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Thèse Doctorale Rémi Lessard 03/09/13 L’école catholique de langue française de l’Ontario. L’articulation de son apport à la société ontarienne dans le discours public. Synopsis Présenté au Professeur Achiel Peelman, o.m.i., ainsi qu’au comité d’accompagnement Université Saint-Paul, Ottawa, Ontario Le 12 décembre 2012 ©Rémi Lessard, 2013 C.P. 520 Cochrane, ON P0L 1C0 ! L’école catholique de langue française de l’Ontario. L’articulation de son apport à la société ontarienne dans le discours public. Synopsis Engagé depuis longtemps dans le monde de l’éducation au sein de la communauté franco- ontarienne, et toujours soucieux de défendre l’école catholique de langue française, le fait de pouvoir se pencher sur la façon de présenter l’apport de l’école catholique de langue française dans le discours public a incité l’auteur à vouloir faire avancer la recherche en théologie pratique. Il a formulé une hypothèse de travail : l’école catholique de langue française communique peu ou d’une manière incomplète son apport à la société ontarienne dans le discours public. Et comme l’ignorance engendre la méfiance, elle est entre autres, une des raisons qui suscite la contestation du droit à l’existence des écoles catholiques de langue française en Ontario. Afin d’identifier ce qui importe aux écoles catholiques de langue française de communiquer à la société ontarienne, l’auteur, dans un premier chapitre présente le rôle qu’une société de plus en plus sécularisée attend de l’école. Il commence par décrire les fondements juridiques et historiques des écoles catholiques de langue française en Ontario pour ensuite brosser le tableau de la structure organisationnelle du système éducatif de la province. Pour ce faire, l’auteur s’inspire du rapport remis à l’UNESCO par la Commission internationale sur l’éducation pour le vingt et unième siècle, d’une certaine revue de la littérature sur l’éducation dans une société séculière et des recommandations formulées par la Communauté franco- ontarienne catholique lors de ses deux Symposiums sur l’éducation, celui de 2001 et celui de 2011. ! 1! Dans un deuxième temps, l’auteur examine la théologie et l’ecclésiologie pour décrire les attentes de l’Église catholique quant au rôle que doit jouer l’école catholique, plus particulièrement dans la mission de l’Église. Il pose d’abord un regard sur la mission de l’Église universelle, tout en utilisant le paradigme de l’inculturation défini par le théologien Achiel Peelman o.m.i.. Ce paradigme permet à l’auteur d’exposer le triple fondement christologique, ecclésiologique et pneumatologique de l’inculturation et de décrire l’apport particulier du Synode de 1974 à la mission de l’Église, ainsi que ses conséquences sur l’école catholique. Ce deuxième chapitre articule également la théologie de l’humanisation qui sous- tend le projet de l’école catholique. Ce projet d’humanisation est défini, ses dimensions personnelle et communautaire sont exposées et on le propose comme le véritable lieu du dialogue interreligieux et sociétal. À même la pensée d’André Fossion s.j., théologien belge, l’auteur poursuit sa réflexion en présentant un paradigme nouveau sur l’annonce et sur la proposition de la foi, de même que son application aux écoles catholiques de langue française de l’Ontario. Il est à noter que tout au long de cette section, un regard est également posé sur la mission que se sont donnée les écoles catholiques de langue française en 2005, afin d’établir, s’il y a lieu, des corrélations entre la mission de l’école et celle de l’Église universelle. À partir des données recueillies dans les deux premiers chapitres, pour valider ou infirmer son hypothèse, l’auteur concevra une grille d’analyse qui lui permettra d’évaluer un corpus de 1025 articles de journaux datés de 2001 à 2011, tirés de huit quotidiens, hebdomadaires ou mensuels franco-ontariens. Seront par la suite élaborés et justifiés successivement le choix des journaux utilisés et la méthodologie retenue. Au terme d’une brève analyse du contenant, une analyse plus exhaustive du contenu sera entreprise à même les catégories suivantes : histoire, langue et culture, services, attentes de la société moderne, dialogue, attentes envers l’école confessionnelle, partenariat, mission de l’école catholique, attentes de la communauté franco-ontarienne catholique, ambassadeurs, ambassadrices et finalement la mission de l’Église. ! 2! Une fois l’analyse des articles journalistiques complétée, l’auteur formule des recommandations aux différents intervenants et intervenantes des écoles catholiques de langue française afin qu’ils puissent mieux communiquer leur apport à la société ontarienne. Finalement, l’auteur résume sa motivation, son but et sa démarche dans la conclusion de son travail. Il dit espérer avoir rencontré les objectifs de la théologie pratique et les attentes de l’Église exprimées par les Pères Synodaux en octobre 2011 quant au rôle des institutions de formation et de recherche dans son action éducative. En dernier lieu, il propose sa recherche comme une première réflexion sur le sujet et il invite d’autres chercheurs à la poursuivre. ! ! 