La lutte contre les inégalités scolaires est l’un des fondements de l’éducation en France. La mise enoeuvre de l’égalité des chances, la lutte contre les inégalités sociales et territoriales à l’école sont inscrites dans le premier article du code de l’éducation. Cependant, les inégalités scolaires persistent et tendent à s’accroître ces dernières années. À l’aide de troisessais mobilisant trois bases de données (PISA, Cedre et TALIS) d’évaluations internationales et nationales, cette thèse souhaite apporter un regard nouveau sur la compensation des inégalités pour les élèves scolarisés dans le secondaire en France. / The fight against educational inequality is one of the foundational principles of education in France. Implementing equal opportunity and the fight against social and geographical inequality are inscribed in the first article in the Code of Education. However, educational inequality persists and has continued to increase these past years. Using data sets from threedifferent international and national evaluations (PISA, Cedre, and TALIS), this dissertation seeks to bring a new perspective on the reduction of inequality for students enrolled in secondary education in France.

Les enquêtes internationales montrent qu’en France, les élèves issus de milieux défavorisés ont moins de chances de réussir à l’école que les autres. Or, des données probantes attestent que l’enseignement socioconstructiviste utilisé majoritairement dans les classes françaises n’est pas celui qui donne les meilleurs résultats. A contrario, l’enseignement explicite est porteur auprès des élèves en difficulté scolaire. Cette recherche a pour objectif de comparer l’efficacité de l’enseignement explicite et de l’enseignement socioconstructiviste en mathématiques, auprès d’enfants scolarisés en éducation prioritaire. Elle est réalisée en France (Martinique), dans des classes de CE1, CM1, CM2 situées en éducation prioritaire où les performances des élèves sont faibles en mathématiques. L’hypothèse testée est la suivante : lorsqu’un professeur enseigne une notion mathématique, les résultats des élèves sont meilleurs s’il utilise un enseignement explicite plutôt que s’il utilise un enseignement socioconstructiviste ou usuel. Cette prédiction est testée dans trois études qui ciblent respectivement la technique opératoire de la soustraction en CE1, la technique opératoire de la division en CM1 et la notion d’aire en CM2. Les résultats obtenus révèlent que tous les élèves progressent. Toutefois, ceux des classes ayant reçu un enseignement explicite obtiennent des performances supérieures à ceux des classes ayant reçu un enseignement socioconstructiviste ou usuel. Enfin, les résultats indiquent que l’enseignement explicite est globalement plus efficace pour les élèves moyens à risque ou en difficulté. / International surveys show that in France, students from disadvantaged social backgrounds are much less likely to succeed at school than others students. However, evidence from studies on the effectiveness of teaching methods shows that the socioconstructivist pedagogies mainly used in the French classrooms do not give the best results. On the contrary, explicit teaching is particularly effective for students with learning difficulties. The work carried out in this present thesis aims to compare the effectiveness of explicit teaching and socioconstructivist teaching with students enrolled in priority education networks, in mathematics. This research is carried out in France (Martinique), in elementary school classes of schools from the priority education networks, where overall students’ performance is low in mathematics. The hypothesis tested is the following: when a teacher teaches a specific mathematical notion, students' results are better if he or she uses explicit instruction rather than socioconstructivist or usual instruction. This prediction is being tested in three studies that respectively focus on learning the partitioning technique of subtraction in second grade class, on learning the technique of the division in fourth grade class and on learning the concept of area in fifth grade class. The results show that all students do progress. But, the students in classes that have received explicit instruction outperform students in classes that have received socioconstructivist or usual instruction. Finally, the results indicate that explicit instruction is generally more effective for underachieving students or in difficulty.

