Gilles Brougère

Université Paris 13 Nord | Paris 13 Nord · Centre de Recherches interuniversitaires, expérience, ressources culturelles - EXPERICE - EA 3971 UP13-UP8

Writing about gamification is a paradox which is not only related to the term but also to considering that such a term can be used as if it was a concept; the uses of the term are in no way stabilized. The paradox is that gamification is a degamification: it is a question of using a game, of taking elements and characteristics to implant them in an...

À partir d’un travail d’observation ethnographique et d’entretiens in situ, l’article décrit et analyse les apprentissages, essentiellement sur soi, effectués dans l’espace-temps de voyages auto-organisés d’une longueur supérieure à deux mois par des personnes déjà engagées dans la vie active. Il s’agit d’un espace vécu comme autre, ce qui en fait...

Preceded by an original presentation, this article is a re-edition of a text published in 1979. It explores the specificity of edition games, whose rules are linked to the commercialization of the material. It is a new way of constructing a ludic culture after the oral transmission or by observation and the use of rule books. This new framework for...

Written by specialists of cultural and creative industries of chilhood and youth, this book offers new international and pluridisciplinary insights into the world of media and cultural goods in children’s and young people’s lives. Far from univocal disciplinary discourses that ignore each other, the authors examine various social issues related to...

By observing the production of an animated cartoon and through interviews with its different contributors, the aim of this paper is to understand how the collaboration and the positioning of the authors were co-ordinated in the case of a product designed for children. The authors of the original comic books were substantially involved in the creati...

A toy is mainly an object addressed to children. It must persuade children or parents who are its addressee. To analyze this kind of communication, we can use the notion of rhetoric-that is, what the toy means to its recipient, how the object seduces, catches, and captures the consumer and/or the user, child, or adult on behalf of the child. The ma...

Behind the terms "play" and "game" we find some activities which have all the features of play, others which are hybrids between games and school exercises, and still others we call "playful activities" but whose link with play is often tenuous except for the fact they are supposed to be less boring and more fun. In language learning contexts, such...

From unstructured or informal learning to unstructured or informal education Analysis of how there can be learning outside educational situations leads, despite the evidence, to difficulties linked to contestable nomenclature and to resistance. Yet it is essential to conceptualize such a dimension, whatever it is called, that may appear to be funda...

This article analyses the building up of the toy’s choice by the children between 5 to 11 years old. We try to understand how different features are involved, how children detect signs inside toys, packaging, catalogues, advertisements to consider if a toy is appropriate for them and, beyond this, to catch the role of a taste regarding the toys. Th...

Ce chapitre introductif retrace l’itineraire de Jacques Henriot quant a sa pensee du jeu, d’une premiere approche phenomenologique ancree dans son travail de philosophe de l’obligation a celle centree sur l’idee de jeu, interrogeant les usages meme du mot en relation avec la facon dont chacun pense le jeu. L’inflexion est en lien avec le role qu’il...

Using focus groups with early childhood education and care professionals and preschool teachers working in four settings (a day care center, a day care for two to three-year-old children, a “classe passerelle” and a class for younger children in a nursery school) which receive two to three-year-old children, this article attempts to know the profes...

This chapter connects two areas: that of early childhood education (particularly for children under the age of three) and adult education in a framework where there is no explicit educational objective. Using the concepts of participation, community of practice and repertoires of practices, it examines and elaborates the different kinds of particip...

Version française d'un chapitre paru dans l'ouvrage "Human Activity, Social Practices and Lifelong Education. Francophones Perspectives" édité par Marc Durand.

Cette communication etudie le design dans le cadre de l’adresse des produits aux enfants. Celui-ci apparait comme s’opposant a la culture populaire au nom du bon gout en relation avec un projet educatif visant l’enfant. La mise en avant de la fonction conforte le design dans cette direction. Cependant cet enracinement dans une rhetorique de la fonc...

Le texte attaché est la version française du chapitre publié en anglais paru dans Visual communication (978-3-11-025548-5 )

Purpose – This paper was presented at the CTC conference of Milan 2012. It aims to analyse how licensing is used in the different ways of addressing items to children. This way of addressing the child can be called rhetoric in that it is a way of persuading, seducing, capturing children with the product itself. For this, the object has to be fun, a...

This article will examine the relationship between learning and tourist practices in two fields of survey: social tourism and self-observation. Daily learning resulting from tourist activities developed for integrating disadvantaged communities into a mainstream norm, learning the tourist practice itself, and learning stemming from the tourist prac...

Toys and the rhetoric of education Today the main rhetoric is making the toy-object fun. Another one consists in looking at the child as a being to be educated and developed. This text aims to describe the rhetoric of education through some contemporary toys and to analyse education more like a speech, a picture than a reality. However, the importa...

Cet article explore la façon dont on adresse un objet à l’enfant, c’est-à-dire la rhétorique à l’œuvre pour séduire les enfants (et les parents dans certains cas). Si l’éducation peut être présente pour certains produits, domine très largement aujourd’hui une rhétorique du fun, une association de l’objet à l’enfance via le divertissement et l’inser...

Many academic disciplines contribute to the tourism studies, but it is not the case for educational sciences. More generally the issue of the relationship between education and tourism, or those of the tourism practice as learning place has no room in the scientific literature. The reference to the Grand Tour, to cultural tourism, or to the questio...

