Calenda - Bien-锚tre 脿 l鈥櫭ヽole : entre renouvellement d鈥檜ne notion et mobilisation des pratiques corporelles ?

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<div class="day"><a href="search.html?primary=fdate&fyear=2022&fmonth=10&fday=30">30</a></div> <div class="month"><a href="search.html?primary=fdate&fyear=2022&fmonth=10">oct</a></div> <div class="year"><a href="search.html?primary=fdate&fyear=2022">2022</a></div> </td> </tr> </tbody> </table> </div> </div> <div id="listcategories"> <h2>Cat茅gories</h2> <ul> <li><a href="search?primary=fsubject&fsubject=204">Sociologie du travail</a></li> <li><a href="search?primary=fsubject&fsubject=214">Anthropologie sociale</a></li> <li><a href="search?primary=fsubject&fsubject=284">Histoire de l'茅ducation</a></li> <li><a href="search?primary=fsubject&fsubject=285">Sciences de l'茅ducation</a></li> <li><a href="search?primary=fsubject&fsubject=206">Sport et loisirs</a></li> </ul> </div> </div> <div id="document" class="column"> <div id="main"> <div class="titles"> <h1 class="origt"><a href="1012100">Bien-锚tre 脿 l鈥櫭ヽole : entre renouvellement d鈥檜ne notion et mobilisation des pratiques corporelles ?</a></h1> <p class="origd">芦 Recherches et 茅ducations 禄 - Dossier th茅matique</p> </div> <div class="mapuce2">*  *  *</div> <p id="pubdate"> Publi茅 le lundi 22 ao没t 2022 </p> <div id="texte"> <div id="resume"> <p class="intitule">R茅sum茅</p> <div id="resume-1012100-fr" class="tabContent" lang="fr" xml:lang="fr"> <p style="text-align: left;">Ce dossier de la revue <em><a href="https://journals.openedition.org/rechercheseducations/">Recherches et éducations</a></em> a pour ambition d’interroger à la fois les logiques de promotion du bien-être à l’école par les pratiques physiques, leur appropriation voire initiatives en la matière par les acteurs de la communauté éducative, les dispositifs mis en place ainsi que les expériences vécues par les intervenants et/ou par les élèves eux-mêmes, à plusieurs niveaux d’enseignement et à partir de travaux scientifiques multidisciplinaires récents (sociologie, sciences de l’éducation, histoire, etc.). Il vise également à donner une place à une tension anthropologique par des approches comparées de systèmes éducatifs valorisant la notion de bien-être corporel pour leurs élèves (en France et à l’international).</p> </div> </div> <div id="annonce"> <p class="intitule">Annonce</p> <div id="annonce-1012100-fr" class="tabContent" lang="fr" xml:lang="fr"> <h1>Argumentaire</h1> <p style="text-align: left;">En 2017, la revue <em><a href="https://journals.openedition.org/rechercheseducations/">Recherches et éducations</a></em> consacrait deux tomes à la question du bien-être à l’école, interrogeant les processus de production du bien-être au sein du système scolaire. Le tome 1 soulignait que « Aujourd’hui, le bien-être est une préoccupation majeure des politiques en matière de santé publique, et plus particulièrement des politiques éducatives à l’école. » (Tome 1, juin 2017). Toutefois, le Tome 2 envisageait de travailler la tension entre bien-être et mal-être : « parler du bien-être à l’école sans le relier au souffrir pourrait bien devenir un leurre » renvoyant alors à la question du mal-être des élèves et de la communauté éducative (Tome 2, octobre 2017).</p> <p style="text-align: left;">Le bien-être est une notion protéiforme, qui peut renvoyer « autant à la personne, à son ressenti personnel qu’à son contexte de vie » (Sarremejane, 2017). Le bien-être est « un terme générique faisant référence à l’idée générale de se sentir bien » (Baudoin et Galand, 2021) allant jusqu’à interroger l’épanouissement optimal de la personne et des communautés (Martin-Krumm et Tarquino, 2019). Le bien-être scolaire des élèves questionne le fait qu’ils puissent se sentir bien « physiquement et psychologiquement au sein des institutions » (Brougère, 2010) et renvoie à « l’évaluation subjective de la qualité de vie dans le contexte scolaire » (Fouquet-Chauprade, 2014).