Les professeurs des écoles, en zones d’éducation prioritaire (ZEP), font face à la forte hétérogénéité des niveaux de leurs élèves, à la grande difficulté scolaire et aux problèmes de discipline, plus fréquents qu’ailleurs. Pourtant, en ZEP, il existe des élèves en grande réussite scolaire (EGRS). Nous nous intéressons à la perception qu’ont les enseignants des EGRS à travers l’analyse de leurs déclarations ainsi qu’à leur quotidien avec ces élèves. Cette étude se propose d’explorer : leurs définitions d’un EGRS ; leurs déclarations autour des dispositifs mis en place pour les EGRS ; leurs avis sur des changements dans la vie de la classe liés à la présence des EGRS. Notre étude donne la parole aux enseignants par un questionnaire à échelle nationale à destination de l’ensemble des professeurs des écoles (2490 répondants) exerçant en ZEP en France ainsi qu’à travers des entretiens directifs menés avec dix d’entre eux. La personnalité des enseignants ressort significativement de nos résultats car de nombreuses variables caractérisant ces professionnels influencent leur définition des EGRS ainsi que leurs pratiques pédagogiques. Les enseignants décrivent le caractère particulier des EGRS, qui sont perçus comme des auxiliaires pédagogiques, prenant une part importante dans les actions conjointes. Il a danger d’instrumentaliser les EGRS au profit des élèves en difficulté, quitte à pénaliser leur propre acquisition de savoirs. Cela entre en dissonance avec la volonté par ailleurs affirmée des enseignants de garder un haut niveau d’exigence pour les EGRS présents dans leur classe. / The French government designated schools in deprived areas as « Educational Priority Areas » (EPAs). Primary school teachers working in EPA have to deal with a high heterogeneity in children’s levels. Moreover, violent behaviours and discipline maintenance are massive issues that are more frequent than in other areas in France. However, some children are high-performing pupils (HPPs) in EPAs as well.This work aims to investigate the perspective of primary school teachers facing high performance at school in EPA. We conducted a national survey of primary school teachers in EPAs, by a questionnaire online, and then performed led-interviews of teachers working in an EPA in Marseille. We focused the analysis of these declarative data in order to determine the definition of a HPP, the devices set up for HPPs, and the impact of HPPs on the class.2490 teachers responded to the national survey and ten personal interviews were performed. Most of the respondants agreed that HPPs are wise, listening and they participate. But, the definition of HPPs is mostly based on teacher-related criteria than institution. Interestingly, the personnal characteristics of the professional influences their HPP’s definition as well as their education practices, which highlight an important teacher effect toward HPPs. Finally, teachers considered HPPs as educational auxiliaries, having a key role during shared actions. Our research hightlight the teachers dilemna between the instrumentalization of HPPs for the benefit of the pupils in difficulty, which in a way is penalizing their own acquisition of knowledges, and their will to keep high-standard teaching objectives for the HPPs in their class.

Cette recherche s’inscrit dans le cadre de travaux en ergonomie cognitive et s’intéresse à l’entrée dans le métier d’enseignants néo-titulaires du second degré en contexte d’éducation prioritaire. En mobilisant la théorie sémio-logique du cours d’action (Theureau, 2004), elle s’attache à décrire la dynamique de construction de leur activité professionnelle à travers une variété de contextes (en classe et hors classe). L’étude a été menée durant une année scolaire en collaboration avec cinq enseignants néo-titulaires de quatre disciplines scolaires exerçant au sein d’un collège d’éducation prioritaire de l’académie de Créteil. Plusieurs catégories de données ont été recueillies en fonction des contextes: a) des données d'enregistrements audio et vidéo de leur activité en classe, b) des données d'autoconfrontation sur la base de ces enregistrements, c) des données relatives à l'écriture d'un journal de bord, d) des données d'entretiens de remise en situation sur la base de ces traces écrites. L’analyse des contenus de signification mobilisés par les enseignants a permis d’accéder à la compréhension de leur activité située et de repérer quelques traits de leurs « mondes propres » évoluant au cours du temps (révélant leurs préoccupations, leurs attentes, leurs connaissances, leurs émotions). Les résultats révèlent comment l’activité professionnelle des enseignants se construit de manière fluctuante selon des phases alternatives de confort / inconfort, de stabilité et d’instabilité, d’économie de soi et de recherche d’une plus grande efficience dans l’exercice de leur métier. Les changements de relation dynamique avec leurs propres situations scolaires