{"id":3182,"date":"2025-06-25T08:26:04","date_gmt":"2025-06-25T06:26:04","guid":{"rendered":"https:\/\/2025.devsector.ch\/academygrainesdepaix\/ressources\/violence-educative\/"},"modified":"2025-06-25T08:26:05","modified_gmt":"2025-06-25T06:26:05","slug":"violence-educative","status":"publish","type":"ressource","link":"https:\/\/2025.devsector.ch\/academygrainesdepaix\/ressources\/violence-educative\/","title":{"rendered":"Violence \u00e9ducative"},"content":{"rendered":"
\n

<\/a>Les diff\u00e9rentes formes de violence \u00e9ducative<\/h2>\n

 <\/p>\n

    \n
  • Les violences \u00e9ducatives de nature physique<\/strong>
    \n\tLes coups, gifles, fess\u00e9es, chicotte sont parmi les formes de violence \u00e9ducative physiques, tout comme le refus d’autoriser une courte absence pour faire pipi. Ou de priver d’un repas ou de sommeil. Ou de priver de mouvement durant les heures d’apprentissage, alors que bouger stimule la circulation sanguine, n\u00e9cessaire pour la concentration.<\/li>\n
  • Les violences \u00e9ducatives de nature verbale<\/strong>
    \n\tToutes paroles qui diminuent les apprenants, alors m\u00eame que l’\u00e9ducation a pour but de les faire grandir, se d\u00e9velopper et s’\u00e9panouir: moqueries, insinuations, insultes, d\u00e9nigrements li\u00e9s aux diff\u00e9rences de genre, de culture, d’ethnie, de religion, de type socio\u00e9conomique, d’habilet\u00e9s diverses et de handicap.<\/li>\n
  • Les violences \u00e9ducatives de nature psychologique<\/strong>
    \n\tToutes violences verbales, non-verbales, allusives, \u00e9crites, visuelles,… qui abaissent sur le plan psychologique, provoquant honte et humiliation, affectant n\u00e9gativement par l\u00e0 les apprentissages, mais aussi les comp\u00e9tences personnelles \u00e0 d\u00e9velopper justement chez les apprenants – sa confiance en soi, son estime de soi, son image de soi, pourtant fondamentales au processus d’apprentissage.<\/li>\n
  • Les violences \u00e9ducatives de nature morale<\/strong>
    \n\tToutes violences dans un but \u00e9ducatif qui abaissent en public, voire qui calomnient, notamment devant les autres \u00e9l\u00e8ves.<\/li>\n
  • Les violences \u00e9ducatives discriminantes et\/ou excluantes<\/strong>
    \n\tToutes violences qui discriminent et\/ou excluent un ou des enfants ou \u00e9l\u00e8ves par rapport \u00e0 d’autres dans les actes \u00e9ducatifs: favoritisme \u00e0 la maison ou en classe, in\u00e9galit\u00e9s de traitement entre fr\u00e8res et s\u0153urs, envers les apprenants lents, mais aussi envers les hyperdou\u00e9s, entre \u00e9l\u00e8ves sages et remuants,… Ainsi, souvent, les \u00e9l\u00e8ves remuants se retrouvent exclus de la classe, voire de l’\u00e9cole – au d\u00e9triment de leurs apprentissages.<\/li>\n
  • Les violences \u00e9ducatives r\u00e9sultant des classes en surnombre<\/strong> (+ de 30-35)
    \n\tAu-dessus de 25 \u00e9l\u00e8ves, il est quasi impossible d’offrir une attention \u00e9gale \u00e0 chaque \u00e9l\u00e8ve. Or dans certains pays, il y a encore des classes approchant ou d\u00e9passant 50-100 \u00e9l\u00e8ves. Les derniers rangs sont syst\u00e9matiquement exclus<\/em> du contact avec l’enseignant et de la possibilit\u00e9 de participer activement. L’\u00e9ducation inclusive est alors quasi-impossible \u00e0 r\u00e9aliser: les \u00e9l\u00e8ves au fond sont priv\u00e9s de l’acc\u00e8s \u00e0 l’\u00e9ducation alors m\u00eame qu’ils sont \u00e0 l’\u00e9cole. Il en r\u00e9sulte une tr\u00e8s faible capacit\u00e9 \u00e0 lire, \u00e9crire, compter \u00e0 la sortie de l’\u00e9cole primaire, qui est une violence dont les cons\u00e9quences affecteront ces \u00e9l\u00e8ves toute leur vie.Voir \u00e9ducation inclusive en cas de classes en surnombre pour des solutions possibles.<\/li>\n<\/ul>\n

    Les motifs utilis\u00e9s pour justifier la violence \u00e9ducative<\/h2>\n

    Ceux qui exercent la violence \u00e9ducative tendent \u00e0 la justifier pour un ou plusieurs des motifs suivants:<\/p>\n

      \n
    • c’est la norme g\u00e9n\u00e9ralis\u00e9e<\/li>\n
    • c’est la norme qu’ils ont eux-m\u00eames v\u00e9cue, enfant, et ils ont pourtant appris<\/li>\n
    • c’est le seul mod\u00e8le d’autorit\u00e9 qu’ils connaissent – ils n’ont pas \u00e9t\u00e9 familiaris\u00e9s, ni sensibilis\u00e9s ou form\u00e9s aux mod\u00e8les d’autorit\u00e9 positive<\/strong> – celles qui tirent l’apprenant vers le haut et favorisent son d\u00e9veloppement afin qu’il apprenne les savoirs et les savoir-\u00eatre vis\u00e9s avec motivation.<\/li>\n<\/ul>\n\n\n\n
      Date<\/span><\/strong>
      \n\t\t\tAuteur<\/strong><\/span>
      \n\t\t\tSource<\/strong><\/span><\/td>\n      		2020<\/strong>
      \n\t\t\tGraines de Paix<\/strong>
      \n\t\t\tDictionnaire en ligne paix\/\u00e9ducation, www.grainesdepaix.org<\/strong><\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

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