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Communauté française de Belgique
Ministère de la Communauté françaiseAdministration générale de l’Enseignement et de la Recherche scientifique
LES DEVOIRS : UN CANAL DE COMMUNICATIONENTRE L’ECOLE ET LES FAMILLES ?
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Article publié dansLe Point sur la Recherche en Education
N° 20Juin 2001
et diffusé surhttp://www.agers.cfwb.be/pedag/recheduc/point.asp
Service général des Affaires générales, de la Recherche en éducation et du Pilotage interréseaux9-13, rue Belliard 1040 Bruxelles
Tél. +32 (2) 213 59 11Fax +32 (2) 213 59 91
______________________________________________________________________2 Les devoirs : un canal de communication entre l’école et les familles ?
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______________________________________________________________________3 Les devoirs : un canal de communication entre l’école et les familles ?
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1 Comme l’avance Perrenoud, enseigner, c’est agir dans l’urgence et décider dans l’incertitude.2 Intervention réalisée à l’Opéra Royal de Liège le 21 septembre 2000 en présence de Monsieur Henri Wittorski, président de l’UFAPEC
(Union des Fédérations des Associations de Parents de l’Enseignement Catholique) et de Monsieur Spehl, président de la FAPEO(Fédération des Associations de Parents de l’Enseignement Officiel).
______________________________________________________________________4 Les devoirs : un canal de communication entre l’école et les familles ?
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______________________________________________________________________5 Les devoirs : un canal de communication entre l’école et les familles ?
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6ODYLQ���������WHQWH�pJDOHPHQW�G·H[SOLTXHU�OHV�UpVXOWDWV�GHV�pOqYHV�SDU�OH�ELDLV�GH�YDULDEOHVLPSOLTXDQW�OH�WHPSV��,O�GLVWLQJXH��SDUPL�G·DXWUHV�YDULDEOHV�VFRODLUHV��OH�WHPSV�DOORXp�SDU�O·pFROH�GXWHPSV�HIIHFWLYHPHQW�LQYHVWL�SDU�O·pOqYH�GDQV�OD�WkFKH��6L�O·RQ�DGDSWH�FH�PRGqOH�j�OD�SUREOpPDWLTXHGHV�WUDYDX[�j�GRPLFLOH��RQ�SHXW�GLVWLQJXHU�GDQV�OH�WHPSV�DOORXp��G·XQH�SDUW��XQ�WHPSV�VFRODLUH�HWG·DXWUH�SDUW��XQ�WHPSV�H[WUDVFRODLUH��TXL�V·DSSDUHQWH�DX�YROXPH�GH�WUDYDLO�GRQQp�j�GRPLFLOH��6L�O·RQVH� UpIqUH� DX�PRGqOH� GH� 