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1
Catalog
epub - Pandémies et catastrophes naturelles telles que reflétées dans l'enseignement de l'histoire (2023)
Covid-19, série dévastatrice de tremblements de terre en Turquie et en Syrie... Dans quelle mesure les jeunes sont-ils préparés à comprendre de tels événements catastrophiques et leur impact sur les sociétés ?
Depuis les origines de l’humanité, les pandémies et les catastrophes naturelles ont eu un impact considérable sur l’histoire de cette dernière. À chaque fois qu’elles se produisent, elles rappellent aux humains leur fragilité et à quel point leur savoir est limité. Malgré leur impact, ces événements sont peu pris en compte dans l’enseignement de l’histoire.
Le premier rapport thématique de l’Observatoire de l’enseignement de l’histoire en Europe (OHTE) étudie la place des pandémies et des catastrophes naturelles dans les programmes scolaires en fonction des différents cycles d’enseignement. La mission de l’observatoire est de fournir un panorama précis de l’état de l’enseignement de l’histoire en Europe. Dans les États membres de l’observatoire, cette mission est réalisée par la publication de rapports OHTE sur l’état de l’enseignement de l’histoire en Europe ainsi que par le biais de rapports thématiques qui explorent des domaines d’intérêt particuliers et leur prise en compte dans les cours d’histoire.
La vision de l’observatoire est résumée par sa devise : « Enseigner l’histoire, ancrer la démocratie ». En pratique, cela signifie qu’il vise à promouvoir un enseignement de l’histoire de qualité afin d’améliorer la compréhension de la culture démocratique chez les jeunes. L’Observatoire de l’enseignement de l’histoire en Europe est un accord partiel élargi du Conseil de l’Europe.
Depuis les origines de l’humanité, les pandémies et les catastrophes naturelles ont eu un impact considérable sur l’histoire de cette dernière. À chaque fois qu’elles se produisent, elles rappellent aux humains leur fragilité et à quel point leur savoir est limité. Malgré leur impact, ces événements sont peu pris en compte dans l’enseignement de l’histoire.
Le premier rapport thématique de l’Observatoire de l’enseignement de l’histoire en Europe (OHTE) étudie la place des pandémies et des catastrophes naturelles dans les programmes scolaires en fonction des différents cycles d’enseignement. La mission de l’observatoire est de fournir un panorama précis de l’état de l’enseignement de l’histoire en Europe. Dans les États membres de l’observatoire, cette mission est réalisée par la publication de rapports OHTE sur l’état de l’enseignement de l’histoire en Europe ainsi que par le biais de rapports thématiques qui explorent des domaines d’intérêt particuliers et leur prise en compte dans les cours d’histoire.
La vision de l’observatoire est résumée par sa devise : « Enseigner l’histoire, ancrer la démocratie ». En pratique, cela signifie qu’il vise à promouvoir un enseignement de l’histoire de qualité afin d’améliorer la compréhension de la culture démocratique chez les jeunes. L’Observatoire de l’enseignement de l’histoire en Europe est un accord partiel élargi du Conseil de l’Europe.
CHAPITRE 1 – INTRODUCTION
ANNEXE 1 – NOMBRE DE RÉPONSES À L’ ENQUÊTE SUR LES ENSEIGNANTS ET LES ÉDUCATEURS
ANNEXE 2 – EXEMPLES DE PRISE EN COMPTE DES PANDÉMIES ET DES CATASTROPHES NATURELLES DANS LES MANUELS D’HISTOIRE EN GRÈCE
ANNEXE 3 – MEMBRES DU GROUPE D’EXPERTS
Historique et contexte du rapport
Pandémies : une perspective historique
Catastrophes naturelles : une perspective historique
L’enseignement des pandémies et des catastrophes naturelles
Le rapport thématique
CHAPITRE 2 – MÉTHODOLOGIE DE RECHERCHE
Analyse comparative transnationale
Difficultés et limitations
CHAPITRE 3 – PRISE EN COMPTE DANS LES PROGRAMMES SCOLAIRES ET AUTONOMIE DES ENSEIGNANTS
Albanie
Andorre
Arménie
Chypre
France
Géorgie
Grèce
Irlande
Luxembourg
Malte
Macédoine du Nord
Portugal
Serbie
Slovénie
Espagne
Türkiye
Comparaison par pays
CHAPITRE 4 – PRATIQUES PÉDAGOGIQUES ET PERCEPTIONS DES ENSEIGNANTS
Introduction
L’enseignement des pandémies et des catastrophes naturelles : classes d’âge et phases
