{"id":11482,"date":"2022-05-09T11:00:51","date_gmt":"2022-05-09T09:00:51","guid":{"rendered":"http:\/\/sydologie.com\/?p=11482"},"modified":"2022-05-16T10:49:30","modified_gmt":"2022-05-16T08:49:30","slug":"pedagogo-46-andras-peto","status":"publish","type":"post","link":"https:\/\/sydo.fr\/sydologie\/2022\/05\/pedagogo-46-andras-peto\/","title":{"rendered":"PEDAGOGO #46 – ANDRAS PETO"},"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

Andr\u00e1s Pet\u0151, c\u2019est qui ?!<\/h2>\n

 
\n\"\"
\n 
\nAndr\u00e1s Pet\u0151, n\u00e9 le 11 septembre 1893 \u00e0 Szombathely en Hongrie d\u2019une m\u00e8re professeur et mort le 11 septembre 1967 \u00e0 Budapest (oui, oui, il est bien mort le jour de son anniversaire, la guigne), est un m\u00e9decin p\u00e9diatre hongrois. <\/strong><\/p>\n

Il est notamment connu pour avoir fond\u00e9 la \u201cm\u00e9thode Pet\u0151\u201d, appel\u00e9e \u00e9galement \u00e9ducation ou p\u00e9dagogie conductive.<\/strong> Cette m\u00e9thode est destin\u00e9e aux personnes infirmes moteurs c\u00e9r\u00e9brales (IMC) et a pour but d\u2019autonomiser ces personnes et d\u2019optimiser leurs capacit\u00e9s.<\/p>\n

Le jeune Andr\u00e1s quitte la Hongrie et part \u00e9tudier la m\u00e9decine \u00e0 l\u2019Universit\u00e9 de Vienne. Au fur et \u00e0 mesure de ses exp\u00e9riences dans divers h\u00f4pitaux en Autriche, Andr\u00e1s Pet\u0151 devient un neurologue chevronn\u00e9. Il se sp\u00e9cialise dans le traitement des enfants atteints de paralysie c\u00e9r\u00e9brale et propose une approche holistique<\/strong> afin de surmonter les difficult\u00e9s li\u00e9es \u00e0 leurs handicaps.<\/p>\n

Ainsi, il invente sa fameuse m\u00e9thode dans les ann\u00e9es 1940, initialement cr\u00e9\u00e9e pour favoriser l\u2019int\u00e9gration des enfants IMC dans le milieu scolaire<\/strong> (sa m\u00e9thode est maintenant utilis\u00e9e pour tout patient porteur de polyhandicap, d\u2019un handicap moteur d\u00fb \u00e0 des liaisons c\u00e9r\u00e9brales ou encore ayant un retard du d\u00e9veloppement psychomoteur).<\/p>\n

Il d\u00e9veloppe en parall\u00e8le un centre sp\u00e9cialis\u00e9 sur l’accompagnement des enfants IMC <\/strong>bas\u00e9 \u00e0 Budapest qui accueille plus de 800 enfants.<\/p>\n

Il est un des premiers sp\u00e9cialistes \u00e0 consid\u00e9rer le handicap comme un challenge \u00e9ducationnel<\/strong> et non pas seulement comme un probl\u00e8me \u201cbiologique\u201d dont on envisageait auparavant uniquement un traitement m\u00e9dicamenteux ou th\u00e9rapeutique. Il continue \u00e0 travailler aupr\u00e8s des enfants jusqu\u2019\u00e0 sa mort en 1967 au sein m\u00eame de son institut.
\n <\/p>\n

Et Andr\u00e1s Pet\u0151, quelles sont ses id\u00e9es ?<\/h2>\n

 
\nLa m\u00e9thode Pet\u00f6 a pour objectif de d\u00e9velopper l\u2019autonomie fonctionnelle des enfants IMC<\/strong> afin de leur permettre d\u2019accomplir toute sorte d\u2019action de la vie quotidienne.<\/p>\n

