APPRENTISSAGE (NON-)SIGNIFICATIF EN TEMPS DE PANDÉMIE : UNE BREF RÉFLEXION SUR LA DICHOTOMIE ENTRE ENSEIGNER ET ENSEIGNER JUSTE POUR ENSEIGNER
The dichotomy between teaching and teaching just for teaching
DOI :
https://doi.org/10.32930/nuances.v34i00.9531Mots-clés :
Éducation égalitaire, Opportunités éducatives, Justice sociale, Accès à l'éducation, COVID-19Résumé
L'épidémie de COVID-19 et l'urgence mondiale de santé publique déclenchée par son émergence ont gravement perturbé l'ordre mondial, posant d'énormes défis sanitaires, économiques et sociaux à l'ensemble de la population humaine. En réponse à cette épidémie mondiale, nous résumons un ensemble de données actuelle et complètes pour analyser la situation mondiale récent liée à l'éducation et les implications pour l'inégalité dans l'accès à une éducation de qualité et les conditions d'études de base, comme les obstacles au plein accès aux Technologies de l'Information et de la Communication par des étudiants de différents milieux socio-économiques. Ainsi, les facteurs socioéconomiques, psychosociaux et de santé mentale doivent être considérés dans leur ensemble lors de la conception et de la mise en œuvre de tout type d'intervention éducative ou de méthodologie d'enseignement-apprentissage, en particulier dans les situations d'urgence. Cependant, il est important de comprendre d'abord les faces antagonistes de l'enseignement et ses implications pour un apprentissage significatif : quel est l'intérêt d'enseigner ? pourquoi et pour quoi enseigner ? de plus, pourquoi et pour quoi enseigner en ce moment de crise mondiale ? Toutes ces considérations sont essentielles pour déterminer si nous réussissons réellement à enseigner (de manière significative) ou si nous enseignons juste pour enseigner (de manière non significative).
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