"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.lyceelecorbusier.eu\/recherche-projet\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=1171"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}