{"id":487,"date":"2019-05-25T15:58:17","date_gmt":"2019-05-25T13:58:17","guid":{"rendered":"http:\/\/editionsdespetitspas.com\/?p=487"},"modified":"2023-12-29T14:34:22","modified_gmt":"2023-12-29T13:34:22","slug":"ecole-troisieme-type","status":"publish","type":"post","link":"https:\/\/editionsdespetitspas.com\/index.php\/2019\/05\/25\/ecole-troisieme-type\/","title":{"rendered":"L&rsquo;\u00e9cole du troisi\u00e8me type (\u00e9pisode #13)"},"content":{"rendered":"<p>J\u2019ai eu l\u2019honneur et le plaisir de rencontrer <a href=\"http:\/\/editionsdespetitspas.com\/index.php\/2019\/05\/01\/approche-reggio\/\">Jennifer<\/a> et Cyriaque \u00e0 seulement quelques jours d\u2019intervalle. Est-ce pour cela que j\u2019ai trouv\u00e9 bien des affinit\u00e9s entre <a href=\"http:\/\/editionsdespetitspas.com\/index.php\/2019\/05\/07\/reggio-temoignage\/\">l\u2019approche Reggio<\/a> et l\u2019\u00e9cole du troisi\u00e8me type&nbsp;? Sans \u00eatre identiques, issues d\u2019\u00e9poques et de cultures diff\u00e9rentes, elles partagent pourtant de nombreux fondements. Je vous laisse \u00e9couter Cyriaque nous pr\u00e9senter son magnifique projet de classe, qu\u2019il m\u00e8ne depuis plusieurs ann\u00e9es dans l\u2019\u00e9cole publique dont il est directeur.<\/p><p>Pour nous \u00e9couter, c\u2019est par ici&nbsp;!<\/p><iframe loading=\"lazy\" src=\"https:\/\/podcasters.spotify.com\/pod\/show\/editions-des-petits-pas\/embed\/episodes\/Lcole-du-troisime-type-Petits-Pas-13-e2dpnop\/a-aapo8g1\" height=\"102px\" width=\"800px\" frameborder=\"0\" scrolling=\"no\"><\/iframe><h4 class=\"wp-block-heading\">De quoi avons-nous parl\u00e9&nbsp;?<\/h4><p>Cyriaque a 39 ans et est enseignant depuis 2006. Aujourd\u2019hui directeur d\u2019une \u00e9cole rurale dans le Gers, il a eu l\u2019opportunit\u00e9 de suivre le m\u00eame groupe d\u2019\u00e9l\u00e8ves depuis la Grande section de maternelle &#8211;&nbsp;&nbsp;ils sont aujourd\u2019hui en CM2. Il a choisi de faire avec eux l\u2019\u00e9cole du troisi\u00e8me type.&nbsp;<\/p><p>C\u2019est <a href=\"http:\/\/education3.canalblog.com\">Bernard Collot<\/a> qui a d\u00e9velopp\u00e9 la th\u00e9orie des \u00e9coles du troisi\u00e8me type. Bernard Collot a travaill\u00e9 pendant une trentaine d\u2019ann\u00e9es, jusqu\u2019en 1996, au sein d\u2019une classe unique (de la petite section jusqu\u2019au CM2), ce qui lui a permis de progressivement cr\u00e9er son approche, pour d\u00e9velopper l\u2019autonomie n\u00e9cessaire de ses \u00e9l\u00e8ves. Pour rompre l\u2019isolement inh\u00e9rent \u00e0 son type de poste, il a tr\u00e8s vite utilis\u00e9 les nouveaux outils de communication pour se mettre en r\u00e9seau avec des enseignants Freinet, des enseignants de classe unique, des petites structures.<\/p><h4 class=\"wp-block-heading\">Trois types d&rsquo;\u00e9coles<\/h4><p><strong>\u00c9cole du premier type&nbsp;:<\/strong> le ma\u00eetre ma\u00eetrise l\u2019emploi du temps, la progression, l\u2019\u00e9l\u00e8ve ex\u00e9cute. Les niveaux sont homog\u00e8nes, les bureaux bien align\u00e9s&nbsp;: c\u2019est la vision traditionnelle de l\u2019\u00e9cole.<\/p><p><strong>\u00c9cole du second type&nbsp;: <\/strong>l\u2019enseignant fait appel \u00e0 la motivation des \u00e9l\u00e8ves \u00e0 travers des m\u00e9thodes actives. L\u2019enseignant est encore acteur de la classe. Le travail des enfants n\u2019est pas encore organis\u00e9 autour de projets. Ce syst\u00e8me est assez lourd \u00e0 g\u00e9rer et \u00e0 porter pour l\u2019enseignant, qui finit parfois par se retourner vers l\u2019\u00e9cole du premier type.