{"id":11316,"date":"2022-03-07T11:00:03","date_gmt":"2022-03-07T10:00:03","guid":{"rendered":"http:\/\/sydologie.com\/?p=11316"},"modified":"2022-03-07T14:34:00","modified_gmt":"2022-03-07T13:34:00","slug":"pedagogo-41-ovide-decroly","status":"publish","type":"post","link":"https:\/\/sydo.fr\/sydologie\/2022\/03\/pedagogo-41-ovide-decroly\/","title":{"rendered":"PEDAGOGO #41 – OVIDE DECROLY"},"content":{"rendered":"

Chaque lundi, nous vous proposons de voyager dans l\u2019Histoire de la p\u00e9dagogie, \u00e0 travers les portraits des plus grand.e.s p\u00e9dagogues et th\u00e9oricien.e.s<\/strong> qui ont influenc\u00e9 nos mod\u00e8les contemporains.
\n <\/p>\n

Ovide Decroly, c\u2019est qui ?!<\/h2>\n

 
\n\"\"
\nN\u00e9 le 23 juillet 1871 \u00e0 Renaix, en Belgique, et mort le 10 septembre 1932 \u00e0 Uccle, en Belgique, Ovide Decroly est un p\u00e9dagogue, psychologue, m\u00e9decin-\u00e9ducateur et c\u00e9l\u00e8bre professeur de psychologie de l\u2019enfant.<\/strong>
\n 
\nIssu d\u2019un milieu bourgeois, Ovide est un enfant dit \u201cdifficile\u201d qui rejette la formation que lui imposent ses parents. Au contraire, le jeune Ovide se passionne pour les arts et les sciences naturelles via l\u2019observation. <\/strong>
\n 
\nC\u2019est donc tout naturellement qu\u2019il se dirige vers des \u00e9tudes de m\u00e9decine \u00e0 l\u2019Universit\u00e9 de Gand. Au fur et \u00e0 mesure de son parcours, il s\u2019int\u00e9resse de pr\u00e8s \u00e0 la m\u00e9decine mentale, ce qui l\u2019am\u00e8ne \u00e0 passer un s\u00e9jour \u00e0 la Salp\u00eatri\u00e8re \u00e0 Paris. Ovide Decroly s\u2019oriente ensuite vers la neuropsychiatrie et la psychologie. <\/strong>
\n 
\nEn 1898, il s\u2019\u00e9tablit \u00e0 Bruxelles o\u00f9 il entreprend des recherches sur les maladies mentales et sur l\u2019anatomie pathologique du cerveau<\/strong>. Il devient assistant au service de neurologie la Polyclinique de Bruxelles o\u00f9 il prend en charge le d\u00e9partement des \u00ab enfants anormaux et troubl\u00e9s de la parole \u00bb.
\n 
\nIl s\u2019int\u00e9resse de pr\u00e8s aux enfants des quartiers populaires<\/strong> de la capitale belge, ces enfants vivant dans la mis\u00e8re, abandonn\u00e9s de tous, parfois mutiques, handicap\u00e9s ou \u00e0 la sant\u00e9 mentale d\u00e9grad\u00e9e, qu\u2019il appelle \u201cles irr\u00e9guliers\u201d.
\n 
\nAinsi, dans la lign\u00e9e des travaux des pr\u00e9curseurs de l\u2019\u00e9ducation nouvelle que sont Jean Itard ou Maria Montessori, il fonde en 1901 l\u2019Institut d\u2019Enseignement Sp\u00e9cial \u2013 Laboratoire psychologique du Dr Decroly<\/strong> pour ces enfants d\u00e9ficients laiss\u00e9s pour compte (puis une seconde \u00e9cole, pour les \u201cenfants normaux\u201d, l\u2019\u00e9cole de l\u2019Ermitage, qui se base sur les m\u00eames principes).
\n 
\nL\u2019institut offre un accompagnement particulier \u00e0 ces enfants n\u00e9glig\u00e9s par l\u2019\u00e9cole populaire, cette \u00e9cole catholique traditionnelle qu\u2019il fustige. Toute sa vie, il n\u2019aura de cesse de se battre pour une \u00e9cole pour tous, plus humaine, int\u00e9gratrice, adapt\u00e9e et la\u00efque. <\/strong>
\n 
\n\u00c0 ses d\u00e9buts, il re\u00e7oit ces enfants d\u00e9scolaris\u00e9s directement chez lui pour les observer dans leur quotidien. Son objectif ? Offrir un accompagnement global, une \u00e9ducation large et d\u00e9montrer que ces enfants sont tout aussi \u201c\u00e9ducables\u201d<\/strong> que les autres (avec un accompagnement adapt\u00e9).
\n 
\nIl entend r\u00e9volutionner le syst\u00e8me scolaire belge en abolissant l\u2019organisation traditionnelle, reposant enti\u00e8rement sur les disciplines classiques, au profit d\u2019une \u00e9ducation plus globale et de projets longs, bas\u00e9s sur l\u2019observation et la pratique et choisis par les enfants<\/strong> eux-m\u00eames, afin qu\u2019ils y trouvent du sens.
\n 
\nIl voit la r\u00e9forme de l\u2019\u00e9cole et de l\u2019\u00e9ducation qu\u2019il promeut comme un vecteur de changement et de rapprochement des peuples<\/strong>, mais aussi comme un levier pour lutter contre les in\u00e9galit\u00e9s et les injustices.
\n 
\nPlus tard, il participe au Ier Congr\u00e8s international de P\u00e9dagogie, qu\u2019il pr\u00e9side en 1911 \u00e0 Bruxelles, et au Congr\u00e8s international de Calais de 1921. La m\u00eame ann\u00e9e, il participe \u00e0 la fondation de Ligue internationale pour l’\u00c9ducation nouvelle<\/strong> aux c\u00f4t\u00e9s de John Dewey et Maria Montessori.
\n <\/p>\n