</p> <p style="text-align: left;">Ainsi, la multiplicité des acceptions de la notion de bien-être au sein de courants scientifiques pluriels (sciences de l’éducation, courant de psychologies, etc.) et dans le discours commun, tout comme son usage parfois protéiforme tenant de l’ordre de l’évidence et de l’approximatif, nous amènent à interroger épistémologiquement cette notion dans le cadre de son articulation avec les pratiques corporelles à l’école. Peut-on parler d’un renouvellement de la notion de bien-être au regard des transformations sanitaires et sociétales de cette dernière décennie ? Voit-on au contraire une forme de permanence du sens de la notion bien-être et encore un usage parfois imprécis, décontextualisé vis-à-vis de son rapport avec les pratiques corporelles et leurs évolutions (émersives, hybrides, etc.) ?</p> <p style="text-align: left;">Dans le cadre d’une éducation de qualité (ONU, 2021) et de la promotion de politiques éducatives pour et par la santé (Simar, Darlington, Bernard & Berger, 2018), les systèmes éducatifs sont invités à soutenir le développement du bien-être de leurs élèves (Llena, Isidore, Joing, Potdevin, Dieu et Porrovecchio,2021). De plus, le rapport de l’OCDE (2018) relatif au bien-être des élèves (PISA, 2015) montre combien « La condition physique et l’état de santé général des élèves sont des conditions préalables essentielles à leur bien-être social et affectif ». Toutefois, quand la pratique d’activités corporelles à l’école vise le développement général et le bien-être de l’élève, il est intéressant de questionner une potentielle éducation dès le plus jeune âge à une éthique de la responsabilisation des individus (Marquis, 2014), sous couvert d’une injonction au bonheur tant visée par notre société occidentale (Karbovnik, 2022).</p> <p style="text-align: left;">L’introduction de certaines pratiques corporelles à l’école (relaxation, yoga) et en Education Physique et Sportive (EPS) tend à valoriser l’intention du développement d’expériences corporelles pour les élèves susceptibles d’être favorables à leur bien-être. En parallèle de ces pratiques physiques est valorisé l’enjeu du « développement de bien-être » par l’introduction de compétences à construire dès les premières années de scolarisation des enfants (Agir, s’exprimer, comprendre à travers l’activité physique, 2015) et dans le cadre du Champ d’Apprentissage n° 5 en EPS relatif au développement et l’entretien de soi (MEN, 2019).</p> <p style="text-align: left;">Par ces objectifs et injonctions au développement de soi et personnel, l’école ne réintroduit-elle pas une forme d’utilitarisme à travers une normalisation des corps et des élèves (Garcia et al., 2022) dans une logique que l’on pourrait qualifier d’entrepreneuriale et managériale ? Si les organisations internationales (OCDE, ONU, etc.) invitent au développement du bien-être des élèves par la pratique d’une activité physique et sportive, qui semble être un vecteur de bien-être notamment corporel pour les élèves, comment les politiques éducatives s’emparent-elles de cet enjeu ? La logique de certaines pratiques physiques mais aussi les différentes modalités d’interventions enseignantes (Llena et al., 2021) contribuent-elles réellement à l’atteinte de cette visée ? En valorisant cet enjeu de formation pour leurs élèves, les systèmes éducatifs sont-ils en mesure de proposer des conditions réelles de développement du bien-être corporel ? Cette question du bien-être corporel par la pratique physique ne se questionne-t-elle qu’à travers l’acteur élève ? Comment les enseignants/éducateurs/intervenants s’approprient ces compétences à construire et quels rapports structurent-ils avec ces nouvelles pratiques corporelles visant le bien-être ?