Culture scolaire versus culture extra-scolaire: interculturalité et questions épistémologiques, méthodologiques et pédagogiques.
Résumé
Cet article a pour objectif de discuter, à partir d'un exemple de recherche dans le domaine de culture et cognition, de questions d'ordre épistémologique, méthodologique et pédagogique. D'un point de vue épistémologique, nous avons montré que les processus d'apprentissage prennent des formes différentes selon le contexte où ils se développent et selon les outils pédagogiques et didactiques mis en œuvre.D'un point de vue méthodologique, un aspect fondamental mis en évidence est l'importance de la combinaison de méthodes dites qualitatives et de méthodes dites quantitatives lorsque les conditions sont telles que les paradigmes expérimentaux habituels pourraient s'avérer trop peu féconds. D'un point de vue pédagogique, la prise en compte de l'interculturalité conduit à un questionnement permettant de repenser les approches d'enseignement et de formation.
Este artigo tem por objetivo a discussão, a partir de um exemplo de pesquisa no domínio de “cultura e cognição”, de questões de ordem epistemológica, metodológica e pedagógica. Do ponto de vista epistemológico, os resultados mostram que os processos de aprendizagem se exprimem de forma diferente em função do contexto onde eles se desenvolvem e dos instrumentos pedagógicos e didáticos utilizados. Do ponto de vista metodológico, um aspecto fundamental enfatizado foi a importância da combinação de métodos ditos qualitativos e de métodos ditos quantitativos quando as condições da pesquisa são tais que os paradigmas experimentais habituais se mostram pouco adequados e pouco produtivos. Do ponto de vista pedagógico, a consideração da interculturalidade conduz a um questionamento que permite pensar de uma outra forma algumas perspectivas de ensino e de formação.
Palavras-chave: cultura e cognição; interculturalidade; metodologia de pesquisa.
Abstract
This article aims to discuss, starting from an example of research in the domain of culture and cognition, epistemological, methodological and educational issues. From the epistemological point of view, the results show that the learning processes take different shapes according to the context where they are developed and to the educational and didactic tools that are used. From the methodological point of view, a fundamental aspect that was emphasized was the importance of the combination of qualitative and quantitative methods when the research conditions are such that the usual
experimental paradigms are neither adequate nor productive. From the educational point of view, the consideration of intercultural approaches in the classroom allows us to rethink some perspectives on teaching and education.
Palavras-chave: cultura e cognição; interculturalidade; metodologia de pesquisa.
Abstract
This article aims to discuss, starting from an example of research in the domain of culture and cognition, epistemological, methodological and educational issues. From the epistemological point of view, the results show that the learning processes take different shapes according to the context where they are developed and to the educational and didactic tools that are used. From the methodological point of view, a fundamental aspect that was emphasized was the importance of the combination of qualitative and quantitative methods when the research conditions are such that the usual
experimental paradigms are neither adequate nor productive. From the educational point of view, the consideration of intercultural approaches in the classroom allows us to rethink some perspectives on teaching and education.