Les représentations de la pratique interdisciplinaire chez les enseignants québécois du primaire

Résumé En Fr

The article takes into account a typology of representations held by Quebec primary teachers with regard to interdisciplinary practices, by relying on the results of research work conducted during the course of the past ten years. Four main trends constitute the poles of the two continuums that cross each other. They characterize the representations of school interdisciplinarity practices which are not, or which are often far from being in agreement with a conception of interdisciplinarity that would assure mutual dependence, with no predominance and with no ignorance whatsoever between domains of study, and that would allow for the establishment of complementarities and effective interrelations. racterize the representations of school interdisciplinarity practices which are not, or which are often far from being in agreement with a conception of interdisciplinarity that would assure mutual dependence, with no predominance and with no ignorance whatsoever between domains of study, and that would allow for the establishment of complementarities and effective interrelations.

L’article fait état, en s’appuyant sur les résultats de travaux de recherche menés au cours des dix dernières années, d’une typologie des représentations des pratiques interdisciplinaires chez les enseignants du Québec oeuvrant au primaire. Quatre tendances principales constituent les pôles de deux continuums qui se croisent. Elles caractérisent des représentations de pratiques de l’interdisciplinarité scolaire qui ne sont pas ou qui ne sont souvent que de loin en accord avec une conception de l’interdisciplinarité qui assurerait une dépendance réciproque, sans prédominance et sans ignorance aucune, entre des disciplines scolaires et qui favoriseraient l’établissement de complémentarités et d’interrelations effectives.