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Master Thesis

Comment faire vivre l'éducation au développement durable en classe tout en faisant respecter le devoir de neutralité qui incombe à l'enseignant ?

Abstract : The law of 8 July 2013 of orientation and programming for the rebuilding of the Republican School introduced Education for Sustainable Development (ESD) into the education code. This "education to" implies that teachers must engage in themes where "learned" knowledge is not systematically a source of answers, and where controversies are numerous. By virtue of their status as civil servants, teachers must respect an obligation of neutrality. The risk is then to fall into militant, even dogmatic discourse. How can Education for Sustainable Development be brought to life in the classroom while ensuring that the teacher's duty of neutrality is respected? Through about twenty surveys and two semidirective interviews with primary school teachers, we collected their feelings on this issue, which raises several difficulties. While it is important not to make any moral or value judgments about the student and his or her extracurricular culture, the teacher's role will be to provide the student with a set of different points of view, which will give to the student the opportunity to develop as a future citizen.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-02165368
Contributor : Bibliothèque Inspé Académie Nantes <>
Submitted on : Tuesday, October 29, 2019 - 12:30:33 PM
Last modification on : Friday, October 23, 2020 - 4:59:04 PM
Long-term archiving on: : Thursday, January 30, 2020 - 12:48:05 PM

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  • HAL Id : dumas-02165368, version 1

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Jordan Lecourt. Comment faire vivre l'éducation au développement durable en classe tout en faisant respecter le devoir de neutralité qui incombe à l'enseignant ?. Education. 2019. ⟨dumas-02165368⟩

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