Aliénation socioscolaire prise deux

Et si l’évaluation scolaire provoquait également une sorte d’aliénation ?

Premier postulat : par l’évaluation, l’élève est aliéné du produit de son travail.

Si le produit du travail de l’élève doit être l’apprentissage et la construction subjective de sens, mais qu’en réalité, tel un salaire pour l’ouvrier, ce qui lui est remis pour ses efforts, c’est une côte, une note ou un bulletin qui sert au tri social, l’évaluation aliène les élèves du fruit de leur travail.

Selon la théorie marxiste de l’aliénation :

«The first aspect of alienated labour is the separation of the worker from the products of the worker's labour. Quote 5:
All these consequences follow from the fact that the worker is related to the product of his labour as to an alien object. For it is clear on this presupposition that the more the worker expends himself in work the more powerful becomes the world of objects which he creates in face of himself, the poorer he becomes in his inner life, and the less he belongs to himself. ... The worker puts his life into the object, and his life then belongs no longer to himself but to the object. The greater his activity, therefore, the less he possesses. What is embodied in the product of his labour is no longer his own. The greater this product is, therefore, the more he is diminished. The alienation of the worker in his product means not only that his labour becomes an object, assumes an external existence, but that it exists independently, outside himself, and alien to him, and that it stands opposed to him as an autonomous power. The life which he has given to the object sets itself against him as an alien and hostile force.» (Marx, Manuscripts, pp. 13-14)


Dans ce cas, l’objet par lequel l’élève est lié à son travail est étranger à lui-même, puisqu’il s’agit d’un valeur accordée à ce travail par une personne en position de pouvoir qui confère par le fait même à ce travail la possibilité d’aliéner l’élève de sa société (par le tri social).

Comme le dit Marx, l’école devient un lieu de travail sans plaisir, parce que ce travail ne sert pas à construire une satisfaction personnelle ou un sentiment de plaisir, mais à faire plaisir aux autres. Les parents, les cégeps, la structure scolaire qui sous-tirent de l’élève des notes pour avoir accès à des conditions de vie décentes sont comme ces marchands capitalistes qui sous-tirent aux travailleurs l’argent requis pour manger, se loger, etc.

b. From the Process of Production or from Work Itself. Quote 6:
«... he does not fulfil himself in his work but denies himself, has a feeling of misery rather than well-being, does not develop freely his mental and physical energies but is physically exhausted and mentally debased. The worker, therefore, feels himself at home only during his leisure time, whereas at work he feels homeless. His work is not voluntary but imposed, forced labour. It is not the satisfaction of a need, but only a means for satisfying other needs. »(Manuscripts, p. 15)