Dissertations / Theses on the topic 'Célestin (1896-1966)'

Célestin Freinet était un innovateur. Avec ses connaissances en pédagogie, il était capable de les distiller en: la méthode freinet. Les racines intellectuelles de Freinet expliquent les origines de ses idées. Vu son appétit intellectuel, il accaparait les idées des autres et les incorporait dans les siennes. Il était le critique pour un nombre de revues et recevait un grand nombre de livres, journaux, etc. . . A analyser. Freinet était influence par: Piaget, Pestalozzi, Ferrière, Decroly, Rousseau, John Dewey, Montaigne, Taggore, Sanderson, Makarenko, Paul Geheeb et Paul Robin. Un autre aspect de Freinet dérive des croyances politiques et philosophiques qui ont toujours joué un rôle important dans les révolutions du monde de l'éducation : cette étude accentuera les années fructueuses (1917-1952). La méthodologie pour développer cette section consistera a analyser les articles écrits par Freinet en conjonction avec les événements politiques autour de lui. Pour enseigner les fils des pauvres travailleurs, il utilisa des échappatoires qu'il avait trouve dans les instructions du Ministère de l'éducation. Il était critiqué pour ses idées et glorifié pour sa hardiesse et sa pédagogie a survécu. Bien qu'il n'y ait seulement qu'une école Freinet, le mouvement Freinet a survécu avec beaucoup de difficultés. Dans le système éducatif d'aujourd'hui, beaucoup des principes pédagogiques de Freinet sont mandatés et inclus. Dans les pays influencés par Freinet, il y a un renouvellement d'intérêt pour la "modernité de Freinet. " la méthodologie est de lire Freinet et ses collaborateurs et d'analyser comment sa pédagogie est utilisée aujourd'hui. Un aspect de cette étude détaillera les problèmes de Freinet avec l'éducation nationale comme communiste, et les problèmes avec le PCF. Bien qu'il était membre du parti depuis 1922, le parti l'attaquait parce qu'il était trop modéré, et le PCF pro-stalinien. L'aile intellectuelle n'acceptait pas les penseurs indépendants. En avril 1950, Snyders et Cogniot critiquent Freinet dans la nouvelle critique, pour son refus d'aligner son enseignement à celui recommandé par le PC. Ces attaques auraient pu cesser, si Cogniot avait publié dans la nouvelle critique une lettre de Freinet du 12 juin 1951. Cette lettre "oubliée", était dans le fond Cogniot, des archives de Saint Denis

Orientador: Eliana Ayoub
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Este estudo narra uma experiência de inclusão em sala regular de ensino, vivida pela autora, como professora-pesquisadora, com uma turma de primeira série do ensino fundamental. O trabalho realizado com Lorelai, uma criança portadora de necessidades especiais foi instigado pela busca por uma efetiva inclusão tendo como base teórica, além de outros, os princípios e instrumentos da Pedagogia Freinet. As pistas/indícios deixados por Lorelai, ao longo do processo, foram fundamentais para as mediações da professora na construção de caminhos para que a inclusão de fato acontecesse
Abstract: This study concerns an experience of integration promoted by the author as a teacher and researcher in a regular first grade class of an elementary school. The integration work carried out with Lorelai, a child with special needs, was encouraged by the search of an effective integration using as a theoretical base the principies and instruments of Celestin Freinet's pedagogy. The evidences given by Lorelai during the nrocess were essential for the teacher to find wavs to make that integration effective
Mestrado
Mestre em Educação

Orientador : James Patrick Maher
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Mestrado

