Coexistence and high schools: pedagogical alternatives around the perspective of Philippe Meirieu

Abstract

The subject of this article is detached from a doctoral research dedicated to the study of what is popular - and questionably - known as "school violence". The objective of the paper focuses on the search, analysis and systematization of alternative pedagogical strategies aimed at strengthening coexistence in secondary schools. To carry out this task, a qualitative method based on three data sources was implemented: bibliographic tracking, analysis of a film and record of testimonies. In line with what could be considered "the pedagogy" of Philippe Meirieu, three experiences were selected around a computer criterion: the passage from the penalty to "positive transformation".