</p> <p style="text-align: left;">À travers cet appel à contribution, nous souhaitons interroger la place et l’articulation entre bien-être à l’école et à l’université et pratiques physiques, en faisant écho à la question soulevée par Marie Gaussel (2018) : « Quelle place occupe le corps à l’école ? ». Si, en société, le bien-être corporel est associé à certaines pratiques physiques (yoga, méditation, relaxation, Qi Qong, etc.), est-ce que leur introduction dans le cadre scolaire et universitaire garantit ces mêmes effets recherchés ? Comment et par qui s’introduisent ces pratiques à l’école ? Est-ce que certaines pratiques corporelles émersives (Andrieu, 2017) sont enclines au développement de ce bien-être ? Dans quelle mesure ces pratiques corporelles peuvent-elles être un levier sur lequel les enseignants peuvent s’appuyer pour favoriser le sentiment de bien-être chez les élèves ? De quelles ressources disposent-ils pour enseigner ce type de pratiques physiques ? Par ailleurs, comment les professionnels de l’éducation, par le biais des formations initiales et continues s’approprient-ils éventuellement ces pratiques physiques relativement nouvelles (yoga et méditation notamment) vis-à-vis de pratiques professionnelles jugées plus ‘traditionnelles’ ? Que recouvre le bien-être selon les élèves ? Des écarts sont-ils identifiés entre ce qui est prescrit, ce qui est réalisé et ce qui est vécu par les acteurs et leurs élèves sur le terrain ? Quelles pratiques corporelles sont choisies par les acteurs de la communauté éducative et pour quels impacts sur le bien-être, notamment corporel, des élèves ?</p> <p style="text-align: left;">Ce dossier a pour ambition d’interroger à la fois les logiques de promotion du bien-être à l’école par les pratiques physiques, leur appropriation voire initiatives en la matière par les acteurs de la communauté éducative, les dispositifs mis en place ainsi que les expériences vécues par les intervenants et/ou par les élèves eux-mêmes. Il vise également à interroger l’usage et le renouvellement potentiel de cette notion de bien-être par les pratiques corporelles selon une approche épistémologique.</p> <p style="text-align: left;">Par conséquent, ce numéro <em>Recherches & Educations</em> se donne pour objectif de structurer un regard croisé sur les démarches et expériences actuelles de bien-être à l’école par la pratique physique, ce, à plusieurs niveaux d’enseignement et à partir de travaux scientifiques multidisciplinaires récents (sociologie, sciences de l’éducation, histoire, etc.). Il vise également à donner une place à une tension anthropologique par des approches comparées de systèmes éducatifs valorisant la notion de bien-être corporel pour leurs élèves (en France et à l’international). Ce dossier souhaite ainsi contribuer à l’identification des conditions de développement de projets et pratiques opérantes en matière de bien-être de la communauté éducative par la pratique physique dont les enjeux peuvent être interrogés au regard des spécificités territoriales.</p> <h1>Axes thématiques</h1> <p style="text-align: left;">Quatre axes organiseront ce dossier à travers les différentes contributions :</p> <ul> <li>Axe 1. Epistémologie du bien-être corporel à l’école</li> <li>Axe 2. Territoires et politiques éducatives en matière de bien-être corporel par la pratique physique</li> <li>Axe 3. Innovations et créativités des acteurs de la communauté éducative en matière de bien-être corporel</li> <li>Axe 4. Bien-être corporel et expériences des apprenants et des intervenants dans les pratiques physiquestraditionnelles et émersives</li> </ul> <h1>Modalités de soumission</h1> <p style="text-align: left;">Résumé à adresser en 5000 signes à Paintendre Aline, <strong>aline.paintendre@univ-reims.fr</strong></p> <h3>avant le 30 octobre 2022.