Et Ovide Decroly, quelles sont ses id\u00e9es ?<\/h2>\n

 
\nLes id\u00e9es ma\u00eetresses de la p\u00e9dagogie d\u2019Ovide Decroly reposent sur trois principaux piliers : les centres d\u2019int\u00e9r\u00eat de l\u2019enfant, la globalisation et l\u2019observation.<\/strong>
\n 
\nPour Decroly, afin de d\u00e9velopper l\u2019intelligence d\u2019un enfant, il faut stimuler sa curiosit\u00e9, rendre attractif l\u2019apprentissage, s\u2019adresser \u00e0 ce qui le motive : ses centres d\u2019int\u00e9r\u00eat<\/strong>. Les int\u00e9r\u00eats des enfants sont directement en lien avec leurs besoins fondamentaux (se nourrir, se reposer, lutter contre les intemp\u00e9ries, se d\u00e9fendre et produire\/travailler). Ce n\u2019est que gr\u00e2ce \u00e0 l\u2019\u00e9vocation de ces centres d\u2019int\u00e9r\u00eat que les enfants feront des liens entre ce qu\u2019ils ont observ\u00e9 et abord\u00e9, afin de cr\u00e9er des associations d\u2019id\u00e9es qui r\u00e9pondront \u00e0 l\u2019un de leurs besoins.
\n 
\n\u00c0 partir de ces centres d\u2019int\u00e9r\u00eat, la classe \u00e9labore des projets sur diff\u00e9rents sujets de son choix. Ainsi, \u00e0 partir de l\u2019observation d\u2019un objet ou d\u2019une situation, les enfants construisent leurs apprentissages en associant ces observations avec d\u2019autres ou avec des sujets d\u00e9j\u00e0 explor\u00e9s<\/strong> puis, enfin, ils expriment ce qu\u2019ils en retirent.
\n 
\nPour Decroly, l\u2019\u00e9cole est un laboratoire et ne doit pas se cantonner \u00e0 la classe<\/strong>. Il faut certes apprendre entre quatre murs (et pas seulement en classe mais aussi dans une cuisine, dans un atelier, etc.) via la manipulation d\u2019objets ou la cr\u00e9ation de maquettes, mais aussi exp\u00e9rimenter dehors, dans le milieu naturel ou m\u00eame en ville, afin de s\u2019immerger dans le quotidien des enfants, de donner du sens \u00e0 leurs apprentissages et de les pr\u00e9parer \u00e0 l\u2019avenir.
\n 
\nEnfin, il part du principe que l\u2019enfant n\u2019est pas spontan\u00e9ment analytique, il apprend et observe sans \u00e9tablir d\u2019ordre, il saisit les choses de fa\u00e7on globale (et parfois de fa\u00e7on confuse).<\/strong> Pour organiser et structurer l\u2019apprentissage, il faut que l\u2019\u00e9cole s\u2019adapte et qu\u2019elle propose aux enfants d\u2019appr\u00e9hender les choses dans leur ensemble, via l\u2019observation du concret, puis, dans un deuxi\u00e8me temps, que le professeur propose de passer au particulier, aux d\u00e9tails. C\u2019est \u00e0 partir de ce constat qu\u2019a \u00e9t\u00e9 cr\u00e9\u00e9e la \u201cm\u00e9thode globale\u201d de lecture et d\u2019\u00e9criture.
\n 
\nLa \u201cglobalisation\u201d pousse aussi \u00e0 l\u2019interaction interdisciplinaire <\/strong>autour d\u2019une id\u00e9e pivot pr\u00e9alablement identifi\u00e9e, \u201cle projet\u201d.
\n 
\nChez Decroly, il n\u2019y a pas de programme classique \u00e0 terminer, de manuel ou m\u00eame d\u2019horaires. Tout s\u2019articule autour de projets et de plans de travail \u00e0 moyen\/long terme<\/strong> autour de sujets librement choisis par les enfants. En effet, n\u2019importe quel sujet permet de d\u00e9boucher sur des apprentissages<\/strong> scientifiques, \u00e9conomiques, g\u00e9ographiques, etc. Cette libert\u00e9 de choix stimule le travail car les apprentissages d\u00e9velopp\u00e9s et les exercices tirent leur sens de leur utilisation imm\u00e9diate.
\n 
\nLa m\u00e9thode de Decroly repose aussi sur d\u2019autres points, notamment :
\n– le jeu<\/strong>,
\n– le travail en \u00e9quipe<\/strong>,
\n– l\u2019instauration de responsabilit\u00e9s<\/strong> et la cr\u00e9ation d\u2019une soci\u00e9t\u00e9 miniature r\u00e9gie par des r\u00e8gles de vie en communaut\u00e9,
\n– la suppression des syst\u00e8mes de notation<\/strong>.
\n 
\nApr\u00e8s la mort de Decroly en 1932, ses \u00e9coles lui survivent<\/strong> et une nouvelle \u00e9cole portant son nom est m\u00eame cr\u00e9\u00e9e en 1943 \u00e0 Saint-Mand\u00e9. Dans de nombreux pays (Turquie, Bolivie, Chili, Equateur, Uruguay, Br\u00e9sil, Colombie, etc.), les programmes \u00e9ducatifs s\u2019inspirent de ses m\u00e9thodes et de sa vision.
\n <\/p>\n

