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L’alimentation, un thème aussi essentiel à la vie que marginal à l’école ! Et pourtant, il apparait dès qu’on interroge sur le fonctionnement du système scolaire dans bien des aspects : le bienêtre des élèves, l’organisation des établissements, les codes et règles, les représentations, les savoirs enseignés et les contenus d’enseignement. Quelle place prend l’alimentation dans nos salles de classe, nos établissements, nos thématiques et nos cours ?

[description_short] =>

Dossier coordonné par HÉLÈNE LIMAT ET ALEXANDRA RAYZAL

n° 571 SEPTEMBRE-OCTOBRE 2021

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L’alimentation, un thème aussi essentiel à la vie que marginal à l’école ! Et pourtant, il apparait dès qu’on interroge sur le fonctionnement du système scolaire dans bien des aspects : le bienêtre des élèves, l’organisation des établissements, les codes et règles, les représentations, les savoirs enseignés et les contenus d’enseignement. Quelle place prend l’alimentation dans nos salles de classe, nos établissements, nos thématiques et nos cours ?

[description_short] =>

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L’alimentation, un thème aussi essentiel à la vie que marginal à l’école ! Et pourtant, il apparait dès qu’on interroge sur le fonctionnement du système scolaire dans bien des aspects : le bienêtre des élèves, l’organisation des établissements, les codes et règles, les représentations, les savoirs enseignés et les contenus d’enseignement. Quelle place prend l’alimentation dans nos salles de classe, nos établissements, nos thématiques et nos cours ?

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N° 570 JUIN 2021

En ces temps de confinement, l’intérêt pour les pratiques d’éducation en plein air est grandissant. Inscrites dans l’histoire de la pédagogie, elles sont non seulement mises en oeuvre à l’école, de façon régulière ou lors de sorties de terrain plus ponctuelles, mais aussi dans le périscolaire. Il s’agira dans ce dossier d’interroger ce qui s’apprend de spécifique dehors.

[description_short] =>

Dossier coordonné par AURÉLIE ZWANG ET JEAN-MICHEL ZAKHARTCHOUK

n° 570 JUIN 2021

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[description_short] =>

En ces temps de confinement, l’intérêt pour les pratiques d’éducation en plein air est grandissant. Inscrites dans l’histoire de la pédagogie, elles sont non seulement mises en oeuvre à l’école, de façon régulière ou lors de sorties de terrain plus ponctuelles, mais aussi dans le périscolaire. Il s’agira dans ce dossier d’interroger ce qui s’apprend de spécifique dehors.

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[description_short] =>

En ces temps de confinement, l’intérêt pour les pratiques d’éducation en plein air est grandissant. Inscrites dans l’histoire de la pédagogie, elles sont non seulement mises en oeuvre à l’école, de façon régulière ou lors de sorties de terrain plus ponctuelles, mais aussi dans le périscolaire. Il s’agira dans ce dossier d’interroger ce qui s’apprend de spécifique dehors.

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L’injonction à la créativité est répandue dans le monde du travail mais à l’école, elle semble souvent réservée aux petites classes ou aux filières artistiques. Dans ce dossier, nous envisageons cette notion comme compétence à développer et comme levier pour les apprentissages à tous les âges et dans toutes les disciplines

[description_short] =>

Dossier coordonné par CAROLINE ELISSAGARAY ET ANGÉLIQUE LIBBRECHT

L’injonction à la créativité est répandue dans le monde du travail, mais à l’école, elle semble souvent réservée aux petites classes ou aux filières artistiques. Dans ce dossier, nous envisageons cette notion comme compétence à développer et comme levier pour les apprentissages à tous les âges et dans toutes les disciplines

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[description_short] =>

L’injonction à la créativité est répandue dans le monde du travail, mais à l’école, elle semble souvent réservée aux petites classes ou aux filières artistiques. Dans ce dossier, nous envisageons cette notion comme compétence à développer et comme levier pour les apprentissages à tous les âges et dans toutes les disciplines.

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[description_short] =>

L’injonction à la créativité est répandue dans le monde du travail, mais à l’école, elle semble souvent réservée aux petites classes ou aux filières artistiques. Dans ce dossier, nous envisageons cette notion comme compétence à développer et comme levier pour les apprentissages à tous les âges et dans toutes les disciplines.

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