Autonomie et hétéronomie dans l'évaluation des politiques publiques

Le cas de l'évaluation du plan d'amélioration de la mixité sociale dans les collèges du département de la Haute-Garonne

Abstract

This article questions the notions of autonomy and heteronomy through the case of an R-I E (research-intervention evaluation) currently underway, focusing on the system of social mix in the colleges of the Haute-Garonne department. Drawing in turn on organisational learning (Argyris and Schön) and the pragmatist philosophy, we establish a link between the referentialisation approach, a dialectical type of evaluation, and the procedures for the participation of the actors involved in the system. The tension between the latter in a political report gives rise to new perspectives on the determination of what is of value. This process also requires the creation of shared transaction spaces. The formation of values, in Dewey's sense, will generate postures of engagement in evaluative action or critical exteriority which are, from our point of view, the necessary conditions for double-loop learning. The integration of heterogeneous frameworks in the evaluation of the system therefore appears to be a democratic issue and a challenge for the maintenance and development of the system in a perspective that respects the heterogeneity of the actors.