se traduisent par la construction d’équilibres provisoires et transitoires et par des conversions importantes dans leurs façons de percevoir et d’appréhender les évènements face à divers contextes professionnels. Les modélisations synthétiques des trajectoires professionnelles des enseignants montrent ainsi de nombreuses oscillations dans le processus d’acculturation professionnelle. / This study is concerned with the field of cognitive ergonomics and looks at teacher career initiation in the context of priority education: activities, experiences and career trajectories. Drawing on the semio-logical framework for the analysis of course of experience (Theureau, 2004), this study seeks to describe the dynamics of professional engagement in a variety of contexts (in an out of the classroom).The study was carried out over one school year with five beginner teachers from four subject areas in a priority education secondary school in the Créteil local authority. Different types of data were collected and analyzed: a) audio and video recordings of classroom activity, b) self-confrontation data pertaining to these recordings, c) data from reflective logs, d) data from interviews re-assessing situations pertaining to the information from logs. The analysis of key content mobilized by the teachers led to an understanding of their situated activity and enabled the identification of features relating to their “own worlds” progressing over time (concerning their concerns, their expectations, their knowledge, their emotions). Results show how the professional activity of the teachers is built up in various stages according to alternate phases of ease / difficulty, stability and instability, self-preservation and a quest for greater efficiency in their professional activities. Dynamic changes in the relations with their own classroom situations are reflected in the construction of temporary and transitory moments of stability and in marked changes in their ways of perceiving and apprehending events in different professional contexts. Synthetic modeling of the teachers’ career trajectories shows a number of fluctuations in the process of professional acculturation.

Cette thèse s’inscrit dans le système complexe de la formation par alternance des adultes avec une initiation à l’autoévaluation. Quels sont les éléments qui participeraient aux changements initiés par la loi de Refondation pour pallier les inégalités scolaires constatées ? Notre objet d’étude se situe hors de l’école en REP, avec un dispositif d’accompagnement à la scolarité qui prend en charge des enfants de 7 ans en difficulté scolaire : le CELEM (Club Lecture Ecriture Mathématiques). Bien que des études s’intéressent à l’impact de différents facteurs sur la réussite des enfants, les recherches qui permettent la validation des modèles d’évaluation formatrice sont rares. Nous proposons une initiation à l’autorégulation lors de la formation des intervenants des clubs afin de favoriser le développement cognitif et l’autonomie des adultes et par la suite des enfants. Notre méthodologie a pour objectif de tester une relation causale entre la formation des intervenants et la progression des enfants pour des disciplines scolaires et dans le comportement. Notre méthode est quasi expérimentale, comparative, prospective en quasi double aveugle. Deux groupes d’intervenants ont été constitués par randomisation. Les cartes associatives réalisées ont permis de suivre l’évolution des représentations que les intervenants se font de leur mission. Les résultats obtenus sont positifs et ont été corroborés par les résultats des enfants. On a constaté des modifications statistiquement significatives qui permettent d’affirmer que l’initiation à l’autorégulation des intervenants a entraîné des modifications de leurs représentations et l’amélioration des résultats des enfants. / This thesis falls within the complex system of the work/study training program of adults with an introduction to self-regulation. Which elements would participate to the changes initiated by the law of Reorganization to compensate the existing educational inequalities? Our subject is set outside school in the high-priority education network, within a plan of educational support for seven-year-olds with learning difficulties : the Reading Writing Mathematics Club. Though several studies take interest in the impact of various factors on the children’s success, little research has been done to validate the models of formative evaluation. We propose to improve the training of the Club’s staff members with an introduction to self-regulation, to stimulate the cognitive development and independence of both adults and children. Our methodology aimed to test a cause and effect relation between the staff's training and the children’s progress in both school subjects and behaviour. Our method was almost experimental, comparative, prospective, practically double blinded. Two staff groups were randomly formed. We observed how the representations they had of their own mission evolved, before and after their training; the obtained results were corroborated by the children’s results. We observed statistically significant differences which allow us to affirm that the training in self-regulation of the staff members changed their representations and led to better results for the children