6ODYLQ� �������� RQ� SHXW� IDLUH� O·K\SRWKqVH� TXH� OH� WHPSV� LQYHVWL� GDQV� OHVWkFKHV� H[WUD�VFRODLUHV� DIIHFWH� OHV�SHUIRUPDQFHV�GHV� pOqYHV� HW� HVW� LQIOXHQFp�SDU�GHV� pOpPHQWV� WHOVTXH�OD�PRWLYDWLRQ�VFRODLUH�HW�OH�QLYHDX�GH�PDvWULVH�GHV�FRQQDLVVDQFHV�SUpUHTXLVHV�j�OD�WkFKH�PDLVDXVVL�OD�TXDOLWp�GH�O·DLGH�DSSRUWpH��GH�WHPSV�DOORXp�SDU�OHV�SDUHQWV�SRXU�DLGHU�OHXUV�HQIDQWV��«�HQXQ�PRW��j�OD�TXDOLWp�GX�WHPSV�H[WUDVFRODLUH�
'DQV�FHWWH�SHUVSHFWLYH��O·HIILFDFLWp�GHV�GHYRLUV�VHUDLW�QRQ�VHXOHPHQW�OLpH�DX�WHPSV�TXL�\�HVWFRQVDFUp�� PDLV� DXVVL� j� OD� TXDOLWp� GH� O·HQVHLJQHPHQW� �QDWXUH� GHV� WkFKHV� GHPDQGpHV�� DLGHVGLVSRQLEOHV� j� OD� PDLVRQ�� PDWpULHO� GLGDFWLTXH� HW� GRFXPHQWV�� TXDOLWp� GH� O·HQYLURQQHPHQW� GHWUDYDLO�«��� &RPPH� RQ� OH� FRQVWDWH� LPPpGLDWHPHQW�� FH� WHPSV� H[WUDVFRODLUH� HVW� H[WUrPHPHQWVHQVLEOH�DX�FRQWH[WH��HW�GRQF�VXMHW�j�XQH�YDORULVDWLRQ� WUqV�YDULDEOH�VHORQ� OD�VLWXDWLRQ�IDPLOLDOH�HWPDWpULHOOH�GDQV�ODTXHOOH�VH�WURXYH�FKDTXH�HQIDQW��6L��G·DSUqV�OH�PRGqOH��FHW�DOORQJHPHQW�GX�WHPSVVFRODLUH�HQ�IRQFWLRQ�GHV�EHVRLQV�GH�FKDFXQ�HVW�WKpRULTXHPHQW�SRVLWLI����LO�FRQVWLWXH�FHSHQGDQW�XQHVRXUFH�LPSRUWDQWH�GH�YDULDWLRQ�HW�GRQF�G·DFFURLVVHPHQW�GH�O·LQpJDOLWp�HQWUH�pOqYHV��� OHV�pOqYHV�OHVPRLQV�IDYRULVpV��GpMj�VXVFHSWLEOHV�G·pSURXYHU�GH�SOXV�JUDQGHV�GLIILFXOWpV�HQ�FODVVH��ULVTXHQW�HQFRUHELHQ�GDYDQWDJH�G·rWUH�FRQIURQWpV�j�XQ�HQYLURQQHPHQW�GRPHVWLTXH�SOXV�SDXYUH�TXH�FHOXL�GHV�SOXVIDYRULVpV��HW�GRQF�G·rWUH�HQFRUH�SpQDOLVpV��
4 Ibidem
______________________________________________________________________6 Les devoirs : un canal de communication entre l’école et les familles ?
______________________________________________________________________
/H�3RLQW�VXU�OD�5HFKHUFKH�HQ�(GXFDWLRQ-XLQ�����
Qualité del’enseignement
Niveaud’adaptation
Temps alloué
Résultatsdes élèves
CARACTERISTIQUES DES ELEVES
VARIABLES CHANGEABLES
Motivationdes élèves
Incitants
Efficacité del’enseignement
Temps investidans la tâche
Aptitudesdes élèves