Les postulats de base sont les suivants :
\n– en d\u00e9pit d\u2019une l\u00e9sion c\u00e9r\u00e9brale, le syst\u00e8me nerveux dispose encore des capacit\u00e9s de former de nouvelles connexions entre neurones <\/strong>au niveau du syst\u00e8me nerveux. Ainsi, chaque individu, quel que soit son \u00e2ge ou son potentiel handicap, a les moyens de se d\u00e9velopper sur le plan cognitif.
\n– les enfants IMC ont la capacit\u00e9 d\u2019accomplir certaines t\u00e2ches en apprenant \u00e0 contourner les barri\u00e8res qui leur font face. <\/strong><\/p>\n

Ainsi Pet\u00f6 adopte une vision tr\u00e8s positive des enfants handicap\u00e9s qui se base non pas sur son ou ses handicaps physiques ou mentaux mais bien sur ses capacit\u00e9s \u00e0 r\u00e9aliser les actes quotidiens gr\u00e2ce \u00e0 la mobilisation de toutes ses ressources (neuromotrices, sensorielles mais aussi cognitives) pour trouver et exploiter ce qu\u2019il appelle des \u201cchemins alternatifs\u201d.<\/strong><\/p>\n

La capacit\u00e9 des enfants \u00e0 cr\u00e9er de nouvelles connexions et ainsi \u00e0 trouver des solutions pour contourner leurs handicaps peut \u00eatre mobilis\u00e9e \u00e0 l’aide d’un processus \u00e9ducatif actif correctement guid\u00e9 par un \u201cconducteur\u201d ou une \u201cconductrice\u201d<\/strong>. L\u2019objectif pour les enfants IMC est donc de trouver par eux-m\u00eames des strat\u00e9gies pour r\u00e9soudre chaque probl\u00e8me.<\/p>\n

Les leviers pour r\u00e9aliser cela sont la communication, les activit\u00e9s de la vie quotidienne et le d\u00e9veloppement \u00e0 la fois du bien-\u00eatre <\/strong>physique et psychique.<\/p>\n

Le conducteur.rice, qui se forme pendant quatre ans via une formation pluridisciplinaire (volont\u00e9 d\u2019une approche holistique, o\u00f9 l\u2019on prend la probl\u00e9matique dans sa globalit\u00e9), \u00e9value les comp\u00e9tences de chaque enfant et va adapter chaque activit\u00e9<\/strong> suivant son\/ses handicap(s) donc ses capacit\u00e9s. Le conducteur.rice propose aux enfants des buts r\u00e9aliste<\/strong>s afin de favoriser le sentiment de r\u00e9ussite.<\/p>\n

Certains moments de la journ\u00e9e, comme le d\u00e9jeuner, vont \u00eatre organis\u00e9s au milieu d\u2019enfants consid\u00e9r\u00e9s comme \u201cvalides\u201d<\/strong> afin que les enfants IMC se confrontent \u00e0 la soci\u00e9t\u00e9 et adaptent leur comportement (cela rejoint l\u2019id\u00e9e d\u2019inclusion qui a montr\u00e9 son int\u00e9r\u00eat pour beaucoup de handicaps). Chaque enfant appartient \u00e0 un groupe dont chaque membre est porteur de handicaps proches avec les m\u00eames objectifs \u00e0 atteindre <\/strong>afin de motiver chacun d\u2019entre eux et de favoriser l\u2019encouragement. La cr\u00e9ation d\u2019un groupe permet la sociabilisation des enfants IMC et le d\u00e9veloppement d\u2019interactions. Le r\u00f4le des parents est aussi primordial<\/strong>. Ils sont mobilis\u00e9s pour soutenir l\u2019enfant dans sa volont\u00e9 de s\u2019autonomiser en d\u00e9veloppant ses comp\u00e9tences et son inventivit\u00e9.<\/p>\n

