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E-pub - Education et diversité religieuse en Méditerranée occidentale (2015)

Human Rights and Democracy
Format : Epub Papier PDF
978-92-871-8056-8
Type of document :
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Language :
French
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Number of pages :
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Cet ouvrage propose aux spécialistes de l’éducation des pistes de réflexions sur le défi que représente dans les communautés plurielles la diversité des religions et convictionnelle. Quatre équipes de chercheurs, en provenance d’Algérie, d’Espagne, d’Italie et du Maroc, ont analysé la place de l’éducation à la diversité religieuse à l’école dans le cadre du projet du Conseil de l’Europe « Education et diversité religieuse en Méditerranée occidentale ».

Les travaux ont mis en évidence l’interdépendance de la réflexion sur la place de la religion à l’école entre les rives nord et sud de la Méditerranée. En effet, les migrants en Europe obligent les pouvoirs publics et les systèmes éducatifs à réfléchir autrement à la question religieuse à l’école. Au Maghreb, l’expérience des pays comme l’Espagne ou l’Italie dans l’évolution des liens institutionnels entre État et religion est un élément clef du débat actuel sur la place de la religion à l’école et dans la démocratisation en cours des sociétés maghrébines.

Les chercheurs considèrent que l’on ne peut pas traiter les religions à l’école par la mise à l’écart, l’ignorance ou l’exclusion, car les élèves ne laissent pas leurs convictions religieuses et non religieuses ou leurs spiritualités à domicile. Tout le défi est, dès lors, de tenter d’identifier les meilleurs moyens pédagogiques pour introduire des connaissances, des compétences et des comportements appropriés à propos des religions.

Table des matières

PRÉSENTATION DES AUTEURS
PRÉSENTATION DU PROJET
1. ASPECTS DE L’INTERCULTUREL AU CONSEIL DE L’EUROPE : IDENTITÉS ET DIVERSITÉS
          Un réseau démocratique
          Une solidarité planétaire
          Comprendre l’interculturel
          Comprendre les identités : des identités « traits d’union »
          Reconnaître et valoriser les diversités
          Diversités et dimensions de l’éducation interculturelle dans une société en mutation
          La diversité des religions et des convictions non religieuses : un défi pour l’éducation interculturelle
          Références bibliographiques
2. CONTEXTE, OBJECTIFS ET MÉTHODOLOGIE DU PROJET EDIR – ÉDUCATION ET DIVERSITÉ RELIGIEUSE EN MÉDITERRANEE OCCIDENTALE
          Contexte du projet
          Objectifs
          Méthodologie de la recherche
          Références bibliographiques
3. APPROCHE NATIONALE DE LA DIVERSITÉ RELIGIEUSE EN ALGERIE : SITUATION SCOLAIRE DANS LE SECONDAIRE
          Introduction
          La religion dans les débats nationaux sur l’éducation
          La place de la diversité religieuse dans les programmes scolaires
          Analyse des programmes scolaires d’éducation islamique, d’éducation civique et d’histoire
          Analyse du programme scolaire pour l’éducation islamique (1re, 2e et 3e années)
          Analyse du programme scolaire pour l’éducation civique (1re, 2e et 3e années)
          Analyse du programme scolaire pour l’histoire (1re, 2e et 3e années)
          Estimation de l’existence de la diversité culturelle et religieuse dans chaque discipline porteuse
          Analyse des programmes et des manuels scolaires des trois disciplines porteuses au cours moyen
          Caractéristiques des approches et des compétences visées par les manuels scolaires d’éducation islamique
          Caractéristiques des approches et des compétences visées par les manuels scolaires d’éducation civique
          Caractéristiques des approches et des compétences visées par les manuels d’histoire
          Entretien avec les « acteurs scolaires » (enseignants, parents, élèves)
          Conclusions, recommandations et perspectives
          Références bibliographiques
4. LA GESTION DE LA DIVERSITÉ RELIGIEUSE DANS LE SYSTEME ÉDUCATIF ESPAGNOL : PRINCIPES ET ENJEUX
          La diversité religieuse en Espagne : clés historiques et profil sociologique actuel
          Le système juridique espagnol en matière religieuse
          Développement normatif unilatéral et à travers les accords signés avec les confessions religieuses
          La gestion de la diversité religieuse dans le système éducatif espagnol
          La diversité religieuse et culturelle dans la loi organique sur l’éducation (LOE) de 2006
          L’enseignement des religions dans le système éducatif espagnol
          Développement normatif à travers les accords signés avec les confessions religieuses
          Développement normatif unilatéral
          Le régime actuel : la loi organique sur l’éducation de 2006 (LOE) et ses développements normatifs
          La position des confessions face à la diversité religieuse et à l’enseignement de la religion dans les écoles
          La diversité religieuse dans les manuels scolaires espagnols
          Présentation du phénomène religieux dans les manuels scolaires
          Les ressources didactiques
          Les ressources pédagogiques
          Perception de la place de la diversité religieuse dans le système éducatif par les « acteurs scolaires »
          Compréhension de la diversité religieuse à l’école et reconnaissance de son importance
          Gestion de la diversité religieuse à l’école
          Thématiques et compétences relatives à la diversité religieuse
          Opinions concernant l’enseignement de la religion
          Conclusions
          Références bibliographiques
5. DIVERSITE RELIGIEUSE ET LAÏCITÉ DE L’ÉTAT EN ITALIE
          Introduction
          La place de la diversité religieuse dans le système éducatif italien : la législation
          Les professeurs d’ERC
          Les rapports entre l’Etat et les confessions religieuses, et l’enseignement de la religion dans les Ententes
          La place de la diversité religieuse dans le système éducatif italien – les programmes et les manuels scolaires
          La diversité religieuse dans les objectifs spécifiques des disciplines
          Les manuels scolaires des disciplines concernées
          Les manuels de religion catholique
          Les acteurs dans le cadre scolaire
          Opinions sur le rôle de l’école par rapport à la diversité religieuse
          Conclusions
          Références bibliographiques
6. PROLÉGOMÈNES À LA QUESTION DE L’ÉDUCATION À LA « DIVERSITÉ RELIGIEUSE » AU MAROC
         Le contexte institutionnel
          Place de la « diversité religieuse » dans les manuels scolaires
          L’enquête de terrain
          Conclusion et propositions
7. REGARDS CROISÉS SUR LA PLACE DE LA DIVERSITÉ RELIGIEUSE À L’ÉCOLE
          Cadres institutionnels et débats publics sur la diversité religieuse dans la société et à l’école
          Organisation scolaire et manuels scolaires
          Réactions des acteurs scolaires face à la diversité religieuse
          Conclusions et synthèse comparative
          Référence bibliographique
8. D’UNE ÉTAPE À L’AUTRE – LA CONFÉRENCE FINALE
9. D’UNE ÉTAPE À L’AUTRE – REGARD SUR LE CHEMIN PARCOURU
10. D’UNE ÉTAPE À L’AUTRE – PISTES DE RÉFLEXION ET D’ACTION DÉCOULANT DES TRAVAUX D’EDIR

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