{"id":133,"date":"2026-05-03T14:18:25","date_gmt":"2026-05-03T12:18:25","guid":{"rendered":"https:\/\/guillaumecamuset.fr\/?p=133"},"modified":"2026-05-26T12:42:38","modified_gmt":"2026-05-26T10:42:38","slug":"bibliographie","status":"publish","type":"post","link":"https:\/\/guillaumecamuset.fr\/index.php\/2026\/05\/03\/bibliographie\/","title":{"rendered":"Bibliographie"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">Ardoino, J. (1999). <em>\u00c9ducation et politique<\/em>. Anthropos.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Averlant, P. (2007). Sur la formation des adultes. <em>Vie sociale et traitements, 96<\/em>(4), p. 101-103. <a href=\"https:\/\/doi.org\/10.3917\/vst.096.0101\">https:\/\/doi.org\/10.3917\/vst.096.0101<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Beaudoin, C. (dir.). (2022). <em>La relation enseignant-\u00e9l\u00e8ve : perspectives affective, humaniste, cognitive et sociale<\/em>. Presses de l&#8217;universit\u00e9 du Qu\u00e9bec.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Bellelle, S. (2014). <em>L\u2019approche transductive en analyse institutionnelle : les deux logiques de l\u2019\u00e9ducation tout au long et tout au large de la vie<\/em>. [Th\u00e8se de doctorat]. Universit\u00e9 Paris VIII Vincennes Saint-Denis.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Blanchet, A. et Trognon, A. (2008). <em>Psychologie des groupes. 2<sup>\u00e8me<\/sup> \u00e9dition. <\/em>Armand Colin.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Bodrie, B., Juan, M. et Carrel, M. (2022). Recherches participatives et \u00e9pist\u00e9mologies radicales&nbsp;: un \u00e9tat des lieux. <em>participations, 1<\/em>, p. 11-50.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Bourlez, F.&nbsp;(2025). <em>Tacts : remanier la psychanalyse avec les f\u00e9ministes et les queers. <\/em>Presses Universitaires de France.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Carr\u00e9, P. (2005). <em>L\u2019apprenance : vers un nouveau rapport au savoir. <\/em>Dunod.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Charlot, B. (2006). La question du rapport au savoir : convergences et diff\u00e9rences entre deux approches. <em>Savoirs, 10<\/em>(1), p. 37-43. <a href=\"https:\/\/doi.org\/10.3917\/savo.010.0037\">https:\/\/doi.org\/10.3917\/savo.010.0037<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Charlot, B. (2013). \u00ab L&#8217;\u00e9quation p\u00e9dagogique fondamentale : &#8220;Apprendre = Activit\u00e9 intellectuelle + Sens +&nbsp;Plaisir&#8221; \u00bb. <em>Diversit\u00e9, n\u00b0174<\/em>, p. 15-19.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Charlot, B. (2020). Bien \u00eatre&nbsp;: Bernard Charlot&nbsp;: Oui, il faudrait penser le bonheur d\u2019apprendre\u2026 . <em>Le caf\u00e9 p\u00e9dagogique. <\/em>Disponible \u00e0 <a href=\"https:\/\/www.cafepedagogique.net\/2020\/03\/05\/bien-etre-bernard-charlot-oui-il-faudrait-penser-le-bonheur-d-apprendre\/\">https:\/\/www.cafepedagogique.net\/2020\/03\/05\/bien-etre-bernard-charlot-oui-il-faudrait-penser-le-bonheur-d-apprendre\/<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Clair, I. (2022).&nbsp;Nos objets et nous-m\u00eames&nbsp;: connaissance biographique et r\u00e9flexivit\u00e9 m\u00e9thodologique.&nbsp;<em>Sociologie<\/em> [En ligne], <em>N\u00b0 3, vol. 13<\/em>, mis en ligne le 01 septembre 2022, consult\u00e9 le 03 d\u00e9cembre 2024. URL&nbsp;: <a href=\"http:\/\/journals.openedition.org\/sociologie\/10578\">http:\/\/journals.openedition.org\/sociologie\/10578<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Collins, N. et Miller, L.C. (1994). Self-disclosure and liking : A meta-analityc review [La d\u00e9couverte de soi et l\u2019appr\u00e9ciabilit\u00e9 : une revue m\u00e9ta-analytique]. <em>Psychological Bulletin, 116<\/em>(3), p. 457-475. <a href=\"https:\/\/doi.org\/10.1037\/0033-2909.116.3.457\">https:\/\/doi.org\/10.1037\/0033-2909.116.3.457<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Cristol, D., Fernagu, S., Barbier, J-M., Solar, C., Th\u00e9riault, M., Fejes, A., Nicoli, C., Baudoin, J-M., Batal, C., Laot, F., Carr\u00e9, P., Fr\u00e9tign\u00e9, C. et Boutinet, J-P. (2014). Dix ans de recherches en formation des adultes : 2003 \u2013 2013. <em>Savoirs, N\u00b033<\/em>. L\u2019Harmattan.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Cunningham, D. (2014). <em>L\u2019\u00e8re de l\u2019\u00e9go\u00efsme : comment le n\u00e9olib\u00e9ralisme l\u2019a emport\u00e9<\/em>. \u00c7a et l\u00e0.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">De Cock, L. et Pereira, I. (2019). <em>Les p\u00e9dagogies critiques<\/em>. Agone.