Abstracts
Résumé
L’objectif de ce texte est d’examiner la valeur du concept de résilience pour l’éducation, en étudiant ses possibilités d’application à même les interactions entre divers champs sémantiques. Afin de contribuer à une analyse conceptuelle qui gagne en clarté et en rigueur, l’examen de la résilience est ici balisé en référence à ses désignations praxique, formelle, axiologique et explicative. Sont ainsi dégagés le noyau et le réseau conceptuels qui mettent en évidence les notions de risque et d’adaptation comme pivots de la définition. Les principales critiques adressées à ce corpus de recherche permettent d’esquisser une reformulation de la résilience éducationnelle qui tient compte de la perspective systémique et des postulats de la théorie écologique de Bronfenbrenner (1979). Sont ainsi proposés, de manière exploratoire, quelques éléments d’un modèle écologique de résilience éducationnelle, propres à favoriser le développement d’écoles en santé.
Abstract
The objective of this paper is to examine the value of the concept of resilience for education by studying the possibilities for application through interactions between various semantic fields. In order to contribute to a conceptual analysis that adds clarity and rigor, an examination of the concept of resilience is framed with reference to designations of praxis, formal, axiological, and explicative. The author also examines the central concept and conceptual networks. The principle criticism of this body of research allows the author to provide a reformulation of educational resilience that considers the semantic perspective and some principles from Bronfenbrenner‘s (1979) ecological theory. Finally, this paper proposes, in an exploratory approach, some elements of an ecological model of educational resilience, specifically to facilitate the development of healthy schools.
Resumen
El objetivo de este texto es examinar el valor del concepto de resiliencia para la educación, estudiando sus posibilidades de aplicación en las mismas interacciones entre diversos campos semánticos. Con la finalidad de contribuir a un análisis conceptual con más claridad y más rigor, el presente examen de la resiliencia está delimitado en referencia a sus designaciones de praxis, formal, axiológica y explicativa. Así se destacan el núcleo y unas redes conceptuales. Las principales críticas dirigidas a este corpus de investigación permiten esbozar una reformulación de la resiliencia educacional que toma en cuenta la perspectiva sistémica y de los postulados de la teoría ecológica de Bronfenbrenner (1979). Así son propuestos, de manera exploratoria, algunos elementos de un modelo ecológico de resiliencia educacional, capaces de favorecer el desarrollo de escuelas sanas.
Appendices
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