La m\u00e9thode Pet\u00f6 se d\u00e9veloppe dans de tr\u00e8s nombreux pays \u00e0 travers le monde<\/strong>, surtout depuis la fin de la guerre froide. Ainsi, il existe des instituts Pet\u00f6 en Angleterre, Nouvelle-Z\u00e9lande, \u00c9tats-Unis, Canada, Isra\u00ebl, Japon, Allemagne ou encore en Belgique. Cependant, en France, elle n\u2019est pas reconnue et ne b\u00e9n\u00e9ficie pas d\u2019une tr\u00e8s bonne image. Pourquoi ?<\/p>\n

Cette m\u00e9thode Pet\u00f6 ne repr\u00e9sente en rien un rem\u00e8de miracle et les quelques \u00e9tudes s\u00e9rieuses ayant \u00e9valu\u00e9 cette m\u00e9thode dite \u201calternative\u201d n\u2019obtiennent pas de r\u00e9sultats unanimes.<\/strong> En effet, d\u2019une part les fondements th\u00e9oriques sur lesquels se basent cette approche sont tr\u00e8s minces. D\u2019autre part, les b\u00e9n\u00e9fices r\u00e9els de cette approche sont contestables et n\u2019ont pas ou tr\u00e8s peu \u00e9t\u00e9 observ\u00e9s dans la recherche.<\/p>\n

L\u2019efficacit\u00e9 de cette m\u00e9thode manque donc de preuves et la base de recherche de l\u2019\u00e9ducation conductive est assez mince voire m\u00eame parfois contradictoire.<\/strong> Si vous parlez anglais et que ce sujet vous int\u00e9resse, je vous conseille de lire cet article qui passe en revue un grand nombre d\u2019exp\u00e9riences r\u00e9alis\u00e9es sur la p\u00e9dagogie conductive : https:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/02667363.2010.521309?journalCode=cepp20)<\/p>\n

Certains sp\u00e9cialistes redoutent m\u00eame d\u2019\u00e9ventuels pr\u00e9judices au niveau physique et psychologique<\/strong>. En conclusion, les recherches doivent continuer quant au bienfait de cette m\u00e9thode et de son emploi pour les enfants IMC.<\/p>\n

Que peut-on donc tirer de cette m\u00e9thode et de son application ? L\u2019approche bas\u00e9e sur l\u2019\u00e9ducation pour permettre d\u2019accompagner les enfants IMC est int\u00e9ressante.<\/strong> Mais encore une fois, bien que parti d\u2019une bonne volont\u00e9, une r\u00e9elle expertise scientifique est toujours n\u00e9cessaire.<\/p>\n

Tout n\u2019est bien s\u00fbr pas \u00e0 jeter, et notamment concernant l\u2019approche \u00e9ducationnelle des troubles. Celle-ci a pu montrer son efficacit\u00e9 notamment la m\u00e9thode ABA pour des enfants atteints d\u2019autisme.<\/strong> Mais nous nous \u00e9loignons un peu du sujet. Peut-\u00eatre pour un futur article ?
\n <\/p>\n

Quelques ouvrages sur Andr\u00e1s Pet\u0151 \u00e0 consulter :<\/h2>\n

– Gillian Maguire et Andrew Sutton, Andr\u00e1s Pet\u0151, Conductive Education Press, 2012<\/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.   Andr\u00e1s Pet\u0151, c\u2019est qui ?!     Andr\u00e1s Pet\u0151, n\u00e9 le 11 septembre 1893 \u00e0 Szombathely en Hongrie d\u2019une m\u00e8re professeur et mort le 11 septembre… 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":[369,1966,812,814,1811,1965],"class_list":["post-11482","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-le-mag","tag-education","tag-handicaps","tag-neurologie","tag-neurones","tag-pedagogue","tag-troubles"],"yoast_head":"\nPEDAGOGO #46 - ANDRAS PETO - 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\/05\/pedagogo-46-andras-peto\/\" \/>\n<meta property=\"og:locale\" content=\"fr_FR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"PEDAGOGO #46 - ANDRAS PETO - 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.   Andr\u00e1s Pet\u0151, c\u2019est qui ?!     Andr\u00e1s Pet\u0151, n\u00e9 le 11 septembre 1893 \u00e0 Szombathely en Hongrie d\u2019une m\u00e8re professeur et mort le 11 septembre... 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