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L'éducation au développement durable, l'école et les territoires apprenants.

Abstract : The Rio Earth Summit in 1992 initiate a new educational politic which become actual today into the schools and districts. The Education For Sustainable Development put itself both in a movement of the French education towards the districts and a ‘ knowledge society’ (in which the school loose its dominance). Our question is to find the innovative potentialities brought on by this educational politic, and its effects on the educational projects, both in the schools and the districts. Our research will be mainly conducted by the analysis of the public politics, the speeches from agents involved in Education For Sustainable Development projects, and the observation of local practices. The thesis we defend is that we are assisting to the emergence of a new ‘educational form’, that the Education For Sustainable Development made understandable and describable. Project working, partnership, participation, transversality, interdisciplinarity and experience learning : these are the tools that come to question the school works and the teaching methods. On the districts, the local autorities, the associations and the firms ask for their greater involvment in the conception of the educational politics, those politics becoming more locals. The multiplicity of all the projects made them less effectives and understandables. A ‘learning territory’ might allow to federate all the actors, to elaborate and act a global educational project for everybody, in a sense of cooperation and a collective learning process.
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Contributor : Maryvonne Dussaux <>
Submitted on : Monday, December 14, 2015 - 9:13:07 PM
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  • HAL Id : tel-01242575, version 1


Maryvonne Dussaux. L'éducation au développement durable, l'école et les territoires apprenants. . Education. Université Paris Descartes. Faculté des sciences humaines et sociales., 2011. Français. ⟨tel-01242575⟩



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