The relationship to knowledge of pupils in RASED care
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The aim of this study is to analyse whether there is a concomitance between the relationship to knowledge, which we define as the way in which the subject represents knowledge, and the difficulties that certain pupils encounter at school. This study is based on psychological assessments carried out at a placement in a specialised support network for pupils in difficulty. It is a qualitative analysis based on the results obtained in tests assessing intellectual efficiency, graphic productions and sometimes projective tests. These elements will be studied in the light of the singularity and glob...
The aim of this study is to analyse whether there is a concomitance between the relationship to knowledge, which we define as the way in which the subject represents knowledge, and the difficulties that certain pupils encounter at school. This study is based on psychological assessments carried out at a placement in a specialised support network for pupils in difficulty. It is a qualitative analysis based on the results obtained in tests assessing intellectual efficiency, graphic productions and sometimes projective tests. These elements will be studied in the light of the singularity and globality of the subject. Three case studies will then be developed and presented. Each pupil has a different relationship with knowledge. This has a major influence on the way in which pupils approach learning at school. This raises the question of the meaning that pupils can attach to learning. The relationship with knowledge makes it possible to deal with difficulties at school from a psychological point of view, by working on the origins of these difficulties.
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