Orientador: Ana Luiza Bustamante Smolka
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: No presente trabalho o texto livre, instrumento pedagógico tal como proposto por Celestin Freinet, é colocado como objeto de reflexão e investigação. Para investigar tal instrumento - seu caráter pedagógico, seu uso em sala de aula, seu estatuto no processo de alfabetização - busco sustentação teórica nos trabalhos do próprio Freinet e de Lev Vigotski, autores que, apesar de apresentarem percursos distintos em suas elaborações, trazem em seus constructos teóricos os mesmos pressupostos e a preocupação com a aquisição da forma escrita de linguagem pela criança. Assumindo a posição de professora pesquisadora, e utilizando sistematicamente o "texto livre" em sala de aula de primeiro ano, com crianças de seis anos ingressantes no ensino fundamental, passo a "desconfiar" desse instrumento, procurando suspender as certezas que tinha com relação a ele. No esforço de problematização e objetivação do instrumento e de seus usos no processo inicial de alfabetização das crianças, tomo como material empírico as produções de meus próprios alunos no decorrer dos dois primeiros anos letivos do Primeiro Ciclo, assim como relatos e registros (escritos, fotografados e filmados) de minha prática em sala de aula. As análises explicitaram que a relação de ensino - que se estabelece entre as crianças, entre professor e aluno, entre a criança e a escrita como objeto de conhecimento e meio/modo de dizer sobre o mundo e a vida - se sobrepõem ao instrumento em si. Ao mesmo tempo, esse instrumento se mostra extremamente válido e viável desde o início do processo de alfabetização, na medida em que incita as crianças a que arrisquem suas primeiras hipóteses de escrita, amplia as possibilidades para que explorem as formas e as condições de produção e assumam a autoria de seus textos
Abstract: In this work the free text, a pedagogical tool proposed by Celestin Freinet, is placed as an object of reflection and research. To investigate this instrument ¿ its pedagogical character, uses in the classroom and the status in the literacy process ¿ I seek theoretical support in Freinet and Lev Vygotsky works, authors who have different paths in their elaborations but bring in their theoretical constructs the same assumptions and concerns with the acquisition of language by the child in writing. Assuming the position of teacher as a researcher and systematically using the free text in the first year classroom, with children of six years old in elementary school, I begin to suspect of this instrument, seeking to suspend the certainties we had about it. In an effort to problematize and objectify the instrument and its uses in the initial process of children¿s literacy, I take as an empirical material my own students productions over the first two years of the First Cycle, as well as reports and records (written, photographed and filmed) of my practice in the classroom. The analysis made explicit that the teaching relationship - established between children, between teacher and student, and between the child and the writing as an object of knowledge and means about the world and life - overlap the instrument itself. At the same time, this instrument shows to be extremely valid since the beginning of the literacy process, encouraging children to risk their first chance of writing, extending the possibilities for exploiting the forms and conditions for production
Mestrado
Psicologia Educacional
Mestra em Educação