______________________________________________________________________7 Les devoirs : un canal de communication entre l’école et les familles ?
______________________________________________________________________
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�� '·XQH�SDUW��O·DVSHFW�ORQJLWXGLQDO�GH�O·pWXGH�SHUPHW�XQ�VXLYL�GpYHORSSHPHQWDO�GHV�pOqYHV�GHOHXU�QDLVVDQFH�MXVTX·j�OHXUV�YLQJW�DQV��/·REVHUYDWLRQ�GH�OD�SUREOpPDWLTXH�GHV�GHYRLUV�j�WUDYHUVWRXW�OH�FXUVXV�VFRODLUH�GH�O·HQIDQW�*UDQGLU�V·LQVFULW�GDQV�FH�SUHPLHU�D[H�
�� '·DXWUH�SDUW�� O·DVSHFW� WUDQVYHUVDO�GH�FHWWH�HQTXrWH�FRQVLVWH�pJDOHPHQW�j�PHWWUH�HQ� UHODWLRQGLIIpUHQWV� pOpPHQWV� GH� OD� EDVH� GH� GRQQpHV� j� XQ� PRPHQW� SUpFLV�� HW� UHODWLIV� j� GHV� DFWHXUVGLIIpUHQWV��pFROH��IDPLOOH��pOqYH���/H�SUpVHQW�DUWLFOH�UHSRVH�VXU�FHWWH�SURFpGXUH�
'DQV�FHWWH�SHUVSHFWLYH�WUDQVYHUVDOH�� O·LQWpUrW�PDMHXU�GHV�GRQQpHV�UpFROWpHV�UpVLGH�GDQV� ODVWUXFWXUH�GX�GLVSRVLWLI�GH�SULVH�G·LQIRUPDWLRQ�GDQV�OHTXHO�O·HQIDQW�RFFXSH�XQH�SRVLWLRQ�FHQWUDOH��RQ� LQWHUURJH� j� OD� IRLV� OHV�SDUHQWV�� OHV� pOqYHV� HW� OHV� HQVHLJQDQWV��/D�SUREOpPDWLTXH�GHV�GHYRLUV� jGRPLFLOH� D� IDLW� O·REMHW� GH� SOXVLHXUV� TXHVWLRQV� YLVDQW� OD� QDWXUH� HW� OD� IUpTXHQFH� GH� FHX[�FL�� /HVGRQQpHV�XWLOLVpHV�GDQV�OH�FDGUH�GHV�DQDO\VHV�TXL�YRQW�VXLYUH�FRQFHUQHQW�����IDPLOOHV��LQWHUURJpHV�jGRPLFLOH��DX�PRPHQW�R��OD�PDMRULWp�GHV�HQIDQWV�VRQW�HQ��qPH�DQQpH�SULPDLUH���8Q�TXHVWLRQQDLUHD�DXVVL�pWp�HQYR\p�j�FKDFXQ�GHV�HQVHLJQDQWV�HQ�FKDUJH�GHV�HQIDQWV�FLEOHV�GH�OD�UHFKHUFKH�
/D�ILJXUH���PRQWUH�TXH��VHORQ�OHV�DFWHXUV��RQ�SHXW�GLVWLQJXHU� OH� WHPSV�DOORXp�HVWLPp�SDUO·HQVHLJQDQW�� GX� WHPSV� UpHOOHPHQW� FRQVDFUp� SDU� O·HQIDQW�� pYDOXp� SDU� OD� IDPLOOH�� /HV� pFKDQJHVG·LQIRUPDWLRQV� GHYUDLHQW� V·HIIHFWXHU� GDQV� OHV� GHX[� GLUHFWLRQV��� O·HQVHLJQDQW� VDLW�LO� FRPELHQ� GHWHPSV� FHUWDLQV� HQIDQWV� GH� VD� FODVVH� FRQVDFUHQW� DX[� GHYRLUV�"� /HV� SDUHQWV� VRQW�LOV� LQIRUPpV� GXWHPSV�WKpRULTXHPHQW�QpFHVVDLUH�GX�SRLQW�GH�YXH�GH�O·HQVHLJQDQW�"
)LJXUH����
(16(,*1$17
'(92,567HPSV�DOORXp
3$5(1767HPSV�FRQVDFUp
(1)$17
5 Ne sont pris en considération dans les analyses, que les enfants à l’heure dans leur parcours scolaire c’est-à-
dire les enfants se trouvant en 5ème année lors de l’année scolaire 1999-2000, soit 94% de l’échantillon total.
______________________________________________________________________8 Les devoirs : un canal de communication entre l’école et les familles ?
