{"id":41,"date":"2006-03-13T11:52:14","date_gmt":"2006-03-13T10:52:14","guid":{"rendered":"https:\/\/lyonelkaufmann.ch\/histoire\/?p=51"},"modified":"2006-03-13T11:52:14","modified_gmt":"2006-03-13T10:52:14","slug":"m078-bibliographie","status":"publish","type":"post","link":"https:\/\/lyonelkaufmann.ch\/histoire\/2006\/03\/13\/m078-bibliographie\/","title":{"rendered":"M078 – Bibliographie"},"content":{"rendered":"

1. Ouvrages de base<\/strong>
\n\u2022 DALONGEVILLE A., HUBER M., Enseigner l’histoire autrement : Devenir les h\u00e9ros des \u00e9v\u00e9nements du pass\u00e9, Lyon, Chronique Sociale, 2002.
\n\u2022 LAUTIER N., Enseigner l’histoire au lyc\u00e9e, Paris, A. Colin, 1997.
\n\u2022 LE PELLEC J., MARCOS-ALVAREZ V., Enseigner l’histoire : un m\u00e9tier qui s’apprend, Hachette, 1991.
\n** REY B., STRASZEWKI M., Enseigner l\u2019histoire aux adolescents. D\u00e9marches
\nsocio-constructivistes, De Boeck, 2004, 248 p.
\n** SIMARD M., LAVILLE Ch., (2005). Histoire de la civilisation occidentale. Une perspective mondiale (2e \u00e9d.). Qu\u00e9bec : ERPI, 409 p.<\/p>\n

** Ouvrages impos\u00e9s
\n\u00a0
\n2. Ouvrages g\u00e9n\u00e9raux sur l\u2019enseigenement et la didactique de l\u2019histoire<\/strong>
\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a01.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0BOURGUIGNON Lucien, Histoire et didactique. Les d\u00e9fis de la complexit\u00e9, CNDP, 1998, 144 p.
\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a02.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0CADIOU Fran\u00e7ois, COULOMB Clarisse, LEMONDE Anne, SANTAMARIA Yves, Comment se fait l’histoire. Pratiques et enjeux, La D\u00e9couverte, collection \u00abRep\u00e8res\u00bb, 2005, 384 p.
\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a03.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0GARCIA Patrick, LEDUC Jean, L\u2019enseignement de l\u2019histoire en France. De l\u2019Ancien R\u00e9gime \u00e0 nos jours<\/em>, Armand Colin, collection \u00abU\u00bb, 2003, 320 p.
\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a04.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0HAGNERELLE Michel (Sous la direction de), Apprendre l\u2019histoire et la g\u00e9ographie \u00e0 l\u2019\u00c9cole. Actes du colloque organis\u00e9 \u00e0 Paris les 12, 13 et 14d\u00e9cembre 2002, Centre r\u00e9gional de documentation p\u00e9dagogique de l\u2019acad\u00e9mie de Versailles, 2004, 262 p.
\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a05.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Consultable et t\u00e9l\u00e9chargeable en ligne \u00e0 l\u2019adresse suivante :
\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a06.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0http:\/\/eduscol.education.fr\/index.php?.\/D0126\/hist_geo_actes.htm <\/a><\/em>
\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a07.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0HERY Evelyne, Un si\u00e8cle de le\u00e7ons d’histoire. L’histoire enseign\u00e9e au lyc\u00e9e, 1870-1970<\/em>, PU de Rennes, coll. Histoire, 1999, 438 p.
\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a08.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Histoire de manuels et manuels d’histoire dans le canton de Vaud (XIXe-XXe si\u00e8cles). Revue Historique Vaudoise, Soci\u00e9t\u00e9 Vaudois d’Histoire et d’Arch\u00e9ologie, 1997<\/em>
\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a09.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0LAUTIER Nicole, A la rencontre de l’histoire<\/em>, Lille, Presse Universitaire du Septentrion, coll. Education et didactiques, 1997, 240 p.
\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a010.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0LAUTIER Nicole, Enseigner l’histoire au lyc\u00e9e<\/em>, Armand Colin, Formation des enseignants, Paris, 1997
\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a011.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0LUCAS Nicole, Enseigner l’histoire dans le secondaire. Manuels et enseignement depuis 1902<\/em>, Presses Universitaires de Rennes, 2001, 319 p.
\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a012.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0MICHAUX Madeleine, Enseigner l’histoire au coll\u00e8ge<\/em>, Armand Colin, coll. Formation des enseignants, 1997, 207 p.
\n
\u20283. Construction des savoirs et situation-probl\u00e8me<\/p>\n

a) Ouvrages g\u00e9n\u00e9raux
\n<\/strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a01.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0ASTOFLI Jean-Pierre, L\u2019\u00e9cole pour apprendre<\/em>, ESF, coll. P\u00e9dagogies, 1992, 205 p.
\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a02.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0ASTOFLI Jean-Pierre, L\u2019erreur, un outil pour enseigner<\/em>, ESF, coll. Pratiques et enjeux p\u00e9dagogiques, 1997, 125 p.
\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a03.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0BARTBritt-Mari, L\u2019apprentissage de l\u2019abstraction<\/em>, Paris, Retz, 2001 (1\u00e8re \u00e9dition 1987)
\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a04.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0DE VECCHI G\u00e9rard, CARMONA-MAGNALDI Nicole, Faire construire des savoirs<\/em>, Hachette \u00e9ducation, \u00ab P\u00e9dagogie pour demain \u00bb, 1996, 263 p.
\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a05.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0FABRE Michel, Situations-probl\u00e8mes et savoir scolaire<\/em>, PUF, Paris, PUF, \u00ab Education et Formation \u00bb, 1999, 239 p.
\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a06.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0GUILBERT Louise, OUELLET Lise, Etude de cas – Apprentissage par probl\u00e8mes<\/em>, Sainte-Foy (Qu\u00e9bec), Presses de l’Unisersit\u00e9 du Qu\u00e9bec, 1997
\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a07.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0PRZEMYCKI Halina, P\u00e9dagogie diff\u00e9renci\u00e9e<\/em>, Hachette \u00e9ducation, \u00ab P\u00e9dagogies pour demain \u00bb, 1991, 159 p.<\/p>\n