Orientador: Corinta Maria Grisolia Geraldi
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Este trabalho refere-se a uma experiência de construção de proposta inovadora, no âmbito da rede particular de ensino do Brasil, tematizando nele a relação de mediação desempenhada pela coordenação pedagógica e a construção de parcerias para realizar o trabalho no cotidiano escolar que esta mediação permitiu. A história da escola é também a da constituição da formadora e do projeto de formação que foi possível desenvolver, sendo um trabalho com a pedagogia Fremet e não sobre ela. Os elementos fundamentais nessa empreitada foram: a minha própria experiência de trabalho nesta escola, a memória de professores e minha e o arquivo da escola com extenso material de documentação. O 1 ° capítulo contextualiza o surgimento de experiências inovadoras, mostra os pilares nos quais está assentada a escolarização e propõe o questionamento a estes pilares e apresenta, em linhas gerais as idéias de Freinet. O 2° capítulo traz o relato da história da escola, o 3° trata da construção de parcerias necessárias com professores, alunos e pais. O 4° capítulo extrai aprendizagens: sobre as dificuldades que enfrentam os projetos de inovação, sobre a mediação da coordenação nos processos de mudança, sobre o papel da escola como lugar da prática e da reflexão, sobre a importância do diálogo, sobre a pluralidade do espaço escolar e sobre a constituição de sujeitos na interação. Um aliado foi o Grupo de Estudos e Pesquisa em Educação Continuada, da Unicamp, que se coloca na perspectiva de ver no trabalho do professor e dos que atuam na escola as possibilidades de produção de conhecimento que aí se originam, rejeitando modelos de teorização que prescrevem receitas e atribuem rótulos a estes atores
Abstract: This work reports the construction of an innovating project in the scope of the private schools in Brazil. Its main themes are the role played by the pedagogical coordination in mediating different parts and the establishment of partnerships in order to carry out the dai1y school work. The later is allowed by the former. The history of the school is also the history of the constitution of the coordinator and the project of coordination which was possible to develop; it is a work with Freinet' s Pedagogy and not about it. The basic elements in this work were: my own working experience in this school, the memory of the teachers, my own and the school files, with extensive documentation. Chapter One locates the emergence of innovating educational experiments, shows the basis on which schooling was built, questions these same basis and presents, in general lines, the ideas of Freinet. Chapter Two reports the history of the school. Chapter Three is about the establishment of the necessary partnerships with teachers, students and parents. Chapter Four offers lessons: on the obstacles which the innovating projects have to face, on the mediation of the coordination during the changing processes, on the role of the school as a place of practice and thinking, on the importance of dialogue, on the plurality of the school place and on the constitution of citizen through the interaction inside it. The Grupo de Estudos e Pesquisa em Educação Continuada, of Unicamp (Group of Studies and Research on Continuous Education of Unicamp) worked as a strong allied. It sees in the work of the teachers and the other people inside the school the potential of producing knowledge about it, thus refusing the theoretical models which give on1y prescriptions and labels to these actors
Mestrado
Mestre em Educação

Orientador: Jose Dias Sobrinho
Dissertação (mestrado)-Universidade Estadual de Campinas, Faculdade de Educação
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Mestrado

Cette thèse est le résultat d'une expérience empirique menée au chili les années 1972-1973 et d'une analyse de ce travail par rapport à la didactique des langues de nos jours (1987). Notre propos a été d'essayer une méthodologie pour enseigner le français inspirée des méthodes naturelles notamment, la méthode de Célestin Freinet (France) et celle de Sylvie Ashton-Warner (Nouvelle Zélande). De ces deux éducateurs, nous avons retenu leur démarche pédagogique : en milieu institutionnel, l'accès a la connaissance linguistique doit se fonder sur les besoins de communication des apprenants. Dans cette recherche, le processus d'enseignement-apprentissage de la langue étrangère commence par ce que l'apprenant veut dire en français
The work presented here is the result of one empirical research carried out in chili (1972-1973) and its analysis from the recent investigations of didactics (1987). Our purpose has been to try a method to teach French, foreign language, inspired by natural methods : Celestin Freinet's method (France) and Sylvie Ashton-warner's method (new-Zeeland)

On présente bien souvent les propositions d'Alain et celles de Freinet, en matière scolaire, comme deux pôles opposés. On se réfère alors aux propos sur l'éducation d'Alain pour dénoncer « la pédagogie », de façon générale, ou un « pédagogisme » dont Freinet serait une figure emblématique. La confrontation détaillée des oeuvres de ces deux auteurs permet de se libérer du filtre polémique au travers duquel on les lit. Elle n'aboutit pas au seul dénombrement d'incompatibilités. Derrière les fausses oppositions que dessinent souvent les lectures partisanes, des divergences réelles mais complexes apparaissent. Freinet a lu Alain avec intérêt. Il a critiqué certaines de ces thèses, mais il a aussi fait l'éloge de l'esprit d'Alain et il a cherché à dialoguer avec ses écrits en construisant ses propres techniques pédagogiques. Nous n'avons pas à faire à la guerre d'une école contre l'autre mais à une relation plus ambivalente et dynamique. La pensée d'Alain sur l'éducation ondule au cours des années et des propos. Elle est un ensemble complexe. Et les adversaires qu'elle désigne, le « pédagogue »,le « psychologue », et un certain « sociologue » représentent la science de l'éducation et la nébuleuse durkheimienne plutôt que l'Education Nouvelle, contrairement à ce qui a été souvent écrit.

