Apprentissage en autonomie et stratégies d’évitement de l’obstacle

How to organize favorable conditions to empowerment of pupils? This research aims to have a better understanding of what prevents the construction of learning in autonomous workshops. In the final year of kindergarten, some pupils adopt avoidance strategies when faced with didactic obstacles, whereas overcoming these obstacles would enable them to develop new knowledge. This exploratory study adopts the principles and steps of analysis with conceptualizing category (Paillé & Mucchielli, 2012). It proposes a taxonomy of avoidance behaviors identified and analyzed in 8 socially differentiated classes for 44 half-days of direct observation. These types of behavior are apparent whatever the pre-existing level of school performance or socio-cultural background of the students. Emotional and relational obstacles prevail they warrant special attention to human and hardware device in order to preserve a possible and fruitful encounter with the didactic obstacle. An educational intervention is possible and necessary indoors the class, even in a large and heterogeneous class.