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Quels déterminants pour l'évolution des savoirs scolaires en Sciences Economiques et Sociales (l'exemple du chômage)

Abstract : When the scholastic discipine of Socio-Economic Sciences was created in 1966-67, the original texts define a " founding project" which can be summed up thus in its broad directions : - this teaching must facilitate the access to comprehension of contemporary - societies stemming from questions which make sense to students ; - It must stem from contemporary problems and subjects allowing an integrated approach of social contexts, unrelated to divisions of university fields ; - It is, lastly, suggested to utilize procedure of observation, going from the facts to inductively proceed to the comprehension of certain phenomena. This work shows, from the specific example of unemployment, studied in 11th and 12th grades section ES, that this "founding project"of the SES seems nowadays difficult to apply. In fact, talking about problems in contemporary society, seems difficult in light of a purely descriptive approach. One cannot avoid the reference to different subject matters to build scientific objects such as unemployment. Also, if it is in fact imperative to bear in mind the preoccupation of students, a rigorous approach of their system of representation-knowledge underline the importance of using a model. In fact, to go beyond the obstacles to learning pointed at in a survey of social representations, it seems necessary to broach with the students the pluriparadigmatic of Economy with the students, not dissimulating the necessity of a formation adapted to their grade level. Lastly, this work shows also the pertinent feature of the theory of didactic transposition of the SES subject matter. The scholastic knowledge in relation to unemployment base their legitimacy on expert knowledge built in referred subject matters.
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Contributor : Christine Dollo <>
Submitted on : Wednesday, September 15, 2004 - 2:36:38 PM
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Christine Dollo. Quels déterminants pour l'évolution des savoirs scolaires en Sciences Economiques et Sociales (l'exemple du chômage). Education. Université de Provence - Aix-Marseille I, 2001. Français. ⟨tel-00006896⟩



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