Enseigner des Questions Socialement Vives : un Champ de Tension Entre l’Education Transmissive et l’Education Transformatrice-Critique
Journal Title: Sisyphus – Journal of Education - Year 2017, Vol 5, Issue 2
Abstract
Cette contribution se propose d’aborder l’intégration de la problématique des questions socialement vives dans la formation des enseignants à partir de l’exemple d’une recherche sur l’éducation au développement durable (EDD). Elle s’appuie sur des données recueillies dans le cadre d’une recherche sur les représentations sociales du développement durable (DD) et les postures au regard de l’EDD de futurs enseignants français et québécois. Le cadre théorique, - construit autour des concepts de questions socialement vives et de pédagogie critique -, ainsi qu’une posture transformatrice-critique, orientent la lecture et l’interprétation des résultats, notamment en soulignant la coexistence de deux approches de l’EDD chez les futurs enseignants : l’une transmissive et l’autre transformatrice-critique. Cela se traduit par des champs de tension se rapportant notamment aux questions de neutralité et de finalités. Le présent article se propose d’illustrer la manière dont ces tensions se manifestent chez les futurs enseignants à partir de résultats issus de douze entretiens semi-directifs. Il apporte ainsi un éclairage approfondi et renouvelé quant aux appuis et obstacles à l’implémentation des questions socialement vives dans les systèmes éducatifs formels. [EN] This paper proposes to discuss the implementation of socially acute questions into teacher training on the example of education for sustainable development (ESD). We describe a study which aims to identify how future Quebecois and French teachers represent sustainable development and ESD. A theoretical framework built around the concepts of socially acute questions and critical pedagogy together with a critical-transformative posture guide the reading and interpretation of the results, highlighting the emergence of some areas of tension identified among the future teachers interviewed; these reflect the existence of two approaches to ESD: one transmissive and the other critical-transformative. These tensions are related to questions of neutrality and teaching and learning goals. Based on results from twelve semi-structured interviews, this article is to illustrate how these tensions are manifested among the future teachers. It thus provides an in-depth, up-to-date clarification of the factors that support or hinder the teaching of socially acute questions in formal education systems.
Authors and Affiliations
Agnieszka Jeziorski
Keywords
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- EP ID EP334431
- DOI 10.25749/sis.11846
- Views 110
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