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">De Waal, F. (2022). <em>Diff\u00e9rents : le genre vu par un primatologue<\/em>. Les Liens qui Lib\u00e8rent.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Dhamma de la For\u00eat. (s. d.). <em>Dhammapada : les stances du dhamma. <\/em>[PDF]. Disponible \u00e0 : <a href=\"https:\/\/www.google.com\/url?sa=t&amp;source=web&amp;rct=j&amp;opi=89978449&amp;url=http:\/\/www.dhammadelaforet.org\/sommaire\/dhp\/dhammapada.pdf&amp;ved=2ahUKEwjxk4mni7aUAxWKK_sDHcCHOs4QFnoECA0QAQ&amp;usg=AOvVaw2pDP54tKmuUyWlyiPE0fsV\">http:\/\/www.dhammadelaforet.org\/sommaire\/dhp\/dhammapada.pdf&amp;ved<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Espinosa, G. (2026). <em>L\u2019affectivit\u00e9, les \u00e9motions et les relations de l\u2019\u00e9l\u00e8ve \u00e0 l\u2019\u00e9cole&nbsp;: des cl\u00e9s pour le bien-\u00eatre et la r\u00e9ussite<\/em>. Presses de l\u2019Universit\u00e9 de Qu\u00e9bec.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Flamme, K. (2021). Approche m\u00e9thodologique de l\u2019enqu\u00eate auto-ethnographique dans l\u2019\u00e9tude des organisations. <em>\u00bf Interrogations ? Revue pluridisciplinaire des sciences humaines et sociales, N\u00b033<\/em>. <a href=\"https:\/\/hal.science\/hal-03485797\">https:\/\/hal.science\/hal-03485797<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Frankl, V. (2013). <em>D\u00e9couvrir un sens \u00e0 sa vie : gr\u00e2ce \u00e0 la logoth\u00e9rapie<\/em>. J\u2019ai Lu.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Freinet, C. (2016). <em>Le Ma\u00eetre insurg\u00e9<\/em>. Libertalia.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Freire, P. (2018). <em>La p\u00e9dagogie des opprim\u00e9s<\/em> (R\u00e9sistance 71, Trad.). R\u00e9sistance 71.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Gabarron-Garcia, F. (2021).&nbsp;<em>Une histoire populaire de la psychanalyse. <\/em>La fabrique.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Gaberan, P. (2007). <em>La relation \u00e9ducative<\/em>. \u00c9ditions \u00e9r\u00e8s.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Goleman, D. (2014). <em>L\u2019intelligence \u00e9motionnelle : int\u00e9grale<\/em>. J\u2019ai Lu.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Gonon, F. (2024). <em>Neurosciences : un discours n\u00e9olib\u00e9ral<\/em>. Champ social.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Graeber, D. (2018). <em>Pour une anthropologie anarchiste<\/em>. Lux.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Graeber, D. &amp; Wengrow, D. (2021). <em>Au commencement \u00e9tait\u2026 : une nouvelle histoire de l\u2019humanit\u00e9<\/em>. Les Liens qui Lib\u00e8rent.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Herzog, S. &amp; Hertwig, R. (2009). The Wisdom of Many in One Mind. Improving Individual Judgments With Dialectical Bootstrapping [La sagesse de plusieurs en un. Am\u00e9liorer les jugements individuels avec l\u2019amor\u00e7age dialectique]. <em>Psychological Science, 20<\/em>(2), p. 231-237.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Illich, I. (2021). <em>La convivialit\u00e9. <\/em>Points.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Ingold, T. (2018). <em>L\u2019anthropologie comme \u00e9ducation<\/em>. Presses Universitaires de Rennes.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Kosofsky Sedgwick, E. (2008).&nbsp;<em>\u00c9pist\u00e9mologie du placard<\/em>. \u00c9ditions Amsterdam.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Krishnamurti, J. (1995).\u00a0<em>Se lib\u00e9rer du connu. <\/em>LGF.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Lordon, F. et Lucbert, S. (2025). <em>Pulsion<\/em>. La D\u00e9couverte.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Luciani, I. (2014). Se dire en disant le monde : le r\u00e9cit de soi saisi par la performativit\u00e9 ? Dans I.&nbsp;Luciani (dir.), <em>R\u00e9cit de soi, pr\u00e9sence au monde : jugements et engagements Europe Afrique XVI<sup>e<\/sup>-XXI<sup>e<\/sup> si\u00e8cle<\/em> (p.&nbsp;17\u201337). Presses Universitaires de Provence.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Moukheiber, A. (2024). <em>Neuromania : le vrai du faux sur votre cerveau. <\/em>Allary.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Nicolas-Le Strat, P. (2014). <em>La transmission des exp\u00e9riences collectives.<\/em> Disponible \u00e0&nbsp;: <a href=\"https:\/\/www.pnls.fabriquesdesociologie.net\/la-transmission-des-experiences-collectives\/#more-80\">https:\/\/www.pnls.fabriquesdesociologie.net\/la-transmission-des-experiences-collectives\/#more-80<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Nicolas-Le Strat, P. (2016). Le travail du commun. \u00c9ditions du commun.