Roger Cousinet (1881-1973) et Célestin Freinet (1896-1966) figurent parmi les partisans de l'éducation nouvelle. Ils tentent de transformer l'école en lieu de vie, social et vivant. L'objectif de ce travail est de prendre en compte les différences des méthodes pédagogiques (travail de groupe et pédagogie Freinet) et de comparer les idées, les principes et les pratiques scolaires de ces deux pédagogues. La comparaison est focalisée sur la socialisation scolaire que R. Cousinet et C. Freinet qualifient à la fois comme une fin et un processus de l'éducation. La socialisation se caractérise par les trois aspects : l'acculturation, la personnalisation et l'individualisation. En fonction de ces trois processus s'interagissant l'un l'autre, nous montrons que la socialisation dans l'éducation nouvelle met en valeur la construction de la culture personnelle, la vie d'ensemble et la responsabilisation des élèves. L'analyse comparative se déroule en deux temps : observer les classes dans l'école publique (classe travail de groupe, classe Freinet) et saisir la spécificité de la pédagogie de R. Cousinet et de C. Freinet à travers la lecture de leurs écrits selon les critères des trois caractéristiques de la pédagogie (expression, intérêt, responsabilité)
Roger Cousinet (1881-1973) and Célestin Freinet (1896-1966) are major advocates of new education philosophy, a progressive ideology in education. They assert that an institution should be changed into the place which develops student's socialities. The primary objective of this study is to consider several differences of the educational methods (group study of R. Cousinet and Freinet's teaching method) and to compare and constrast their ideas : the principles and school practices of these pedagogues. The comparison is focused on school socialization. R. Cousinet and C. Freinet regard it as a final objective or educational process. The socialization is characterized by following three aspects : acculturation, personalization and individualization. According to these three processes, socialization in new education (progressive education) consists of constructing personal culture and collective life, increasing the awareness of responsibilities. The comparative analysis of these two schools of thought takes place in the two stages : observation of public school classes (class group study, class Freinet) and understanding the specifications of Cousinet's and Freinet's methods. Accordingly, how to read and interpret their literary work depends primarily on the three characteristics of their teaching and learning methods. Three elements are based on expression, interest and responsibility

Orientador: João Batista Freire da Silva
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Fisica
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Resumo: Neste trabalho escrevi sobre a influência, na minha formação como professora e bailarina, de dois grandes pensadores: Rudolf von Laban e Célestin Freinet. Proponho a dança na escola como um recurso metodológico para o trabalho do professor. Um recurso importante para a formação integral do aluno que vive um final de século, que o espaço físico e contato com a natureza tornam-se raros. As preocupações da escola vão pouco além de manter o aluno imóvel por horas, sentado em sua carteira, ouvindo o professor falar, copiando lições da lousa. Apresento reflexões sobre que corpo a escola quer formar: um corpo submisso ou um corpo com autonomia para agir. Aponto as convergências de idéias entre Laban e Freinet que podem vir a formar uma proposta de movimento dançante para o professor usar em sala de aula com seus alunos
Abstract: In this paper I write about the influence the great thinkers Rudolf Laban and Célestin Freinet exercised on my development as a teacher and dancer. I propose dance at school as a methodological aid for the teachers' work. Dance is an essential support for the complete development of students who live at the end of the century when space and contact with nature are becoming rare. The concerns of the school hardly go beyond the intention of keeping students quiet for hours, sitting at their desks, listening to the teachers, and copying lessons from the black-board. I present considerations about what body the school needs to form - either a submissive body or one who is free to act. I point to the convergences of Laban's and Freinet's ideas which can conceive a proposal for a dancing movement to be used by the teachers in the c1assroom
Mestrado
Educação Motora
Mestre em Educação Física

