Co-Authors: Chantal Medaets - Dr, Université Paris Descartes
In this communication we will approach the workshop theme by cross-referencing data from the island of Java and the Brazilian Amazon. In both places, we notice an important gap in the logics of action and value systems that prevails in school and outside of it. In the Javanese village of Bejiharjo (Indonesia), collective activities involving adults and children are organized in a collaborative and participative way whereas at school the individual action of children is highly valued, for example through competition or championships. In the Tapajòs (state of Pará), out-of-school learning is based on observation, children are rarely directly guided and do not feel authorized to ask questions. At school, on the contrary, according to the pedagogy in effect for about ten years, the participation and the children speaking are stimulated. We will therefore discuss the learning modalities and the value systems as they appear on these two fieldwors and we will examine how children adapt, negotiate and experience these dissonant logics.