La relation pédagogique à l’épreuve de l’altérité: efficience des enseignements artistiques à l’école et modalités de résonance

Abstract

If school is indeed the first instance of socialisation, after the family, then it is the privileged space likely to provide a place and a link for children experiencing otherness. For the adult educator, entry into culture means recognising this other person, the child-student, who is involved over a long period of time in the epic of childhood. As they go through a process of subjectivation, they have to come to terms with their condition as subjects, in a world in which they are not alone, which is also a shared one, which they inherit and which engages the responsibility of their predecessors, before their own responsibility is inscribed when the time comes. For this reason alone, children must be welcomed, educated, accompanied, supported and initiated into the world.

Keywords

Artistic Education, Pedagogical Relationship, Common World, Otherness, Recognition, Education