[pt] Este trabalho procura contribuir para o debate sobre as relações entre escolas públicas, famílias de origem popular e vizinhança escolar, tendo como referência territórios pobres da cidade, notadamente o conjunto de favelas da Maré. A pesquisa aborda, especificamente,as relações no âmbito do Programa Escolas do Amanhã/ Bairro Educador (PEA/BE), política que se coloca na perspectiva, tanto das novas formas de educação prioritária e compensatória para escolas em territórios vulneráveis, como da reconfiguração dos espaços e tempos escolares e de uma visão ampliada dos espaços educacionais. Do ponto de vista metodológico, um estudo de abordagem qualitativa dessa experiência foi conduzido em escolas públicas municipais de Ensino Fundamental que se caracterizam por serem participantes e não participantes do PEA/BE na Maré. Com o objetivo de indagar a possível existência de diferenças nas relações entre escola-família-vizinhança em escolas que se distinguem basicamente por serem ou não participantes do PEA/BE, foram realizadas entrevistas com diferentes agentes educacionais, escolares, familiares e sociais envolvidos direta ou indiretamente no programa, buscando conhecer a percepção deles acerca dessa política. Particularmente, o Projeto Bairro Educador foi desenvolvido no âmbito do Programa Escolas do Amanhã da Secretaria Municipal de Educação da cidade do Rio de Janeiro (SME-RJ), com a finalidade de aproximar as escolas públicas localizadas em territórios marcados pela violência e que apresentam resultados abaixo da média da sua respectiva rede de ensino, das famílias e de suas vizinhanças, através do uso do território como ferramenta educativa e pedagógica. Os principais resultados da pesquisa permitem afirmar que o Programa Escolas de Amanhã/Bairro Educador não deixou um legado suficientemente consistente a ponto de marcar uma diferença substancial nas relações escolas-família-vizinhança entre as escolas que dele participaram. Uma das possíveis explicações para isso diz respeito à falta de alinhamento entre as orientações do PEA/BE e sua implementação, bem como aos problemas de externalidade, fragmentação e segmentação da coordenação político-pedagógica do BE e à falta de uma orientação mais enfática da SME-RJ acerca dos caminhos a percorrer para atingir os objetivos propostos. O trabalho se encerra com a apresentação de recomendações que pretendem contribuir para a orientação de políticas públicas que tenham como objetivo a aproximação entre escolas-famílias-vizinhança. / [en] This study aims on discussing the relations among public schools, low-income families, and the schools neighborhood, considering poor areas in Rio de Janeiro, specially a community called Maré. The research focuses on the relations within Escolas do Amanhã / Educator Neighborhood (PEA/BE in Portuguese), which considers the perspective of new priority and compensatory ways of education driven to vulnerable areas, as well as school space and time adjustments. A qualitative study of this experience has been conducted in order to analyze elementary and middle public schools in Maré that participate or not in PEA/BE. The objective has been to question if there are differences in the relations among school, family and neighborhood, considering schools which participate in the program and schools which do not. Different educational, school, family and social agents have been interviewed in order to comprehend the way they see this policy. Educator Neighborhood project, in particular, has been developed within Escolas do Amanhã program by the Education Municipal Office (SME-RJ in Portuguese), with the goal of integrating public schools placed in violent areas and with low results in relation to their education network, families and neighborhood, considering territory as an educational and pedagogical tool. The main results of the research show that Escolas do Amanhã / Educator Neighborhood program did not leave a consistent result in building better school, family and neighborhood relations among the schools that participated in the program. One of the possible reasons for it may be the lack of a guideline between PEA/BE and its implementation, as well as problems referring to its political-pedagogical coordination, such as its fragmentation and segmentation. This guideline could come from the Education Municipal Office, pointing to a path that leads to the program s objectives. Therefore, this thesis ends up with some recommendation about public policies that may contribute to closer relations among school, family and neighborhood.