<\/p><p><strong>\u00c9cole du troisi\u00e8me type&nbsp;:<\/strong> le groupe d\u2019\u00e9l\u00e8ves fonctionne \u00e0 l\u2019image d\u2019un syst\u00e8me vivant (on peut \u00e9tablir un parall\u00e8le avec la permaculture). Ce groupe va cr\u00e9er, mettre en place des activit\u00e9s qui vont d\u00e9clencher des processus, les apprentissages se font \u00e0 l\u2019int\u00e9rieur du groupe. Ce sont les enfants qui mettent en place les projets, en fonction de leurs besoins et leurs motivations. Ils doivent avoir assez d\u2019autonomie pour agir. Le groupe d\u2019enfant est \u00e0 l\u2019image d\u2019une soci\u00e9t\u00e9, et les enfants n\u2019y sont pas passifs.<\/p><blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><p><em>\u00ab Apprendre est une cons\u00e9quence du faire, du pouvoir faire, de l\u2019envie et du besoin de faire. On n\u2019apprend pas avant de vivre, on apprend en vivant. \u00bb Bernard Collot, Chronique d\u2019une \u00e9cole du troisi\u00e8me type<\/em><\/p><\/blockquote><h4 class=\"wp-block-heading\">Ecole du troisi\u00e8me type, Montessori et Freinet&nbsp;<\/h4><p>Montessori&nbsp;propose des outils norm\u00e9s, avec une fa\u00e7on particuli\u00e8re de les utiliser. Ce n\u2019est pas le cas en 3<sup>\u00e8me<\/sup>type, o\u00f9 on travaille avec ce que les enfants am\u00e8nent. Mais on peut ajouter certains de ces outils dans l\u2019environnement 3<sup>\u00e8me<\/sup>type. <strong>L\u2019am\u00e9nagement de l\u2019espace, l\u2019environnement, <\/strong>sont des th\u00e8mes Montessoriens essentiels que l\u2019on retrouve en 3<sup>\u00e8me<\/sup>type.<\/p><p>Bernard Collot a d\u00e9velopp\u00e9 l\u2019approche \u00e0 partir de Freinet, qui est une approche du 2<sup>nd<\/sup>type, avec des attendus de programme (ce qui n\u2019est th\u00e9oriquement pas le cas dans le 3<sup>\u00e8me<\/sup>type). Les outils Freinet existent dans la classe&nbsp;: texte libre, fichiers auto-correctifs (pris de Freinet). <\/p><h4 class=\"wp-block-heading\">Parall\u00e8le approche Reggio \/ \u00e9cole du 3<sup>\u00e8me<\/sup>type<\/h4><p>Le ma\u00eetre adopte une <strong>posture d\u2019enseignant chercheur<\/strong>, qui travaille aux c\u00f4t\u00e9s de ses \u00e9l\u00e8ves pour les accompagner dans leurs projets. Il aide l\u2019enfant \u00e0 mettre en place les connexions entre ses activit\u00e9s, soutient l\u2019organisation, porte les projets de chacun, enrichit l\u2019environnement pour que l\u2019activit\u00e9 de la classe tourne sans qu\u2019il en soit au centre. L\u2019apprentissage des enfants tourne autour des projets des \u00e9l\u00e8ves, qu\u2019ils ont d\u00e9velopp\u00e9 eux-m\u00eames.&nbsp;<\/p><figure class=\"wp-block-image alignright is-resized\"><img loading=\"lazy\" decoding=\"async\" src=\"http:\/\/editionsdespetitspas.com\/wp-content\/uploads\/2019\/05\/IMG_2399-e1558785564415-683x1024.jpg\" alt=\"Podcast des Petits Pas - Ecole du troisi\u00e8me type\" class=\"wp-image-494\" width=\"273\" height=\"409\" srcset=\"https:\/\/editionsdespetitspas.com\/wp-content\/uploads\/2019\/05\/IMG_2399-e1558785564415-683x1024.jpg 683w, https:\/\/editionsdespetitspas.com\/wp-content\/uploads\/2019\/05\/IMG_2399-e1558785564415-scaled-484x726.jpg 484w, https:\/\/editionsdespetitspas.com\/wp-content\/uploads\/2019\/05\/IMG_2399-e1558785564415-200x300.jpg 200w, https:\/\/editionsdespetitspas.com\/wp-content\/uploads\/2019\/05\/IMG_2399-e1558785564415-768x1152.jpg 768w, https:\/\/editionsdespetitspas.com\/wp-content\/uploads\/2019\/05\/IMG_2399-e1558785564415-1320x1980.jpg 