Publié dans : L’autre 2025, Vol. 26, n°3
Dossier : Les familles et l’école
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Métissage famille-école : l’adaptation scolaire dans un contexte interculturel
Cet article examine comment l’école peut soutenir une adaptation scolaire inclusive dans des contextes de diversité culturelle et sociale. À partir d’une approche écosystémique articulant quatre niveaux d’analyse interdépendants (ontogénétique, microsystémique, mésosystémique et macrosystémique), il propose de penser l’adaptation comme un processus de co-ajustement systémique entre élèves, familles, professionnel·les et institutions. S’appuyant sur la psychologie du développement, la sociologie de l’éducation, les recherches interculturelles et la psychiatrie transculturelle, il propose le concept de métissage éducatif, comme un processus d’hybridation réciproque où pratiques scolaires et repères familiaux se transforment l’un par l’autre pour générer de nouveaux cadres de sens partagés. L’analyse fait ressortir quatre leviers complémentaires : la prise en compte ciblée des apports culturels des familles, une coopération école-famille structurée, un climat de classe lisible et bienveillant, ainsi que le soutien formatif des équipes. En prenant en compte les obstacles institutionnels à l’inclusion et la nécessité d’adapter les repères pédagogiques, l’article présente une école collaborative et réflexive, capable de mettre en valeur la diversité tout en maintenant un cadre commun.
Mots-clés : théorie systémique, adaptation scolaire, transculturel, éducation, relation éducative, relation interculturelle, famille, école.
Interbreeding family and school cultures: Educational adaptation in an intercultural context
This article examines how schools can support inclusive educational adaptation in contexts of cultural and social diversity. Using an ecosystemic approach that articulates four interdependent levels of analysis (ontogenetic, microsystemic, mesosystemic and macrosystemic), it proposes thinking of adaptation as a process of systemic co-adjustment between students, families, professionals and institutions. Drawing on developmental psychology, the sociology of education, intercultural research and transcultural psychiatry, it proposes the concept of educational cross-fertilisation as a process of reciprocal hybridisation in which school practices and family reference points transform each other to generate new shared frameworks of meaning. The analysis highlights four complementary levers: targeted consideration of families’ cultural contributions, structured school-family cooperation, a clear and supportive classroom environment, and formative support from teams. Taking into account the institutional barriers to inclusion and the need to adapt educational benchmarks, the article presents a collaborative and reflective school, capable of highlighting diversity while maintaining a common framework.
Keywords: systemic theory, academic adaptation, transcultural, education, educational relationship, intercultural relationship, family, school.
Mestizaje familia-escuela: la adaptación escolar en un contexto transcultural
Este artículo examina cómo las escuelas pueden favorecer la adaptación escolar inclusiva en contextos de diversidad cultural y social. Basado en un enfoque ecosistémico que articula cuatro niveles de análisis interdependientes (ontogenético, microsistémico, mesosistémico y macrosistémico), el artículo propone pensar la adaptación como un proceso de ajuste sistémico entre estudiantes, familias, profesionales e instituciones. Basándose en la psicología del desarrollo, la sociología de la educación, la investigación intercultural y la psiquiatría transcultural, el concepto de mestizaje educativo es propuesto, como un proceso de hibridación recíproca donde las prácticas escolares y las referencias familiares se transforman entre sí para generar nuevos espacios de significado compartido. El análisis destaca cuatro aspectos complementarios: la consideración específica de las contribuciones culturales de las familias, la cooperación estructurada entre la escuela y la familia, un ambiente escolar claro y acogedor, así como el apoyo formativo de los equipos. Teniendo en cuenta las barreras institucionales para la inclusión y la necesidad de adaptar los puntos de referencia pedagógicos, el artículo presenta una escuela colaborativa y reflexiva, capaz de valorar la diversidad manteniendo un marco común.
Palabras clave: teoría sistémica, educación especial, transcultural, educación, relación educativa, relación intercultural, familia, escuela.
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