______________________________________________________________________
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'DQV�XQ�SUHPLHU�WHPSV��XQH�GHVFULSWLRQ�GHV�UpSRQVHV�REWHQXHV�DXSUqV�GHV�SDUHQWV�HW�GHVHQVHLJQDQWV�VHUD�UpDOLVpH�
(QVXLWH�� XQ� FURLVHPHQW� GHV� HVWLPDWLRQV� GX� WHPSV� DOORXp� VHORQ� OHV� GHX[� LQWHUORFXWHXUVSHUPHWWUD�GH�PHWWUH�j�O·pSUHXYH�O·K\SRWKqVH�G·XQ�GpFDODJH�GH�SHUFHSWLRQV�HQWUH�HX[�
(QILQ�� RQ� REVHUYHUD� VL� OH� WHPSV� FRQVDFUp� DX[� GHYRLUV� SHUPHW� XQ� DFFURLVVHPHQW� GHVSHUIRUPDQFHV�VFRODLUHV�GH�O·HQIDQW�
�� '(6&5,37,)6�'(6�5(3216(6�'211((6�3$5�/(6�3$5(176(7� /(6� (16(,*1$176� (1� &(� 48,� &21&(51(� /(6'(92,56�$�'20,&,/(
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/H�JUDSKLTXH���UHSUpVHQWH�OHV�UpVXOWDWV�G·HQVHPEOH�REWHQXV�j�OD�TXHVWLRQ�&RPELHQ�GH�WHPSV\�FRQVDFUH�W�LO�SDU�MRXU�HQ�PR\HQQH�"��FRPSRVpH�GH�WURLV�VRXV�TXHVWLRQV���OHV�MRXUV�G·pFROH�´FRPSOHWVµ�OHV�PHUFUHGLV�HW�HQILQ�OHV�ZHHN�HQGV��(Q�RUGRQQpH��RQ�WURXYH�OH�QRPEUH�GH�IDPLOOHV��HQ�SRXUFHQW�TXL�RQW�UpSRQGX�OD�GXUpH�GH�WUDYDLO�FRUUHVSRQGDQWH��YRLU� OpJHQGH���$ILQ�GH�QH�SDV�VXUFKDUJHU� OHJUDSKLTXH�� OHV� RPLVVLRQV� Q·RQW� SDV� pWp� UHSUpVHQWpHV��� HOOHV� V·pOqYHQW�� HQ� PR\HQQH�� j� �� �� GHO·pFKDQWLOORQ�
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G raphique 1: Tem ps investi par l’enfant dans les devoirs (selon les parents)40,6
6,1
1,2
26,7
12,8
14,814,8 13
28,427,2 27,5
24,1
32,2
10,49,9
5,3
0,9 1,2 0,30,3 0,90
5
10
15
20
25
30
35
40
Jours d 'éco le M ercredis W eek-Ends
Pou
rcen
tage
Aucun
1/4 h
1/2 h
1h
2h
3h et plus
Ne sait pas
4XH� FH� VRLHQW� OHV� MRXUV� G·pFROH� ´j� WHPSV� SOHLQµ�� OHV� PHUFUHGLV� RX� OHV� ZHHN�HQGV�� OHVUpSRQVHV�OHV�SOXV�IUpTXHQWHV�VRQW�XQH�GHPL�KHXUH�HW�XQH�KHXUH�GH�WUDYDLO�UHTXLV�SRXU�OHV�GHYRLUV��&HVGpFODUDWLRQV�VRQW� ORLQ�GHV�SUHVFULWV�GH� OD�FLUFXODLUH� �1ROOHW�� -��0������PDL�������� VXJJpUDQW�YLQJWPLQXWHV�GH�WUDYDLO�j�GRPLFLOH�
______________________________________________________________________9 Les devoirs : un canal de communication entre l’école et les familles ?
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,O�VHPEOH��HQ�RXWUH��TXH�OHV�PHUFUHGLV�HW�ZHHN�HQGV�VRLHQW�GDYDQWDJH�H[HPSWpV�GH�WUDYDLOj�GRPLFLOH�TXH�OHV�MRXUV�G·pFROH�FRPSOHWV��(Q�HIIHW��DORUV�TXH�VHXOV������GHV�pOqYHV�QH�WUDYDLOOHQWSDV�DSUqV�O·pFROH�OHV�MRXUV�FRPSOHWV��LOV�VRQW�UHVSHFWLYHPHQW�����HW�����GDQV�FH�FDV�OHV�PHUFUHGLVHW�ZHHN�HQGV�
