Du partenariat à une coéducation : quels points d’appui, quelles limites ?

Abstract : By legitimating the health education programme for all pupils schooled in France, the new ministry frameworks encourage the reinforcement of partnerships bet- ween all players in the world of education, with special determination to include the families. However the hypothesis of differentiated relations to health education depending on the positions and the roles of the players allows to question the assets and the limits of collaborative constructions within a context of institutional legitimization which highlights the complementarity of health education actions. The contribution is built on two complementary corpora composed of semi-directive interviews : 25 with teachers and 10 with after-school assistants at primary school. The article shows the perspective of coeducation between the players is not self-evident and that obstacles appear in its implementation. It also shows the possibilities of work aiming to harmonize health education interventions. Thus the contribution enters into a topical questioning which considers the difficulties of partnership working, the developments to undertake in terms of training the players, the interrogations to pursue educational interventions with the pupils and the establishment of a school / family partnership in which each person would find their place.
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Submitted on : Wednesday, February 22, 2017 - 8:52:59 PM
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Jessica Caroupin. Du partenariat à une coéducation : quels points d’appui, quelles limites ?. Éducation, Santé, Sociétés, Editions des archives contemporaines, 2016, 3 (1), pp.21-35. ⟨http://www.educationsantesocietes.net/index.asp?menuEx=1329&idEx=671⟩. ⟨hal-01474586⟩

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