Une lorgnette théorique à trois prismes pour éclairer les liens entre le décrochage scolaire et l’évaluation des apprentissages
This article proposes a theoretical lorgnette combining three prisms to invest the links between the phenomenon of School dropout and the assessment of learning. The first focuses on the dimensions of the school form (assessment of learning, writings, and codes) that point towards the exercise of the power of the school. The second is in the tradition of symbolic interactionism rejecting an individualizing view of the dropout, relying instead on the reinsertion of the phenomenon in the social practices that give it meaning. The third prism moves away from the pupil’s deterministic and deficient model; from the domain of practical knowledge, it leads to the conception that it has a margin for maneuver. We will explore the implications of this theoretical lens in order to understand the phenomenon of School dropout, both in terms of research prospects and the intervention in the workplace.
School dropout Assessment of learning School form Symbolic interactionism Practical knowledge