Transmettre ou communiquer : l'enseignement en tant que média

Transmission or communication : teaching reconsidered as a media

• Auteur / Autrice : Magali Lemeunier
• Direction : Louis Porcher
• Type : Thèse de doctorat
• Discipline(s) : Français langue étrangère
• Date : Soutenance en 1996
• Etablissement(s) : Paris 3

Mots clés

Mots clés contrôlés

Médias en éducation

Enseignement audiovisuel

Communication

Enseignement

Résumé

Peut-on a la lueur de ce que nous connaissons du monde des medias, avancer que l'enseignement est l'un d'entre eux ? question a laquelle nous aurons repondu par l'affirmative a travers une etude des medias, principalement axee sur la television, que l'on aura decide de mettre en parallele de celle de l'enseignement. Contenant, contenus, communicateurs et public envisages sous cet angle auront permis de confirmer que l'enseignement peut, aujourd'hui, etre considere comme un moyen de communication de masse au potentiel d'interactions immediates. Plus qu'un media, il apparait meme comme un multimedia par la mobilisation generale des sens dont il peut etre l'initiateur. Si la proliferation des medias nous amene, aujourd'hui, a les considerer comme un milieu syncretique, le devoilement de l'enseignement en tant que media devrait mener a reconsiderer les rapports entre ecole et television. La seconde rebaptisee ''ecole parallele'', nous aura menee a une ecole a concevoir comme un media parallele. L'education aux medias n'en parait alors que plus importante a dispenser au sein de l'institution scolaire puisqu'elle devrait la pousser a se remettre en question elle-meme.

Is the perspective of reconsidering teaching as a media acceptable when enlighted by what we actually know about medias ? an affirmative answer is to be found in this work. Answer based on a study of medias in general, of television in particular, and presented in parallel with a study of teaching. The structure, messages, communicators and the public will have been reconsidered in accordance with this approach and will have led us to the conclusion that teaching can revendicate the status of mass media of wich the potential has to be regarded as based on immediate interactions. More than a media, teaching appears as a multimedia through the general mobilization of senses which can be induced by it. The multiplication of medias makes us consider them as responsible of a new syncretism. But reconsidering teaching as a media should lead to a new perspective regarding the relations between school and television. The latest rebaptised ''parallel school'' will have led us to the conception of a school to be reconsidered as a parallel media. The education to medias then appears of a clear importance as to be offered by the institution itself since this specific kind of education should make it question itself.