La grande difficulté scolaire, vecteur d’un conflit psychique chez l’enseignant. Entre textes institutionnels et pratiques professionnelles.

Abstract : About the question: "how does School talk about great difficulty at the end of the elementary cycle?", I chose to deal with institution’s discourse and the teachers’words. On this question and for this research, I studied the circulars from 2005 till 2008 and proceeded to two clinical interviews of two teachers, at the end of the “3rd cycle”, using psychoanalytical references. According to circulars, "the great difficulty" evolves according to priorities. The teachers’discourses show difficulties in the distance between the private and the professional self, reactivating elements about their autobiography. It seems that there is no contradiction between the institution’s discourse and that of the teachers but there is a discrepancy between the constancy of the teachers’needs and the variation of the institution’s priorities. The first use terms of strategies, the second speaks about operational effectiveness. The mixing between various personal and professional stakes, which mobilize the link with knowledge and the various orientations given by the institution, causes teachers psychic conflict which is difficult for him to manage alone.
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Cathy Luce. La grande difficulté scolaire, vecteur d’un conflit psychique chez l’enseignant. Entre textes institutionnels et pratiques professionnelles.. Cliopsy, CREF, 2011, pp.39-55. ⟨http://www.revuecliopsy.fr/wp-content/uploads/2016/01/RevueCliopsy05-resumes-145.pdf⟩. ⟨halshs-01447518⟩

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