6DQV�GRXWH�HVW�LO�RSSRUWXQ�GH�QRWHU� O·LPSRUWDQWH�YDULDELOLWp�GHV� UpVXOWDWV��3DU�H[HPSOH�HQ�FH�TXL�FRQFHUQH�OHV�ZHHN�HQGV��FHUWDLQV�HQIDQWV�����VXU������QH�V·LQYHVWLVVHQW�SDV��DX[�GLUHV�GHOHXUV�SDUHQWV��GDQV�XQH�WkFKH�VFRODLUH�j�GRPLFLOH��(Q�UHYDQFKH��G·DXWUHV������SDVVHQW�SOXV�GH�WURLVKHXUHV�VXU�OHXUV�FDKLHUV��3OXV�pORTXHQW�HQFRUH�HVW�OH�FDV�GHV�PHUFUHGLV�DSUqV�PLGL���XQ�TXDUW�GHVHQIDQWV�VH� WURXYHUDLW� VDQV�DXFXQ�GHYRLU�� DORUV�TX·XQ�DXWUH�TXDUW�SDVVH�SOXV�G·XQH�KHXUH� VXU�GHVWUDYDX[�j�GRPLFLOH�
/H� WHPSV�GH� WUDYDLO� j� GRPLFLOH� Q·HVW� GRQF�SDV� XQLIRUPpPHQW� UpSDUWL��� FHUWDLQV� HQIDQWVRQW� O·RFFDVLRQ�SOXV�TXH�G·DXWUHV�GH�IL[HU� OHXUV�VDYRLUV��TXH�FH�WHPSV�VRLW�FRQVDFUp�j�DWWHLQGUH� OHPLQLPXP� UHTXLV� RX� j� HQYLVDJHU� GHV� DFWLYLWpV� GH� GpSDVVHPHQW� TXH� FH� WHPSV� VRLW� ″H[LJp″� SDUO·HQVHLJQDQW�RX�UpVXOWH�G·DXWUHV�FRQWUDLQWHV��'DQV� OH�FRQWH[WH�GX�SUpVHQW�DUWLFOH�� LO�VHUDLW�XWLOH�GHVDYRLU�j�TXRL�LPSXWHU�FHWWH�YDULDELOLWp��(VW�HOOH��FRPPH�OH�VXSSRVH�OH�PLQLVWUH��GXH�j�OD�YDULDELOLWpGHV�HQVHLJQDQWV�TXDQW�DX[�GHYRLUV�TX·LOV�LPSRVHQW��RX�j�O·LQYHVWLVVHPHQW�GLIIpUHQW�GHV�SDUHQWV�"
/·XQ�GHV�REMHFWLIV�GH� OD�FLUFXODLUH�HVW�GH�SDOOLHU� OHV�GLIIpUHQFHV� HQWUH� HQIDQWV� HQ� FH�TXLFRQFHUQH� O·DLGH�TX·LOV�SHXYHQW� UHFHYRLU� j� GRPLFLOH��2Q�HVWLPH� HQ� HIIHW� TXH� FHUWDLQV� RQW� GURLW� jGDYDQWDJH�GH�VRXWLHQ�SDUHQWDO�TXH�G·DXWUHV��SDU�H[HPSOH�SDUFH�TXH�FHUWDLQV�SDUHQWV�Q·RQW�SDV� OHWHPSV�RX�TX·LOV�QH�VH�VHQWHQW�SDV�FDSDEOHV�G·DLGHU�OHXU�SURJpQLWXUH��6RXOLJQRQV�TXH�OH�GpFUHW�GX���MXLOOHW�������DXTXHO�1ROOHW�IDLW�UpIpUHQFH�HQ�PDL�������VWLSXOH�TXH� OHV�WUDYDX[�j�GRPLFLOH�GRLWWRXMRXUV�SRXYRLU�rWUH�UpDOLVpV�VDQV�O·DLGH�G·XQ�DGXOWH�
/H�JUDSKLTXH���GRQQH�XQH�YXH�G·HQVHPEOH�j�SURSRV�GH�FH�VRXWLHQ�SDUHQWDO��/D�UpSRQVH©�VDQV�REMHW�ª� UHSUpVHQWH� OHV�SDUHQWV�GRQW� O·HQIDQW�Q·D�SDV�GH�GHYRLU� j� HIIHFWXHU��'H�QRXYHDX�� ODTXHVWLRQ�D�pWp�SRVpH�SRXU�OHV�PHUFUHGLV��OHV�ZHHN�HQGV�HW�OHV�MRXUV�FRPSOHWV��,FL��OD�PqUH�HW�OH�SqUHGH�O·HQIDQW�RQW�pWp�LQWHUURJpV�GH�IDoRQ�GLVWLQFWH�
*UDSKLTXH�����$LGH�GHV�SDUHQWV��PqUH�HW�SqUH��GDQV�OHV�GHYRLUVGraphique 2: Aide de s pare nts (m è re e t pè re ) dans le s devoirs
65,8
50,4
61,2
37,7 38
9
18,8
28,1
18,8
2726,425,8
45,2
30,7
10,1
27,5
21,7
16,8
1,7
15,9
21,7
17,1
1,40
10
20
30
40
50
60
70
mère père mère père mère père
Pou
rcen
tage
s
oui
non
sans objet
omission
Jours d'école Mercredis Week-ends
______________________________________________________________________10 Les devoirs : un canal de communication entre l’école et les familles ?
