Continuité pédagogique: où en sommes-nous ?

Lorsqu’il dit mi-mars que « tout est prêt pour la continuité pédagogique », notre ministre – outre qu’il ment au vu des dysfonctionnements – ne s’intéresse qu’à l’aspect purement technique. Or, la continuité pédagogique est avant tout une question humaine.

Enseigner par télétravail n’a rien d’instinctif. Il ne suffit pas d’allumer un ordinateur et de rentrer dans la matrice ! Pour un·e enseignant·e, cela commence par la maîtrise des outils numériques nécessaires. De plus, cette situation est une nouveauté à laquelle nous devons nous habituer en urgence, sans aucune préparation ni formation et souvent dans la plus grande improvisation. Surtout, la préparation d’un cours en télé-enseignement ne peut se concevoir de la même manière qu’une séquence en présentiel et n’en aura jamais l’efficacité. Il y a dans un cours tellement de petits gestes, de remarques, de signaux qui sont le moteur de notre pédagogie. Ce sont ces interactions qui nous permettent d’aider les élèves à surmonter leurs incompréhensions, leurs erreurs, leurs difficultés. En télétravail, nous en sommes privé·es. Il faut donc anticiper beaucoup plus – tout en sachant que nous en laissons « sur le bord du chemin » –. Enfin, c’est oublier le rôle fondamental qu’ont les interactions entre élèves dans le processus pédagogique. Bref, l’enseignement à distance n’est pas le fondement de notre métier.
Au-delà, cette période est, aussi, une épreuve : épreuve de l’inquiétude, de la maladie, de l’isolement, pression dans notre travail… Pression extérieure, parfois, venant de notre hiérarchie intermédiaire. Pression personnelle souvent, que nous nous imposons.

Enfin, cette période est aussi source d’inégalités scolaires : le télé-enseignement ne remplacera jamais l’enseignement parce que la fracture numérique
renvoie les élèves à leurs inégalités sociales ne serait-ce qu’accéder aux ressources. Parce que travailler chez soi, seul·e – ou même avec l’aide de sa famille – fait reposer la réussite d’enfants et d’adolescent·es sur leur propre autonomie.

Enfin, parce que venir en classe signifie avoir un cadre spécifique où l’élève aura les interactions essentielles à ses apprentissages et à sa sociabilité.

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