Orientador: Márcia Maria Strazzacappa Hernandéz
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
O exemplar da FE acompanha um Clipe de apresentação da pesquisa.
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Resumo: A pesquisa apoiada pela FAPESP, insere-se na busca atual de novos paradigmas na formação continuada de educadores, buscando ampliar a reflexão em torno das contribuições mútuas das áreas da arte e da educação. Realizou uma investigação relacionando estas áreas, focando-se na utilização da experiência teatral para a construção do saber pedagógico, criando elos entre a criação artística e a criatividade na prática educacional. Objetivou-se, com seu desenvolvimento, investigar possibilidades criativas de aproximação entre teoria e prática pedagógicas, partindo da proposição do educador francês Célestin Freinet: "Se você não voltar a ser como uma criança, não entrará no Reino Encantado da Pedagogia". Estruturou-se tendo como base pesquisa de campo realizada na AMIC - Amigos da Criança/ Centro Espírita Fé e Amor, tendo seus procedimentos metodológicos identificados com aqueles da Pesquisa Participante, ou Pesquisa Criação, desdobrando-se em três frentes distintas: experimentação prática por meio de oficinas teatrais realizadas com um grupo constante de educadoras; acompanhamento dos cotidianos destas educadoras em sala de aula; entrevistas. As principais referências teóricas (além de Freinet) foram: Janusz Korczak, Augusto Boal, Constantin Stanislavski e Viola Spolin. Os temas desenvolvidos foram: a empatia do educador em relação ao educando; as opressões que aquele exerce sobre este; o jogo simbólico como possibilidade de comunicação entre o mundo adulto e o infantil; a busca pela criança interior do educador por meio de suas memórias e brincadeiras de infância; a confiança trabalhada pela expressão corporal; possibilitando a criatividade, a espontaneidade, a auto superação, a recuperação de sua identidade, em um processo que culminou em uma montagem cênica e apresentações públicas de uma peça teatral.
Abstract: The research supported by FAPESP, is in search of new paradigms in the current continuing education of educators, seeking to expand the discussion around the mutual contributions of the areas of art and education. Conducted an investigation relating these areas, focusing on the use of the theatrical experience for the construction of pedagogical knowledge, creating links between artistic creation and creativity in educational practice. The objective, to its development, was to investigate creative possibilities of rapprochement between educational theory and practice, based on the proposition of the French educator Celestin Freinet: "If you do not return to the way of a child, you won't enter the Kingdom of Good Teaching." It's structure was based on field research conducted in AMIC - Friends of Children / Center Spiritist Faith and Love, and its methodological procedures identified with those of the Research Participant, or Creation Research and was split into three distinct fronts: experimental practice through theatrical workshops held with a group of educators, monitoring the daily of educators in the classroom and interviews. The main theoretical references (besides Freinet) were: Janusz Korczak, Augusto Boal, Constantin Stanislavski and Viola Spolin. The themes that were developed: the empathy of the teacher on the student, the oppression that the teatcher has on this, the symbolic game as a possibility for communication between the adult and child world, the search for the child inside the educator through his memories and tricks of childhood, the trust built up by the body expression, allowing the creativity, spontaneity, self overrun, the recovery of their identity in a process that culminated in an assembly stage and public presentations of a theatrical piece.
Mestrado
Educação, Conhecimento, Linguagem e Arte
Mestre em Educação