</h3> <p style="text-align: left;">Choix des contributions et retour aux auteurs : 15 novembre 2022</p> <p style="text-align: left;">Texte complet pour le 27 février 2023</p> <h1>Expertise</h1> <p style="text-align: left;">En double aveugle. Liste d’experts de la revue scientifique <em>Recherches & éducations</em>, complétée selon la spécificité des soumissions</p> <h1>Comité scientifique</h1> <ul> <li>Paintendre Aline, EA 7507, PSMS, Université Reims Champagne-Ardenne</li> <li>Schirrer Mary, UR 2310, LISEC, Université de Lorraine</li> <li>Doga Marie, URU 7419, CRESCO, Université de Toulouse 3</li> <li>Salaméro Emilie, URU 7419, CRESCO, Université de Toulouse 3</li> </ul> </div> </div> <div id="categories" class="cat"> <p class="intitule">Cat茅gories</p> <ul> <li><a href="search?primary=fsubject&fsubject=283">脡ducation</a> (Cat茅gorie principale)</li> <li><a href="search?primary=fsubject&fsubject=200">Soci茅t茅s</a> > <a href="search?primary=fsubject&fsubject=201">Sociologie</a> > <a href="search?primary=fsubject&fsubject=204">Sociologie du travail</a></li> <li><a href="search?primary=fsubject&fsubject=200">Soci茅t茅s</a> > <a href="search?primary=fsubject&fsubject=213">Ethnologie, anthropologie</a> > <a href="search?primary=fsubject&fsubject=214">Anthropologie sociale</a></li> <li><a href="search?primary=fsubject&fsubject=259">Esprit et Langage</a> > <a href="search?primary=fsubject&fsubject=283">脡ducation</a> > <a href="search?primary=fsubject&fsubject=284">Histoire de l'茅ducation</a></li> <li><a href="search?primary=fsubject&fsubject=259">Esprit et Langage</a> > <a href="search?primary=fsubject&fsubject=283">脡ducation</a> > <a href="search?primary=fsubject&fsubject=285">Sciences de l'茅ducation</a></li> <li><a href="search?primary=fsubject&fsubject=200">Soci茅t茅s</a> > <a href="search?primary=fsubject&fsubject=201">Sociologie</a> > <a href="search?primary=fsubject&fsubject=206">Sport et loisirs</a></li> </ul> </div> <div id="eventformats"><br></div> <div id="dates"> <p class="intitule">Dates</p> <ul> <li>dimanche 30 octobre 2022</li> </ul> </div> <div id="attachments"> <p class="intitule">Fichiers attach茅s</p> <ul> <li><a href="1012114?file=1" target="_blank">Paintendre, Schirrer, Doga et Salam茅ro, Appel 2024 R&E Pratiques physiques de bien-锚tre corporelles 脿 l'茅cole.pdf</a></li> </ul> </div> <div id="motscles"> <p class="intitule">Mots-cl茅s</p> <ul> <li>bien-锚tre, pratique corporelle, renouvellement, 茅cole, politique 茅ducative, innovation p茅dagogique, APSA</li> </ul> </div> <div id="contacts"> <p class="intitule">Contacts</p> <ul> <li>Mary Schirrer<br/><em>courriel :</em> mary [dot] schirrer [at] univ-lorraine [dot] fr<br/></li> <li>Aline Paintendre<br/><em>courriel :</em> aline [dot] paintendre [at] gmail [dot] com<br/></li> </ul> </div> <div id="refurl"> <p class="intitule">URLS de r茅f茅rence</p> <ul> <li><a href="https://journals.openedition.org/rechercheseducations/">Recherches & 茅ducations</a></li> </ul> </div> <div id="source"> <p class="intitule">Source de l'information</p> <ul> <li>Aline Paintendre<br/><em>courriel :</em> aline [dot] paintendre [at] gmail [dot] com</li> </ul> </div> <div id="license"> <p class="intitule">Licence</p> <p><a rel="license" href="https://creativecommons.org/publicdomain/zero/1.0/"><img alt="CC0-1.0" class="cc" src="images/cc0-88x31.png" /></a> Cette annonce est mise 脿 disposition selon les termes de la <a rel="license" href="https://creativecommons.org/publicdomain/zero/1.0/">Creative Commons CC0 1.0 Universel</a>.</p> </div> <div id="citation"> <p class="intitule">Pour citer cette annonce</p> <p>芦 Bien-锚tre 脿 l鈥櫭ヽole : entre renouvellement d鈥檜ne notion et mobilisation des pratiques corporelles ? 禄, <span class="category">Appel 脿 contribution</span>, <em>Calenda</em>, Publi茅 le lundi 22 ao没t 2022, <a class="url" href="https://doi.org/10.58079/19db">https://doi.org/10.58079/19db</a></p> </div> </div> </div> </div> <div id="news" class="column last"> <div id="imprimable"> <a id="impression" onclick="javascript:window.open('1012100?formatage=print', '', 'menubar=yes,toolbar=no,scrollbars=yes,width=800,height=600');return false;" href="1012100?formatage=print">Imprimer</a> <a id="signaler" 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