Purpose This paper aims to understand, from a theoretical standpoint and from an empirical perspective, why food products can be designed and perceived as “playful” and “funny”. Drawing on the experiential framework developed in marketing research and recent advances in theories of play, it seeks to clarify the conceptual articulation of “play” wit...

French discussions on nursery education appear to be removed from international discussions on this subject, as if it did not belong to the same pre-school sphere. French nursery education seems to be developing in a bubble that shields it from the issues of quality and diversity as they are considered in other countries; research, which is widely...

La multiplication des usages de la notion « d'informel » dans le champ de l'éducation contribue à l'opacification de ce qui est désigné ou qualifié par ce terme aux connotations diverses, valorisées ou décriées. Cette note de synthèse dresse une cartographie des usages de la notion à partir d'une recension des travaux de recherche francophones et a...

The increase in the number of times the notion of “informal” is mentioned in the field of education helps what is named or qualified as such to become more opaque. This word has various overtones depending on whether it is enhanced or decried. This synthesis note makes up a cartography of the use of the notion based on a recension of research works...

The increase in the number of times the notion of "informal" is mentioned in the field of education helps what is named or qualified as such to become more opaque. This word has various overtones depending on whether it is enhanced or decried. This synthesis note makes up a cartography of the use of the notion based on a recension of research works...

This article analyses the toy house as an object away from its usual context, using a socio-anthropological approach. In an earlier publication (2003), Brougère analysed the social dimension of the toy where it was viewed as part of a socially built system of networks involving many actors (manufacturers, parents, children and others) and many proc...

Beginning with Tolkien and ending with Yu-Gi-Oh, this article traces some key themes in the development of the popular culture of children and adolescents. This culture is characterized today by the diversity and interpénétration of media and the growing importance of trading cards, role playing games, and video games. The work of Tolkien has contr...

Gilles Brougère L'enfant et la culture ludique 1 Toute une école de pensée, reprenant les grands thèmes romantiques inaugurés par Jean-Paul Richter et E.T.A. Hoff-mann, voit dans le jeu le lieu de la création culturelle par excellence. On doit à Winnicott la réactivation d'une pensée pour laquelle l'espace ludique va permettre au sujet de créer et...

This article introduces and outlines the issues in question which this number of Education et Sociétés examines, namely informal learning in leisure and entertainment activities. In order to do so it presents as a starting point for its author the necessity to refer to this notion. It is indeed the multiple difficulties inherent in the relation betw...

La France vit le paradoxe d'un système préscolaire qui, bien que recevant des enfants à partir de deux ans, se pense comme école, mais cette situation assez exceptionnelle au regard de ce qui se passe ailleurs semble plus considérée comme une norme universalisable que comme un trait culturel spécifique. A travers des comparaisons mettant en évidenc...

La professionnalisation des métiers de la petite enfance et plus particulièrement celle des assistantes maternelles est sans doute, aujourd’hui, un enjeu essentiel de l’amélioration de la qualité de l’accueil du jeune enfant. Encadrement institutionnel et formations sont proposés pour accompagner ce processus qui se retrouve également dans l’activi...

Children’s play and adult gaming, each of which are present in the world of education and training, too often refer to different explanatory paradigms. Is this distinction a legitimate one? In what way? This special issue of S&G and this introduction endeavor to provide some answers to these questions, based both on theoretical reflections and on e...

La ludotheque en se structurant a partir du jouet et de l'activite ludique se presente comme une des rares institutions pour enfants qui s'inserent dans le domaine du loisir. Sa distanciation par rapport au modele educatif « institutionnel » remet en cause les facons habituelles de penser qui, en donnant une vocation educative a toute activite enfa...

Le jeu est pour certains systemes prescolaires au centre de l'activite alors que d'autres, telle l'ecole maternelle francaise, en font une activite marginale. Situer la place de l'activite ludique au sein de la pedagogie prescolaire revient a s'interroger sur les objectifs de celle-ci. Nous nous appuyons pour cela sur la comparaison des programmes...

The author describes his work in the field of toys and play, particularly their relationship to education. He recounts how he moved from a preoccupation with the toy as object, through a deep interest in play as a contextualized activity, to a growing concern with simulation/games for adult training. This has brought a renewed breadth and depth to...

Culture préscolaire, qu'est-ce à dire ? Peut-on parler de culture préscolaire ? Certains auteurs ont fait émerger l'idée d'une culture scolaire, même s'ils n'emploient pas le terme. Ainsi Robin Alexander (2000) montre la dimension culturelle de la pédagogie de l'école primaire à travers la comparaison de cinq pays, l'Angleterre, la France, l'Inde,...

DEUXIÈME CHAPITRE OBJECTIFS Présenter les critères du jeu. – Analyser les activités qui associent jeu et dimensions éducatives, ou la – rencontre de la forme ludique et de la forme (pré)scolaire. RÉSUMÉ Le jeu est moins une activité parmi les autres qu'une mise en forme spécifi que d'activités, une affaire de cadre de l'expérience. Comment cette mi...

Neste artigo, serão retomadas as teses desenvolvidas no livro Jogo e educação (Brougère, 1998), não para questioná-las, mas para ampliar a análise, situando as relações entre jogo e educação no âmbito da educação informal e do lazer, associando atividades adultas e infantis. Tão importante quanto defender uma especificidade do jogo, que tentamos ev...