Orientador : Rosaria Maria Ribeiro de AraGão
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: O presente trabalho busca reconstituir a história da escola Oca dos Curumins, situada em São Carlos, interior do Estado de São Paulo, cujo projeto pedagógico inspirou-se nos princípios da Pedagogia Freinet. Nessa perspectiva, objetivamos evidenciar as contribuições possíveis de uma ação educativa como essa para o ensino de 10. Grau regular, no atual contexto em que vivemos. Iniciamos a tese pela Construção da Escola, sua Caracterização, seu Histórico. Posteriormente, reconstruímos seu projeto pedagógico configurando a Trajetória Metodológica de Trabalho, bem como os Conteúdos de Ensino e a Produção dos alunos. Evidenciamos, finalmente, A VIDA NA ESCOLA, através dos processos pedagógicos vivenciados, ouvindo as vozes de PROFESSORES e ALUNOS
Abstract: This thesis on education tries to reconstitute the history of the school "Oca dos Curumins" (= "the children's house in the South American Indies tribes' language), located in S. Carlos, a city in S. Paulo State/Brazil, whose pedagogical project is based on Freinet's Pedagogy. Within this theoretical and practical educational perspective the author tried to stress its possible contributions to an educational action for primary schools in our contemporary context. In its initial part the thesis deals with the construction of the school, its characterization and its historical assets. Then the autor exposes its pedagogical project by explaining its methodological ways of working, its teaching contents and its students' production. The thesis ends by stressing "Iife in the school", i.e. the living pedagogical experience through both the teachers' and the students' voices
Doutorado
Metodologia de Ensino
Doutor em Educação

L'École Freinet de Vence (Alpes-Maritimes) est un établissement public d'enseignement primaire initialement bâti par Élise et Célestin Freinet en dehors de l'Éducation Nationale. C'est ici que ce célèbre couple d'instituteurs français a mis au point, pratiqué et développé une pensée éducative large et complexe dont certaines pratiques sont encore vivaces. Cette pensée trouve de nombreux échos avec celle du grand philosophe américain John Dewey.Ce travail de recherche se propose d'explorer cette familiarité étonnante à travers le prisme de l'analyse des pratiques pédagogiques et didactiques actuellement en vigueur à l'École Freinet de Vence. Chaque examen de celles-ci sera l'occasion d'une étude de la pensée ainsi incarnée mais aussi de la pratique elle-même, indépendamment de cette référence théorique. Le propos général de ce travail est alors de proposer une interprétation renouvelée d'une pensée pédagogique trop souvent mésinterprétée et incomprise. Nous conjecturons en effet que l'interprétation pragmatiste deweyenne est une interprétation qui, tout en renouvelant l'approche de la philosophie éducative des Freinet, leur reste fidèle et en révèle toute la profondeur
The Freinet School of Vence (Alpes-Maritimes) is a public primary school built by Élise and Célestin Freinet outside of the french educational public system. This is where the Freinet's worked out, practiced and developped a broad and complex educational reflection whose practices still endure. This approach has many similarities with that of great American philosopher John Dewey.This research project aims at exploring this astonishing familiarity through the prism of the analysis of pedagogical and didactic practices currently in effect at the Freinet School of Vence. Each examination of these will be the occasion for a study of the thought thus incarnated but also of the practice itself, independently of this theoretical reference. The general purpose of this work is then to propose a renewed interpretation of a pedagogical approach too often misinterpreted and misunderstood. We conjecture that the pragmatist interpretation of the Freinet pedagogy is an interpretation which, while renewing the approach of the educational philosophy of Freinet, remains faithful to them and reveals all the depth

