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            <title xml:lang="fr">Aménagements flexibles et coopération entre élèves</title>
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                <forename type="first">Sylvain</forename>
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                <title xml:lang="fr">Aménagements flexibles et coopération entre élèves</title>
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                    <forename type="first">Sylvain</forename>
                    <surname>Connac</surname>
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                    <forename type="first">Catherine</forename>
                    <surname>Hueber</surname>
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                    <surname>Lanneau</surname>
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                <title level="j">Didactique</title>
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                  <biblScope unit="volume">3</biblScope>
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                <term xml:lang="fr">libertés</term>
                <term xml:lang="fr">flexibilité pédagogique</term>
                <term xml:lang="fr">déplacements</term>
                <term xml:lang="fr">coopération entre élèves</term>
                <term xml:lang="fr">autorégulation</term>
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              <p>Flexibility in the layout of school spaces is a current trend in educational practices. Students are allowed and encouraged to move around the classroom and choose different seating areas to work and learn. The principle of this article is to study a consequence of this flexibility: cooperation between students. We have followed and methodologically observed a class of 8 to 10 year old students in France accustomed to working in this way.We made video recordings during the school year and conducted self-confrontation interviews with several students. The analysis of this material allowed us to deduce that flexible organizations do lead students to cooperate, but that the freedoms allowed require several precautions: train students to cooperate in order to avoid misunderstandings, introduce a system for limiting freedoms in order to encourage self-regulation, and think about the different possible postures of teachers in order to link learning and teaching.</p>
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              <p>Les pratiques pédagogiques actuelles accordent une importance forte aux aménagements flexibles de l’espace. Les élèves sont autorisés et encouragés à se déplacer en classe et à y choisir des assises différentes pour travailler et apprendre. Le principe de cet article est l’étude d’une conséquence de cette flexibilité : la coopération entre les élèves. Nous avons suivi et observé méthodologiquement une classe d’élèves de 8 à 10 ans, en France, qui ont l’habitude de travailler selon ces modalités. Nous avons réalisé des captations vidéos tout au long de l’année scolaire puis mené des entretiens d’autoconfrontation avec plusieurs élèves. De l’analyse de ce matériau, nous en avons déduit que les organisations flexibles conduisent effectivement les élèves à coopérer, mais que les libertés permises nécessitent plusieurs précautions : former les élèves à la coopération pour éviter les malentendus, introduire un dispositif de limitation des libertés pour favoriser l’autorégulation et penser les différentes postures possibles des enseignants pour articuler apprentissage et enseignement.</p>
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