L'expérience éducative des enfants travailleurs au Pérou : les écoles des NNATs
This paper deals with the experience of schools for working children, the first one being founded 25 years ago. By first presenting briefly the movement of self-organization for working children (NNATs), it shows how the principles constituent of this movement were also applied to the running of the...
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Les éditions de la Maison des sciences de l’Homme
2011-04-01
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Series: | Cahiers de la Recherche sur l'Education et les Savoirs |
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Online Access: | http://journals.openedition.org/cres/269 |
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doaj-d2d89161b7f7410e9398a76a69dc50c32020-11-24T21:17:01ZfraLes éditions de la Maison des sciences de l’HommeCahiers de la Recherche sur l'Education et les Savoirs1635-35442265-77622011-04-0110143164L'expérience éducative des enfants travailleurs au Pérou : les écoles des NNATsAlessandro CussiánovichElvira Figueroa S.This paper deals with the experience of schools for working children, the first one being founded 25 years ago. By first presenting briefly the movement of self-organization for working children (NNATs), it shows how the principles constituent of this movement were also applied to the running of these primary schools, which is based on the acknowledgement of working children as agents (co-protagonists) in the development of their country, on the pedagogy of tenderness, on the dignity of the working child and the positive synthesis between education and work. Secondly, after describing rapidly how these schools work, the paper explores the agents’ point of view – children and teachers – concerning this experience, and shows how it impacts on the whole educational system in Peru, in a context of multiculturalism where the poorest people are also marginalized because they belong to indigenous communities. It then concludes by raising a series of theoretical and pedagogical questions.http://journals.openedition.org/cres/269Child labourNNATsPedagogy of tendernessPeruPopular educationPrimary school |
collection |
DOAJ |
language |
fra |
format |
Article |
sources |
DOAJ |
author |
Alessandro Cussiánovich Elvira Figueroa S. |
spellingShingle |
Alessandro Cussiánovich Elvira Figueroa S. L'expérience éducative des enfants travailleurs au Pérou : les écoles des NNATs Cahiers de la Recherche sur l'Education et les Savoirs Child labour NNATs Pedagogy of tenderness Peru Popular education Primary school |
author_facet |
Alessandro Cussiánovich Elvira Figueroa S. |
author_sort |
Alessandro Cussiánovich |
title |
L'expérience éducative des enfants travailleurs au Pérou : les écoles des NNATs |
title_short |
L'expérience éducative des enfants travailleurs au Pérou : les écoles des NNATs |
title_full |
L'expérience éducative des enfants travailleurs au Pérou : les écoles des NNATs |
title_fullStr |
L'expérience éducative des enfants travailleurs au Pérou : les écoles des NNATs |
title_full_unstemmed |
L'expérience éducative des enfants travailleurs au Pérou : les écoles des NNATs |
title_sort |
l'expérience éducative des enfants travailleurs au pérou : les écoles des nnats |
publisher |
Les éditions de la Maison des sciences de l’Homme |
series |
Cahiers de la Recherche sur l'Education et les Savoirs |
issn |
1635-3544 2265-7762 |
publishDate |
2011-04-01 |
description |
This paper deals with the experience of schools for working children, the first one being founded 25 years ago. By first presenting briefly the movement of self-organization for working children (NNATs), it shows how the principles constituent of this movement were also applied to the running of these primary schools, which is based on the acknowledgement of working children as agents (co-protagonists) in the development of their country, on the pedagogy of tenderness, on the dignity of the working child and the positive synthesis between education and work. Secondly, after describing rapidly how these schools work, the paper explores the agents’ point of view – children and teachers – concerning this experience, and shows how it impacts on the whole educational system in Peru, in a context of multiculturalism where the poorest people are also marginalized because they belong to indigenous communities. It then concludes by raising a series of theoretical and pedagogical questions. |
topic |
Child labour NNATs Pedagogy of tenderness Peru Popular education Primary school |
url |
http://journals.openedition.org/cres/269 |
work_keys_str_mv |
AT alessandrocussianovich lexperienceeducativedesenfantstravailleursauperoulesecolesdesnnats AT elvirafigueroas lexperienceeducativedesenfantstravailleursauperoulesecolesdesnnats |
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1726014720536739840 |