Le rapport au savoir des élèves en transition du primaire au secondaire : une revue de littérature

Abstract

This narrative literature review explores the relationship to knowledge (RK) and its influence on student engagement, particularly through their school experiences, social contexts, and institutional expectations. In primary school, learning is often shaped by emotional and social bonds. In contrast, at the secondary level, RK becomes more focused on performance and evaluation, leading to a certain distance from knowledge among students, especially those from disadvantaged backgrounds. Studies describe a significant evolution of RK between primary and secondary school, but they do not specifically address the school transition. Yet, in many studies, the move from primary to secondary school is presented as a particularly challenging stage for students. This is why gaining a deeper understanding of the evolution of RK, especially through interactive processes during this period, offers a promising avenue for research to help prevent school dropout and adapt pedagogical practices.