Le statut épistémique du vivant dans les nouveaux curriculums français de la scolarité obligatoire

Abstract : Living beings are an object of teaching that crosses science curricula from kindergarten to the end of secondary school. Here, we are interested in its epistemic status in the new French school curriculum during compulsory schooling. We situate our analysis in a didactic perspective of the curriculum supported by an analysis of the institutional discourse on living beings. Discursive analysis reveals biological aims, but also socialization and instrumentation of living beings. Didactic analysis highlights the aims of citizen and scientific training in relation to living organisms. As a result of discursive and didactic analyses, the epistemic status of living beings emerges as a naturalized social object, the functioning and history of which can be explored, but also as a socially useful resource for humanity. This epistemic status, de facto, removes the eco-centric perspective in favour of the sole anthropocentric perspective on living beings without ever questioning our alterity to non-human living beings.
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Submitted on : Monday, January 21, 2019 - 5:26:33 PM
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Corinne Fortin. Le statut épistémique du vivant dans les nouveaux curriculums français de la scolarité obligatoire. RDST - Recherches en didactique des sciences et des technologies , ENS Éditions, 2018. ⟨hal-01988431⟩

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