La compréhension par les enseignants des pandémies et des catastrophes naturelles
Les facteurs influençant l’enseignement de l’histoire des pandémies et des catastrophes naturelles
L’influence de l’expérience des pandémies et des catastrophes naturelles sur l’enseignement
L’influence du programme d’enseignement de l’histoire sur l’enseignement des pandémies et des catastrophes naturelles
L’influence exercée par les sources d’information, le voisinage, les amis et le cercle familial La perception des enseignants vis-à-vis des programmes d’histoire relatifs aux pandémies et aux catastrophes naturelles
L’enseignement en matière de pandémies et de catastrophes naturelles en salle de classe
Conclusion
CHAPITRE 5 – CONCLUSIONS, PRATIQUES ET PERSPECTIVES
Principales conclusions
Conséquences
RÉFÉRENCES ANNEXE 1 – NOMBRE DE RÉPONSES À L’ ENQUÊTE SUR LES ENSEIGNANTS ET LES ÉDUCATEURS
ANNEXE 2 – EXEMPLES DE PRISE EN COMPTE DES PANDÉMIES ET DES CATASTROPHES NATURELLES DANS LES MANUELS D’HISTOIRE EN GRÈCE
ANNEXE 3 – MEMBRES DU GROUPE D’EXPERTS
Covid-19, série dévastatrice de tremblements de terre en Turquie et en Syrie... Dans quelle mesure les jeunes sont-ils préparés à comprendre de tels événements catastrophiques et leur impact sur les sociétés ?
Depuis les origines de l’humanité, les pandémies et les catastrophes naturelles ont eu un impact considérable sur l’histoire de cette dernière. À chaque fois qu’elles se produisent, elles rappellent aux humains leur fragilité et à quel point leur savoir est limité. Malgré leur impact, ces événements sont peu pris en compte dans l’enseignement de l’histoire.
Le premier rapport thématique de l’Observatoire de l’enseignement de l’histoire en Europe (OHTE) étudie la place des pandémies et des catastrophes naturelles dans les programmes scolaires en fonction des différents cycles d’enseignement. La mission de l’observatoire est de fournir un panorama précis de l’état de l’enseignement de l’histoire en Europe. Dans les États membres de l’observatoire, cette mission est réalisée par la publication de rapports OHTE sur l’état de l’enseignement de l’histoire en Europe ainsi que par le biais de rapports thématiques qui explorent des domaines d’intérêt particuliers et leur prise en compte dans les cours d’histoire.
La vision de l’observatoire est résumée par sa devise : « Enseigner l’histoire, ancrer la démocratie ». En pratique, cela signifie qu’il vise à promouvoir un enseignement de l’histoire de qualité afin d’améliorer la compréhension de la culture démocratique chez les jeunes. L’Observatoire de l’enseignement de l’histoire en Europe est un accord partiel élargi du Conseil de l’Europe.
Depuis les origines de l’humanité, les pandémies et les catastrophes naturelles ont eu un impact considérable sur l’histoire de cette dernière. À chaque fois qu’elles se produisent, elles rappellent aux humains leur fragilité et à quel point leur savoir est limité. Malgré leur impact, ces événements sont peu pris en compte dans l’enseignement de l’histoire.
Le premier rapport thématique de l’Observatoire de l’enseignement de l’histoire en Europe (OHTE) étudie la place des pandémies et des catastrophes naturelles dans les programmes scolaires en fonction des différents cycles d’enseignement. La mission de l’observatoire est de fournir un panorama précis de l’état de l’enseignement de l’histoire en Europe. Dans les États membres de l’observatoire, cette mission est réalisée par la publication de rapports OHTE sur l’état de l’enseignement de l’histoire en Europe ainsi que par le biais de rapports thématiques qui explorent des domaines d’intérêt particuliers et leur prise en compte dans les cours d’histoire.
La vision de l’observatoire est résumée par sa devise : « Enseigner l’histoire, ancrer la démocratie ». En pratique, cela signifie qu’il vise à promouvoir un enseignement de l’histoire de qualité afin d’améliorer la compréhension de la culture démocratique chez les jeunes. L’Observatoire de l’enseignement de l’histoire en Europe est un accord partiel élargi du Conseil de l’Europe.
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