1320w, https:\/\/editionsdespetitspas.com\/wp-content\/uploads\/2019\/05\/IMG_2399-e1558785564415-scaled.jpg 1707w\" sizes=\"auto, (max-width: 273px) 100vw, 273px\" \/><\/figure><p>Les enseignants parlent de <strong>langages<\/strong>, pas de comp\u00e9tences. Le langage est un outil qui permet de traiter l\u2019information, la transformer, puis la communiquer. Langage oral, \u00e9crit, math\u00e9matique, scientifique, physique&nbsp;: plus on utilise les langages, plus les ramifications neuronales se densifient. Il faut donc les utiliser beaucoup. Les langages \u00e9crit, oral, peuvent s\u2019acqu\u00e9rir de la m\u00eame fa\u00e7on que la marche, rien qu\u2019en s\u2019exer\u00e7ant, en se basant sur la motivation et le plaisir intrins\u00e8que.&nbsp;<\/p><p>L\u2019\u00e9cole est un lieu de vie, un syst\u00e8me vivant <strong>appartenant et participant \u00e0 la soci\u00e9t\u00e9<\/strong>. Les parents sont int\u00e9gr\u00e9s et ont la possibilit\u00e9 d\u2019intervenir. Les membres de l\u2019\u00e9cole (incluant \u00e9videmment les enfants&nbsp;!) sont acteurs du territoire.<\/p><p>Les enfants travaillent autour de <strong>projets personnels<\/strong> qu&rsquo;ils d\u00e9veloppent eux-m\u00eames. Ce projet ne na\u00eet pas des consignes de l\u2019enseignant&nbsp;: les enfants font d\u2019eux-m\u00eames les choses qui les int\u00e9ressent. L\u2019enseignant n\u2019a aucune attente, essaie de l\u00e2cher prise, et ce n\u2019est pas facile&nbsp;!<\/p><p>Ainsi cette ann\u00e9e trois \u00e9l\u00e8ves ont d\u00e9cid\u00e9 d\u2019\u00e9crire une pi\u00e8ce de th\u00e9\u00e2tre. Cyriaque a fait venir un professionnel, pour revoir les structures du th\u00e9\u00e2tre, permettre la r\u00e9\u00e9criture. Ils ont choisi d\u2019\u00e9crire cette pi\u00e8ce sur l\u2019Inde, sujet qui les int\u00e9ressait, ce qui a g\u00e9n\u00e9r\u00e9 beaucoup de recherches sur le sujet. Les enfants sont si passionn\u00e9s qu\u2019ils ne vont m\u00eame plus en r\u00e9cr\u00e9ation&nbsp;! A la suite de cette id\u00e9e, les enfants ont mis en place des petits d\u00e9jeuners du monde.&nbsp;<br><\/p><h4 class=\"wp-block-heading\">A quoi ressemble une journ\u00e9e dans la classe&nbsp;?<\/h4><p>Cyriaque a choisi un fonctionnement par semaine. Durant les semaines paires, la classe s\u2019organise en 2<sup>nd<\/sup>type, avec des fichiers auto-correctifs, qui suivent le programme. Durant les semaines impaires il adopte un fonctionnement 3<sup>\u00e8me<\/sup>type, informel.&nbsp;Il s\u2019agit en effet de l\u2019\u00e9cole publique, il y a des attentes de programme\u2026 Aujourd\u2019hui, Cyriaque accompagne des CM2 qu\u2019il doit pr\u00e9parer \u00e0 la rentr\u00e9e en 6<sup>\u00e8me<\/sup>.<\/p><p>Les enseignants du 3<sup>\u00e8me<\/sup>type sont organis\u00e9s en r\u00e9seau, ils exp\u00e9rimentent beaucoup. On respecte le rythme de l\u2019enfant. Les \u00e9l\u00e8ves ne sont pas stigmatis\u00e9s, ils ont confiance en eux, ils ne sont pas constamment confront\u00e9s aux attentes des comp\u00e9tences \u00e0 acqu\u00e9rir dans un certain ordre, \u00e0 un certain \u00e2ge. J\u2019ai fait un parall\u00e8le avec l\u2019ouvrage \u00ab&nbsp;L\u2019\u00e9ducation \u00e0 la joie&nbsp;\u00bb d\u2019Antoniella Verdiani&nbsp;: la joie arrive par la suite, il n\u2019a pas cherch\u00e9 \u00e0 la cr\u00e9er. La vie devient plus joyeuse, plus apais\u00e9e, d\u00e8s qu\u2019on met en place ce type d\u2019organisation dans la classe \/ \u00e9cole.