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            <title xml:lang="fr">Favoriser le bien-être de l’apprenant : une question de sublimation ?</title>
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                <title xml:lang="fr">Favoriser le bien-être de l’apprenant : une question de sublimation ?</title>
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              <p>Based on the analysis of mediated discussion groups conducted with pupils in a primary school operating in cooperative classes and with secondary school pupils in a more traditional establishment, this text draws on psychoanalysis to put into perspective the pupils' feelings on the notion of well-being and the teacher's position. Understood as a condition for the emancipation of the subject, well-being is approached from the angle of the relationship to knowledge in the transmission link. How can teacher support the pupil in his or her learning process so that the desire for knowledge is transformed into intellectual curiosity? If, for Freud, this path of sublimation is one of the dimensions of the educational process, wouldn't well-being in transmission be sought in teacher's ability to facilitate this sublimatory activity?</p>
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              <p>À partir de l’analyse de groupes de parole à médiation, menés auprès d’élèves d’une école primaire fonctionnant en classes coopératives et auprès de collégiens d’un établissement plus traditionnel, ce texte prend appui sur la psychanalyse pour mettre en perspective les ressentis des élèves sur la notion de bien-être et la position de l’enseignant. Entendu comme une condition d’émancipation du sujet, le bien-être est abordé sous l’angle du rapport au(x) savoir(s) dans le lien de transmission. Comment accompagner l’élève dans les apprentissages scolaires pour que le désir de savoir se transforme en curiosité intellectuelle ? Si pour Freud, cette voie de la sublimation est une des dimensions du processus éducatif, le bien-être dans la transmission ne serait-il pas alors à chercher dans la capacité de l’enseignant à favoriser cette activité sublimatoire ?</p>
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