La participation à des projets culturels dans des écoles montréalaises en milieu défavorisé : un vecteur d’émancipation ?

Abstract

The participation to cultural projects seems to offer numerous profits, but it is not defined always clearly. Recognizing that the arts are not neutrals from a social point of view, our search took into account the specificities of the artistic creation, to study pupils’ participation of the primary sector to a project of creation with artists, in particular these effects on the pupils, the artists and the teachers. Of ethnographical type, this research exploited the analysis of semi-directive interviews with pupils, artist and teacher and observations realized during the various stages of the project of creation with the pupils. The interpretation of its results questions how the participation in artistic activities can activate a project of emancipation by a sharing of the sensitive by developing author’s posture.