RELATIONS ENTRE DISCIPLINES SCOLAIRES ET « ÉDUCATIONS À » : PROPOSITION D’UN CADRE D’ANALYSE

Abstract

This text lays the conceptual foundations for a framework to analyse the relationships between school disciplines, particularly those in the natural sciences and the humanities, and “Éducations à” in order to conduct comparative analyses of curricula in the French-speaking world. The text first discusses the main characteristics of “Éducations à” and then circumscribes the areas of tension that arise from their handling by school disciplines. The conceptual basis presented subsequently leads to the identification of four theoretical configurations that can support the analysis of the relationships between school disciplines and “Éducations à” in terms of the educational purposes, targeted learning, status of disciplinary knowledge, and preferred modes of instruction.