تمثّلات مع لّمي المرحلة الابتدا ئ يّة حول تدريس مواد ا إ ليقاظ في المدرسة الجزائريةّ

Abstract

تهدفُ هذه الدراسة إلى الكشف عن طبيعة التّمثلات التي يبنيها معلّم المرحلة الابتدائية حول تدريس مواد الإيقاظ ، وإبراز مدى علاقة الأصل الاجتماعي والمحيط الذي يعمل فيه المعلّم بتلك التّمثلات ، انطلقت الدّراسة من التّساؤل السوسيولوجي الآتي : -ما هي التمثلات التّي يبنيها المعلم حول تدريس مواد الايقاظ ، وهل لها علاقة بمحيطه الاجتماعي ؟ ومنه تمّت صياغة الفرضية الرّئيسة الآتية : التّمثلات التي يبنيها المعلم حول تدريس مواد الايقاظ في المرحلة الابتدائية تتميّز بالتنوع في مضامينها البنائية ولها علاقة بمحيطه الاجتماعي Our goal, through this study, is to reveal the nature of the representations built by the primary school teacher. On teaching awakening subjects, and highlighting the relationship between the social origin and the environment in which the teacher works with those representations, the study started from the following sociological question: What are the representations that the teacher builds about teaching wake-up materials, and is it related to his social environment? From this, the following main hypothesis was formulated: The representations that the teacher builds about teaching wake-up materials in the primary stage is characterized by diversity and multiplicity in its structural content and has a relationship with his social environment? Sub-hypotheses: The representations that the primary school teacher builds around his teaching of awakening materials are characterized by the diversity and plurality of their structural contents and have a relationship to his social origin. he representations that the primary school teacher builds around his teaching of awakening materials are characterized by diversity and plurality in their structural content and related to his professional environment. In order to achieve the objectives of the study and to answer the problem of the study and its hypotheses, we relied on the qualitative approach by applying the semi-directed interview and observation by participation, in compliance with the limits of the approach we adopted. Ammar the Day of the Martyr, Bouveniza Al-Arabi. We analyzed the body of the discourses based on thematic (l'analyse de contenu thématique) based on categories (catégorielle). The study led to a set of results, the most important of which are: The study led to a set of results, the most important of which are: - Emphasis on the role played by the social origin and the work environment in which the teacher works in crystallizing different representations with positive and negative content that greatly affected his educational practices in teaching awakening materials, and we also concluded that this is that the teacher as an educational actor does not deal with aesthetic education materials in It is the same as it deals with images, meanings and symbols that it builds around it.