Abstract

Cet article montre qu’une discipline scolaire n’est pas le simple calque des savoirs scientifiques. Il interroge l’articulation entre les savoirs savants et scolaires depuis que la fin du xix e siècle a assigné à l’enseignement de l’histoire la tâche de participer à l’édification d’une culture commune nationale. C’est en mobilisant des outils de sciences sociales que l’on peut mesurer la complexité de l’histoire scolaire. Ainsi, les procès qui sont régulièrement faits à l’enseignement de l’histoire à l’école relèvent d’une compréhension galvaudée de sa nature et de ses finalités.

Abstract

This paper argues that a discipline taught in school is more than a mere reproduction of scientific knowledge. It investigates the relationship between scholarly and pedagogic knowledge from the end of the nineteenth century, when the teaching of history was tasked with participating in the construction of a shared national culture. In fact, it is only by mobilizing tools from the social sciences that the complexity of history teaching can be understood. The repeated accusations directed at the teaching of history in schools thus reflect a poor and overused understanding of its nature and mission.

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Additional Information

ISSN
1953-8146
Print ISSN
0395-2649
Pages
pp. 179-189
Launched on MUSE
2015-11-14
Open Access
No
Archive Status
Archived
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