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Étude didactique des praxéologies de l'éducation au développement durable : Des fondements épistémologiques des pédagogies de l’EDD

Abstract : Education for sustainable development (ESD) is developing in a multiplicity of contexts and configurations and calls for a pedagogical renewal through the development of innovative, participative, alternative (with classical forms) educational forms. These didactic and pedagogical methods are often used spontaneously by the actors, for whom it appears difficult to implement and justify them. We hypothesize that a fragility of knowledge at the didactic and pedagogical levels influences the quality of diffusion and that of the praxeologies involved. What are the epistemological foundations of these pedagogical techniques? We question the choice and dissemination of pedagogical praxeologies of ESD and their instrumentation by the actors in the field in the didactic and methodological perspective proposed by the anthropological theory of didactics (TAD). The results highlight the importance of building a praxeological model of reference for a better knowledge of the phenomenon of sustainable development (SD) and its implementation in an educational setting.
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https://hal-amu.archives-ouvertes.fr/tel-03030180
Contributor : Cécile Redondo Connect in order to contact the contributor
Submitted on : Sunday, November 29, 2020 - 8:55:03 PM
Last modification on : Wednesday, October 27, 2021 - 9:09:52 AM

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  • HAL Id : tel-03030180, version 1

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Cécile Redondo. Étude didactique des praxéologies de l'éducation au développement durable : Des fondements épistémologiques des pédagogies de l’EDD. Education. Aix Marseille Université (AMU), 2018. Français. ⟨tel-03030180⟩

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