Quelques ouvrages d’Ovide Decroly \u00e0 consulter :<\/h2>\n

– Causeries \u00e0 Renaix\/Toespraak te Ronse, 1904
\n– Causeries du Docteur Decroly, 1908
\n– Le programme d’une \u00e9cole dans la vie, 1908
\n– Initiation \u00e0 l’activit\u00e9 motrice et intellectuelle par les jeux \u00e9ducatifs, 1914
\n– Le r\u00f4le du m\u00e9decin dans l’orientation professionnelle, 1914
\n– Vers l\u2019\u00c9cole r\u00e9nov\u00e9e. Une premi\u00e8re \u00e9tape, 1921
\n– La fonction de globalisation et l’enseignement, 1929<\/em>
\n 
\n 
\n <\/p>\n","protected":false},"excerpt":{"rendered":"Chaque lundi, nous vous proposons de voyager dans l\u2019Histoire de la p\u00e9dagogie, \u00e0 travers les portraits des plus grand.e.s p\u00e9dagogues et th\u00e9oricien.e.s qui ont influenc\u00e9 nos mod\u00e8les contemporains.   Ovide Decroly, c\u2019est qui ?!   N\u00e9 le 23 juillet 1871 \u00e0 Renaix, en Belgique, et mort le 10 septembre 1932 \u00e0 Uccle, en Belgique, Ovide… Voir l’article<\/a>","protected":false},"author":41,"featured_media":10204,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"rop_custom_images_group":[],"rop_custom_messages_group":[],"rop_publish_now":"initial","rop_publish_now_accounts":[],"rop_publish_now_history":[],"rop_publish_now_status":"pending","_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_post_was_ever_published":false},"categories":[2],"tags":[1938,786,1950,885,1951,1846],"class_list":["post-11316","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-le-mag","tag-education-nouvelle","tag-montessori","tag-neuropsychiatrie","tag-pedagogie-active","tag-psychologie","tag-psychologie-de-leducation"],"yoast_head":"\nPEDAGOGO #41 - OVIDE DECROLY - Sydologie<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/sydo.fr\/sydologie\/2022\/03\/pedagogo-41-ovide-decroly\/\" \/>\n<meta property=\"og:locale\" content=\"fr_FR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"PEDAGOGO #41 - OVIDE DECROLY - Sydologie\" \/>\n<meta property=\"og:description\" content=\"Chaque lundi, nous vous proposons de voyager dans l\u2019Histoire de la p\u00e9dagogie, \u00e0 travers les portraits des plus grand.e.s p\u00e9dagogues et th\u00e9oricien.e.s qui ont influenc\u00e9 nos mod\u00e8les contemporains.   Ovide Decroly, c\u2019est qui ?!   N\u00e9 le 23 juillet 1871 \u00e0 Renaix, en Belgique, et mort le 10 septembre 1932 \u00e0 Uccle, en Belgique, Ovide... 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