Le phenomene d'integration des apprentissages somatiques dans la vie quotidienne de l'apprenant

Abstract

La presente etude a pour but de repondre aux questions suivantes: quelles sont les composantes d'une situation de la vie quotidienne au cours de laquelle la personne a utilise un apprentissage venant des pratiques corporelles en education somatique? Jusqu'ou la personne s'est rendue dans sa demarche d'integration d'un apprentissage somatique dans sa vie quotidienne? Une methodologie basee sur des entrevues de type entretien d'explicitation a permis de recueillir 70 histoires d'integration aupres de six adeptes de diverses pratiques corporelles. Une strategie d'analyse de discours fut developpee de facon a classifier les histoires d'integration a partir des categories de la taxonomie experientielle d'education (Cote, 1991) et de la taxonomie des objectifs pedagogiques du domaine affectif (Krathwohl et coll., 1970). Les histoires d'integration demontrent que les participants(es) a la recherche font appel a leurs apprentissages somatiques dans principalement six circonstances de la vie courante. Dans ces circonstances, les apprentissages retenus se presentent comme six principaux "savoir-agir" ayant le potentiel de solutionner des malaises eprouves. La classification des histoires a l'aide des taxonomies a permis de faire ressortir des parcours d'integration qui se situent a trois niveaux des taxonomies: la participation a l'apprentissage, l'identification a l'apprentissage et l'interiorisation de l'apprentissage. Quant a la variete des parcours d'integration, elle se resument en neuf strategies personnelles de resolution de probleme.

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The present study aims to answer the following questions: what are the components of a daily life situation during which the person used learning from bodily practices in somatic education? How far has the person gone in their approach to integrating somatic learning into their daily life? A methodology based on explanatory interviews allowed us to collect 70 stories of integration from six followers of various body practices. A discourse analysis strategy was developed to classify the integration stories based on the categories of the experiential taxonomy of education (Cote, 1991) and the taxonomy of pedagogical objectives of the affective domain (Krathwohl et al., 1970). The integration stories demonstrate that research participants use their somatic learning in mainly six everyday life circumstances. In these circumstances, the lessons learned present themselves as six main "know-how" with the potential to resolve the discomforts experienced. The classification of stories using taxonomies made it possible to highlight integration pathways which are located at three levels of the taxonomies: participation in learning, identification with learning and internalization of the learning. As for the variety of integration paths, they can be summarized in nine personal problem-solving strategies.