3! L’école catholique de langue française de l’Ontario. L’articulation de son apport à la société ontarienne dans le discours public. Présenté au Professeur Achiel Peelman, o.m.i., ainsi qu’au comité d’accompagnement Université Saint-Paul, Ottawa, Ontario Le 12 décembre 2012 ©Rémi Lessard, 2013 C.P. 520 Cochrane, ON P0L 1C0 ! ! Pour toi Rosaire, qui dès 1990, m’avait déjà proposé d’entreprendre ces études du Doctorat en théologie pratique. Un grand merci à mon accompagnateur de thèse, le Père Achiel Peelman, o.m.i., pour ses conseils et sa grande disponibilité et à Mme Édith Lamontagne, mentor attitrée, pour son soutien et son amitié. Merci également à Lesya Sabada et à Junior Smith, collègues au programme du doctorat. Sans l’appui de ces personnes, je n’aurais su compléter ce programme et la rédaction de cette thèse. ! Introduction Ce qui se conçoit bien s'énonce clairement — Et les mots pour le dire arrivent aisément.! L'Art poétique (1674) Voilà le grand défi de celui ou celle qui entreprend la rédaction d’une thèse doctorale : savoir transmettre d’une façon ordonnée, concise et claire le fruit d’une recherche particulière. J’espère ajouter des éléments nouveaux à la réflexion déjà entamée sur un sujet précis. Ce projet doctoral étudiera l’articulation, dans le discours public, de l’apport de l’école catholique de langue française à la société ontarienne. Cet apport est-il énoncé clairement et les mots pour le dire transmettent-ils une conception claire et sans équivoque? L’introduction de ce travail présentera l’expérience et les motivations personnelles qui ont conduit l’auteur à entreprendre une telle recherche. Suivant la méthodologie de Benoît Gauthier, elle résumera également la démarche suivie pour la recherche : énoncé du problème, formulation d’une question de recherche, pertinence de la recherche, regard sur les études théoriques, hypothèse retenue et précision du corpus sélectionné pour exécuter la recherche. A. Expériences et motivations personnelles L’entreprise d’un projet doctoral doit nécessairement être justifiée par des motivations personnelles. C’est mon expérience auprès des écoles catholiques de langue française qui m’a motivé, de façon particulière, à m’aventurer dans cette étude. Quoiqu’aujourd’hui mon engagement soit moins direct dans le monde de l’éducation en Ontario, je ne peux pas faire abstraction de mes expériences vécues dans ce domaine. Mon engagement en éducation est à l’origine de mon désir d’écrire cette thèse. Je porte les cicatrices de la confrontation politique et les épaulettes de certaines victoires. D’abord, à titre de président du Conseil scolaire des écoles séparées catholiques de Hearst et à titre de président de l’Association française des conseils scolaires de l’Ontario, j’ai dû revendiquer les droits des francophones en matière d’éducation. Les défis étaient variés : financement, gestion, pédagogie. À cette époque, les ! 1! ! ! francophones siégeaient dans des Sections minoritaires linguistiques au sein des conseils scolaires. La majorité de ces Sections étant généralement de langue anglaise, il fallait continuellement établir des alliances politiques afin d’obtenir gain de cause. De plus, les écoles catholiques de langue française recevaient des subventions moindres que les écoles dites publiques même si elles étaient toutes deux subventionnées par les deniers publics. Les revendications ont engendré des conflits avec les conseillers et conseillères scolaires de langue anglaise. À titre d’exemple, lorsque le gouvernement ontarien restructura le financement de l’éducation en Ontario, le Conseil scolaire public de Toronto a vu, du soir au matin, ses revenus diminuer de 100 millions de dollars. Cette situation créa nécessairement beaucoup d’animosité envers ceux et celles qui avaient fait pression auprès du gouvernement pour accélérer la réforme du financement. Aujourd’hui, en tant que prêtre catholique responsable de soutenir la pastorale dans les écoles catholiques de ma paroisse et comme membre de la Commission de l’éducation de l’Assemblée des évêques de l’Ontario, cette question m’intéresse toujours. Animé par la motivation de mes devanciers et devancières, j’ai à cœur d’assurer à la minorité francophone de l’Ontario, une éducation catholique en langue française. Selon le philosophe-historien Marcel Gauchet, une conception de l’éducation qui intègre la foi et le religieux est un anachronisme pour les tenants de la modernité1, mais selon Lois Sweet, journaliste au quotidien Globe and Mail, cette conception est désirée par de nombreux parents de diverses religions en Ontario contemporain.2 Malgré mon implication moins active en éducation, je me perçois et je suis toujours perçu par plusieurs comme un défenseur de l’éducation catholique de langue française en Ontario. Il faut admettre que j’ai un préjugé en sa faveur.
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