Les conditions de la problématisation pour favoriser l’accès au politique : le cas de l’huile de palme à l’école primaire
The article focuses on educations to, and the conditions of their implementation, so that the capacity to problematize (Caparros-Mencacci, 2014) of learners is elicited. The perspective here is to « reposition education in its role of training towards an engaged political citizenship » (Barthes, 201...
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| Format: | Article |
| Language: | fra |
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Presses universitaires de la Méditerranée
2022-03-01
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| Series: | Éducation et Socialisation |
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| Online Access: | https://journals.openedition.org/edso/18220 |
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| author | Nicole Mencacci |
| author_facet | Nicole Mencacci |
| author_sort | Nicole Mencacci |
| collection | DOAJ |
| description | The article focuses on educations to, and the conditions of their implementation, so that the capacity to problematize (Caparros-Mencacci, 2014) of learners is elicited. The perspective here is to « reposition education in its role of training towards an engaged political citizenship » (Barthes, 2017). The particular case of an education for sustainable development will be studied. It is a project carried out in the second year of secondary school on the issue of palm oil within the framework of the DAFIP/SFERE projects. Four results emerge. The first is that the teacher’s knowledge of the type of educational problem and of the students’ problematization process constitutes a basis for guiding the action, which could enable him or her to analyze the problem a priori, to anticipate the action, but also to guide the action. The second is that skilfully chosen mediating artefacts - for example, the trial and the debate - encourage problematizing interactions and the overcoming of initial points of view. The third is that problematization does not arise from the defense of one point of view - even if argued - against another, but when students are educated about the totality of points of view studied and when these can be integrated in order to construct a response. Here, and this is the fourth result, the teacher’s capacity to exercise a questioning that pushes the students to reflect is decisive. |
| format | Article |
| id | doaj-art-1381ff4c826a45f6848713f115231419 |
| institution | Kabale University |
| issn | 2271-6092 |
| language | fra |
| publishDate | 2022-03-01 |
| publisher | Presses universitaires de la Méditerranée |
| record_format | Article |
| series | Éducation et Socialisation |
| spelling | doaj-art-1381ff4c826a45f6848713f1152314192025-01-30T13:39:13ZfraPresses universitaires de la MéditerranéeÉducation et Socialisation2271-60922022-03-016310.4000/edso.18220Les conditions de la problématisation pour favoriser l’accès au politique : le cas de l’huile de palme à l’école primaireNicole MencacciThe article focuses on educations to, and the conditions of their implementation, so that the capacity to problematize (Caparros-Mencacci, 2014) of learners is elicited. The perspective here is to « reposition education in its role of training towards an engaged political citizenship » (Barthes, 2017). The particular case of an education for sustainable development will be studied. It is a project carried out in the second year of secondary school on the issue of palm oil within the framework of the DAFIP/SFERE projects. Four results emerge. The first is that the teacher’s knowledge of the type of educational problem and of the students’ problematization process constitutes a basis for guiding the action, which could enable him or her to analyze the problem a priori, to anticipate the action, but also to guide the action. The second is that skilfully chosen mediating artefacts - for example, the trial and the debate - encourage problematizing interactions and the overcoming of initial points of view. The third is that problematization does not arise from the defense of one point of view - even if argued - against another, but when students are educated about the totality of points of view studied and when these can be integrated in order to construct a response. Here, and this is the fourth result, the teacher’s capacity to exercise a questioning that pushes the students to reflect is decisive.https://journals.openedition.org/edso/18220debateAccess to politicsproblem categoryproblematization processmediating artifacttrial |
| spellingShingle | Nicole Mencacci Les conditions de la problématisation pour favoriser l’accès au politique : le cas de l’huile de palme à l’école primaire Éducation et Socialisation debate Access to politics problem category problematization process mediating artifact trial |
| title | Les conditions de la problématisation pour favoriser l’accès au politique : le cas de l’huile de palme à l’école primaire |
| title_full | Les conditions de la problématisation pour favoriser l’accès au politique : le cas de l’huile de palme à l’école primaire |
| title_fullStr | Les conditions de la problématisation pour favoriser l’accès au politique : le cas de l’huile de palme à l’école primaire |
| title_full_unstemmed | Les conditions de la problématisation pour favoriser l’accès au politique : le cas de l’huile de palme à l’école primaire |
| title_short | Les conditions de la problématisation pour favoriser l’accès au politique : le cas de l’huile de palme à l’école primaire |
| title_sort | les conditions de la problematisation pour favoriser l acces au politique le cas de l huile de palme a l ecole primaire |
| topic | debate Access to politics problem category problematization process mediating artifact trial |
| url | https://journals.openedition.org/edso/18220 |
| work_keys_str_mv | AT nicolemencacci lesconditionsdelaproblematisationpourfavoriserlaccesaupolitiquelecasdelhuiledepalmealecoleprimaire |