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(Q�JpQpUDO�� SUqV�GH�GHX[� WLHUV�GHV�PDPDQV� DLGHQW� OHXU� HQIDQW� GDQV� VHV� GHYRLUV��&HWWHSURSRUWLRQ� HVW� SOXV� IDLEOH� OHV�PHUFUHGLV� HW� OHV�ZHHN�HQGV��PDLV� FHWWH� GLPLQXWLRQ� V·H[SOLTXH� SDUO·LPSRUWDQFH�JUDQGLVVDQWH�GH�OD�UpSRQVH�VDQV�REMHW���RQ�D�YX�HQ�HIIHW�TXH�GDYDQWDJH�G·pOqYHV�Q·RQWSDV�GH�GHYRLUV�OHV�PHUFUHGLV�HW�OHV�ZHHN�HQGV�
,O� UHVWH� TX·XQ� WLHUV� GHV� pOqYHV� QH� EpQpILFLH� SDV� GH� FH� VRXWLHQ� SDUHQWDO�� FH� TXL� HVWFRQVLGpUDEOH�HW�SHXW�FRQVWLWXHU�XQH�HQWUDYH�j�O·pTXLWp�GX�V\VWqPH�VFRODLUH�WHO�TX·LO�HVW�FRQoX��&HQRPEUH�HVW�FHSHQGDQW�j� UHODWLYLVHU��� HQ� HIIHW�� LO� VH�SHXW�TXH�FH� VRXWLHQ� VRLW� DVVXUp�SDU�XQ� DXWUHDFWHXU� TXH� OHV� SDUHQWV� �O·pGXFDWHXU� UHVSRQVDEOH� GHV� pWXGHV� VXUYHLOOpHV�� OHV� JUDQGV�SDUHQWV�� HWF���&·HVW�GDQV�OH�EXW�GH�SUpFLVHU�FHW�DVSHFW�TXH�OHV�SDUHQWV�TXL�GpFODUHQW�QH�SDV�DLGHU�OHXU�HQIDQW�RQWpWp�LQYLWpV�j�HQ�GRQQHU�OH�SRXUTXRL��Y��JUDSKLTXH����
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6860
1910
1415
516
109
34
23
13
12
35
0 20 40 60 801) l’enfant n’en a pas besoin
2) il vaut mieux ne pas aider
3) l’enfant refuse l’aide
4) manque de temps
5) l'enfant va aux études surveillées
6) voudrait bien mais trouve que c'est diff icile
7) est opposé aux devoirs
8) les tâches sont partagées
9) l'enfant bénéficie déjà de l'aide d'un(e) frère ou sœur
10) Autres
mèrepère
Graphique 3 : Pourquoi certains parents n’aident-ils pas leur enfant lors de ses devoirs ?
Pourcentage (sur un total de 110 familles)
______________________________________________________________________11 Les devoirs : un canal de communication entre l’école et les familles ?
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A quelle fréquence donnez-vous des devoirs ?
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______________________________________________________________________12 Les devoirs : un canal de communication entre l’école et les familles ?
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Si vous donnez des devoirs, combien de minutes de travail estimez-vous que vos élèves doivent y consacrer ?
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Pas de devoirs Moins de 15’ Entre 15’ et 30’ Entre 31’ et 60’ Plus d’uneheure
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______________________________________________________________________13 Les devoirs : un canal de communication entre l’école et les familles ?
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Quel type de travail donnez-vous à la maison ?
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Dictées Leçons Récitations Textes à lire Ex. de Math Ex. deFrançais
Types de devoirs
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Rarement
Parfois
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______________________________________________________________________14 Les devoirs : un canal de communication entre l’école et les familles ?
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culturel, in Recherches convergentes sur le diagnostic et la compensation des handicaps socio-culturels affectant des enfants de 0 à 7 ans,Ministère de l’Education nationale et de la Culture française.
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