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Nicolas-Le Strat, P. (2023a). Une science sociale \u00e9prouv\u00e9e. [Document in\u00e9dit].<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Nicolas-Le Strat, P. (2023b). De quelle science sociale a-t-on besoin ? [Document in\u00e9dit].<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Paquot, T. (2020). <em>Ivan Illich &amp; la soci\u00e9t\u00e9 conviviale. <\/em>Le passager clandestin.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Perrenoud, P. (1999). Trois conditions pour apprendre en cycles. <em>\u00c9ducateur, 1<\/em>, p. 26-31.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Puig de la Bellacasa, M. (2014). <em>Les savoirs situ\u00e9s de Sandra Harding et Donna<\/em> <em>Haraway. Science et \u00e9pist\u00e9mologies f\u00e9ministes.&nbsp;<\/em>L\u2019Harmattan.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Rahula, W. (2014). <em>L\u2019enseignement du Bouddha : d\u2019apr\u00e8s les textes les plus anciens. <\/em>Points.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Schneuwly, B. (1990). Didactique : quelques notes sur son histoire. <em>La lettre de l&#8217;AIRDF, 7<\/em>, p. 22-24<em>.<\/em><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Soparnot, R. (2019). Rigoureuse oui&nbsp;! Pertinente\u2026 pas s\u00fbr&nbsp;! Dans Moriceau, J.-L. et Soparnot, R. (dir.) <em>Recherche qualitative en sciences sociales&nbsp;: s\u2019exposer,<\/em> <em>cheminer, r\u00e9fl\u00e9chir ou l\u2019art de composer sa m\u00e9thode<\/em> (p.313-318)<em>. <\/em>\u00c9ditions Management &amp; Soci\u00e9t\u00e9.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Staritzky, L. (2023a). <em>La recherche comme exp\u00e9rience(s)<\/em>. Ours Editions.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Staritzky, L. (2023b). Pour une sociologie des tentatives. <em>Agencement, N\u00b09<\/em>, p. 13-37.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Staritzsky, L. (2024). <em>Pour une sociologie des tentatives : faire monde depuis nos vies quotidiennes. <\/em>\u00c9ditions du commun.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Tetlock, P. et Gardner, D. (2020). <em>La science de la pr\u00e9diction \u00e0 port\u00e9e de tous<\/em>. Les Ar\u00e8nes.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Vallet, O. (1999). Le p\u00e9dagogue est un esclave. <em>Mots.&nbsp;Les langages du politiques, 61<\/em>, p. 157-159.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Virat, M. (2019). <em>Quand les profs aiment les \u00e9l\u00e8ves. <\/em>Odile Jacob.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Warner, B. (2021). <em>Assieds-toi et tais-toi. <\/em>Almora.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Warner, B. (2025). <em>Comprendre D\u00f4gen : une introduction \u00e0 l\u2019\u0153uvre majeure du plus grand ma\u00eetre zen japonais. <\/em>L\u2019Originel Charles Antoni.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Ardoino, J. (1999). \u00c9ducation et politique. Anthropos. Averlant, P. (2007). Sur la formation des adultes. Vie sociale et traitements, 96(4), p. 101-103. https:\/\/doi.org\/10.3917\/vst.096.0101 Beaudoin, C. (dir.). (2022). La relation enseignant-\u00e9l\u00e8ve : perspectives affective, humaniste, cognitive et sociale. Presses de l&#8217;universit\u00e9 du Qu\u00e9bec. Bellelle, S. (2014). L\u2019approche transductive en analyse institutionnelle : les deux logiques de [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[8],"tags":[],"class_list":["post-133","post","type-post","status-publish","format-standard","hentry","category-references"],"_links":{"self":[{"href":"https:\/\/guillaumecamuset.fr\/index.php\/wp-json\/wp\/v2\/posts\/133","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/guillaumecamuset.fr\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/guillaumecamuset.fr\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/guillaumecamuset.fr\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/guillaumecamuset.fr\/index.php\/wp-json\/wp\/v2\/comments?post=133"}],"version-history":[{"count":14,"href":"https:\/\/guillaumecamuset.fr\/index.php\/wp-json\/wp\/v2\/posts\/133\/revisions"}],"predecessor-version":[{"id":423,"href":"https:\/\/guillaumecamuset.fr\/index.php\/wp-json\/wp\/v2\/posts\/133\/revisions\/423"}],"wp:attachment":[{"href":"https:\/\/guillaumecamuset.fr\/index.php\/wp-json\/wp\/v2\/media?parent=133"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/guillaumecamuset.fr\/index.php\/wp-json\/wp\/v2\/categories?post=133"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/guillaumecamuset.fr\/index.php\/wp-json\/wp\/v2\/tags?post=133"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}