&nbsp;<\/p><p>Les parents n\u2019ont pas toujours \u00e9t\u00e9 enthousiastes, car ils n\u2019arrivaient pas \u00e0 se retrouver dans la progression et dans l\u2019organisation de la classe. Aujourd\u2019hui, \u00e7a va beaucoup mieux.&nbsp;<\/p><p>En mettant en place ce type d\u2019organisation, on d\u00e9stabilise un syst\u00e8me, celui de la classe et celui qui l\u2019entoure. Il faut avancer progressivement dans sa mise en place et commencer par travailler dans des zones qui nous s\u00e9curisent&nbsp;; la confiance vient aussi de l\u2019ext\u00e9rieur, quand les parents, les coll\u00e8gues s\u2019aper\u00e7oivent que les enfants progressent et qu\u2019ils sont contents de venir en classe. Cela permet d\u2019apprendre \u00e0 l\u00e2cher prise.<\/p><h4 class=\"wp-block-heading\">Est-il possible de mettre en place ce type d\u2019organisation sans le soutien de son \u00e9quipe ou de sa hi\u00e9rarchie&nbsp;? <\/h4><p>Il existe un r\u00e9seau pour aider les gens qui mettent en place. Il faut \u00eatre \u00e9paul\u00e9, mais pas forc\u00e9ment par son entourage direct&nbsp;! L\u2019\u00e9cole du 3eme type s\u2019est construite \u00e0 travers les \u00e9changes des enseignants chercheurs, et \u00e7a continue&nbsp;! Il existe des listes de diffusion, des \u00e9changes de mails, entre \u00e9l\u00e8ves, enseignants, et non enseignants. Ces \u00e9changes soutiennent et nourrissent la pratique. Les acteurs de l\u2019\u00e9cole du 3<sup>\u00e8me<\/sup>type se rencontrent chaque ann\u00e9e une semaine dans l\u2019Ain, cette ann\u00e9e du 8 au 12 juillet 2019. C\u2019est un stage auto-g\u00e9r\u00e9 auquel tout le monde peut participer.&nbsp;<\/p><h4 class=\"wp-block-heading\">Ressources<\/h4><p><a href=\"http:\/\/arbustes.net\">Arbustes.net<\/a>&nbsp;(site du r\u00e9seau des acteurs de l&rsquo;\u00e9cole du troisi\u00e8me type)<\/p><p><a href=\"http:\/\/www.editions-harmattan.fr\/index.asp?navig=catalogue&amp;obj=livre&amp;no=11112\">L\u2019\u00e9cole du 3<\/a><sup><a href=\"http:\/\/www.editions-harmattan.fr\/index.asp?navig=catalogue&amp;obj=livre&amp;no=11112\">\u00e8me<\/a><\/sup><a href=\"http:\/\/www.editions-harmattan.fr\/index.asp?navig=catalogue&amp;obj=livre&amp;no=11112\">type ou la p\u00e9dagogie de la mouche<\/a>, Bernard Collot (livre)<\/p><p><a href=\"http:\/\/education3.canalblog.com\">Le blog de Bernard Collot<\/a><\/p><p><a href=\"http:\/\/ruelen.fr\/cisev\/index.php\">Philippe Ruelen<\/a> (site Internet)<\/p><p><em>Si cet \u00e9pisode vous a plu, n&rsquo;h\u00e9sitez pas \u00e0 nous donner plein  d&rsquo;\u00e9toiles sur iTunes et \u00e0 nous laisser des mots d&rsquo;amour ici ou sur les r\u00e9seaux sociaux! A bient\u00f4t pour un prochain \u00e9pisode, dans lequel nous laisserons un instant les bancs de l&rsquo;\u00e9cole publique pour nous envoler vers d&rsquo;autres horizons \u00e9ducatifs&#8230; <\/em><\/p>","protected":false},"excerpt":{"rendered":"<p>J\u2019ai eu l\u2019honneur et le plaisir de rencontrer Jennifer et Cyriaque \u00e0 seulement quelques jours d\u2019intervalle. Est-ce pour cela que j\u2019ai trouv\u00e9 bien des affinit\u00e9s entre l\u2019approche Reggio et l\u2019\u00e9cole du troisi\u00e8me type&nbsp;? Sans \u00eatre identiques, issues d\u2019\u00e9poques et de cultures diff\u00e9rentes, elles partagent pourtant de nombreux fondements. Je vous laisse \u00e9couter Cyriaque nous pr\u00e9senter [&hellip;]<\/p>\n","protected":false},"author":2,"featured_media":203,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center 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