Cette étude inédite se propose d’aborder un pan méconnu de l’histoire du cinéma dans l’enseignement. Le réseau « Freinet », du nom de son instigateur, Célestin Freinet, a joué, depuis la fin des années 1920, un rôle important dans l’introduction du cinéma à l’école en France. Il réunit, en marge du système traditionnel, des éducateurs militant pour des méthodes nouvelles d’apprentissage ; des « expérimentateurs » qui utilisent dans leur classe des outils originaux tel quele cinéma. Si le réseau « Freinet » existe toujours aujourd’hui, l’étude se borne aux expérimentations fondatrices (1927-1968). Ce flash-back historique vise à découvrir des usages hors du commun et d’une grande modernité. Les pratiques constituent le principal axe d’analyse pour déterminer un particularisme en matière d’emploi du cinéma en classe face aux formes d’utilisation usuelles qui consistent à employer le film comme support de la leçon. L’élève devient « acteur ». Cette acception de l’apprentissage ouvre la voie à de nouvelles formes d’exploitation de la projection. Elle ouvreaussi la voie au cinéma outil d’expression, de création et de développement
This unprecedented study addresses an unknown fold of Cinema History in education. The network « Freinet », named after its instigator Celestin Freinet, has played, since the end of the 20’s, an important role, by introducing the cinema into school in France. It brings together, outside the traditional system, educators campaining for new learning methods ; « experimenters » who use uncommon tools such as cinema in their class. Nowadays, if the network « Freinet » does still exist, the study is limited to the founders experimentations (1927 – 1968). This historical flashback aims to discover uncommon uses, also demonstrating a great modernity. Practices establish the main lead of the analysis in order to define a particularism in terms of uses of cinema in class, opposite common uses of movies as support of the lesson. The pupil becomes « actor ». This learning acceptance paves the way for new types of projection. It also opens the way for cinema as an expressing, creating and developing tool

Une corrélation entre les performances à l’écrit d’élèves de classes primaires et la méthode de lecture suivie au CP a été mise en évidence en 2000 (DEA). L’objectif de la recherche est de confirmer cette influence et de décrire l’installation des automatismes de l’écriture et l’évolution des procédures psycho-cognitives indispensables au traitement de l’écrit, en lecture et en orthographe. Le suivi longitudinal d’élèves, du CP au CM2, montre que l’enseignement reçu au CP peut agir sur l’installation des procédures de traitement de l’écrit et sur les performances des jeunes lecteurs et producteurs. Certains types d’erreurs, en dictée, en copie et en rédaction, sont repérables jusqu’au CM2. Trois méthodes sont observées, la méthode des dictées muettes inspirées de M. Montessori, la méthode Naturelle de C. Freinet et le Protocole AFL, différentes dans leur ancrage théorique, pédagogique et linguistique. Elles sont comparées aux démarches mixtes, analytiques et synthétiques. Les résultats montrent que certains enseignements sont essentiels comme celui du code grapho-phonologique, fondateur des habiletés en lecture et facilitateur de la maîtrise du code orthographique. L’étude souligne un effet « pratique de maître » pour les démarches mixtes limitées à l’enseignement de la lecture au CP et un effet « méthode » pour les démarches organisées sur l’ensemble des trois cycles. Les résultats mettent en évidence la nécessité d’une fréquentation efficace des textes, pour favoriser les habiletés à rédiger. Les tendances observées soulignent un effet moindre du milieu socioculturel sur les performances des cohortes qui ont reçu un enseignement des correspondances GP
A correlation between the writing performance of elementary classes’ students and the reading method used in the “CP” class was underlined in 2000 (Master’s study). The purpose of the present research is to confirm this impact and to describe the development of writing automatisms and psycho-cognitive process evolution, which are both essential for the writing processing, in reading and spelling. The students’ longitudinal follow up, from the CP to the CM2, shows that the CP teaching may have a positive impact on establishing the writing processes and the performances of young readers and writers. Certain types of errors in dictation, copy work and essay can be observed until the CM2. Three methods have been analysed: the “dumb dictations” inspired by M. Montessori, the Freinet Natural method and the AFL Protocol, which differ in their theoretical, educational and linguistic bases. They are compared with the mixed, analytic and synthetic approaches. The results show that one of the essential teachings is the teaching of the grapho-phonological code, which settles reading skills and facilitates the control of spelling set of rules. The research underlines a “teacher’s practice” effect for the mixed methods restricted to reading’s teaching in the CP class and a “method” effect for those approaches which organize the teaching on all three cycles of primary school. The results show the necessity of an efficient textual activity, in order to develop the writing skills. The observed trends show a less effect of the socio-cultural environment on the performances of those cohorts which have received a phonologically based learning of letter-sound rules