b) Construction des savoirs et situations-probl\u00e8mes en histoire<\/strong>
\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a01.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0COURBON J. P.; GUYVARC’ D.; LAVIGNE M., \u00abLa situation-probl\u00e8me en histoire\u00bb , in AUDIGIER F.; BILLAT G. (publ.), Analyser et g\u00e9rer les situations d’enseignement-apprentissage. Didactiques de l’histoire, de la g\u00e9ographie, des sciences sociales<\/em>. Actes du 6e colloque, mars 1991, INRP 1992, pp. 67-74.
\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a02.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0DALONGEVILLE Alain, Enseigner l\u2019histoire \u00e0 l\u2019\u00e9cole. Cycle 3<\/em>, Hachette \u00e9ducation, 1995, 128 p.
\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a03.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0DALONGEVILLE Alain, Situations-probl\u00e8mes pour enseigner l\u2019histoire au cycle 3<\/em>, Paris, Hachette Education, 2000, 255 p.
\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a04.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0DALONGEVILLE Alain, HUBER Michel (\u00e9ds), Enseigner l\u2019histoire autrement. Devenir les h\u00e9ros des \u00e9v\u00e9nements du pass\u00e9<\/em>, Lyon, Chronique sociale, 2002
\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a05.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0FURET Fran\u00e7ois, De l’histoire r\u00e9cit \u00e0 l’histoire probl\u00e8me<\/em>, Paris, Diog\u00e8ne, 1975
\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a06.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0GERIN-GRATALOUP A.-M. ; SOLONEL M. ; TUTIAUX-GUILLON N., \u00abSituations-probl\u00e8mes et situations scolaires en histoire-g\u00e9ographie\u00bb, in : Revue fran\u00e7aise de p\u00e9dagogie<\/em> n\u00b0 106 \/ janvier-mars 1994, INRP Paris 1994, pp. 25-37.
\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a07.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Histoire et ZEP : http:\/\/www.cndp.fr\/zeprep\/histoire\/frameset.asp?Rub=1 <\/a>
\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a08.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0LEDUC Jean, LE PELLEC Jacqueline, MARCOS-ALVAREZ Violette, Construire l\u2019histoire<\/em>, Bertrand-Lacoste, CRDP Midi-Pyr\u00e9n\u00e9es, 1994
\n
\u20284. Temps et histoire \/ l\u2019enfant et le temps<\/p>\n

<\/strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a01.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0BRUNER Jerome, L\u2019Education, entr\u00e9e dans la culture. Les probl\u00e8mes de l\u2019\u00e9cole \u00e0 la lumi\u00e8re de la psychologie culturelle<\/em>, Paris, Retz, 1996, 255 p.
\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a02.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0CAMBIEN Michel , ZAYAS Nicole, Le temps. Volume 1, Editions du Centre national de Suresne, coll. L\u2019\u00e9ducation des jeunes sourds, le projet linguistique, fascicule 5
\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a03.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0KOSELLECK Reinhart, Le Futur pass\u00e9. Contribution \u00e0 la s\u00e9mantique des temps historiques<\/em>, Paris, Ecole des Hautes Etudes en Sciences sociales, 1990, 334 p.
\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a04.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0LAUTIER Nicole, \u00abPenser le temps\u00bb, in Enseigner l\u2019histoire au lyc\u00e9e, Paris: Armand Colin, Formation des enseignants, Professeurs des lyc\u00e9es, 1997, pp. 86-106
\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a05.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0LEDUC Jean, Les historiens et le temps. Conception, probl\u00e9matiques, \u00e9critures<\/em>. Paris, Seuil, Points-Histoire, H259, 1999 (chapitre \u00ab D\u00e9couper le temps \u00bb, pp. 91-133)
\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a06.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0PROST Antoine, Douze le\u00e7ons sur l\u2019histoire<\/em>, Paris, Seuil, Points-Histoire, H225, 1996 (chapitre \u00ab Les temps de l\u2019histoire \u00bb, pp. 101-123)
\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a07.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0voir aussi \u00abConstruire le temps\u00bb sous http:\/\/www.lkaufmann.ch\/histoire <\/a><\/p>\n

N.B. : Cette bibliographie n\u2019a aucune pr\u00e9tention \u00e0 \u00eatre exhaustive.
\nLes ZEP en France sont les Zones d\u2019Education Prioritaire, c\u2019est-\u00e0-dire des \u00e9tablissements inscrits dans des quartiers populaires et\/ou difficiles. Le mat\u00e9riel pr\u00e9sent\u00e9 ici int\u00e9ressera tout enseignement d\u2019histoire et plus particuli\u00e8rement les enseignants engag\u00e9s en VSO ou VSG.<\/p>\n","protected":false},"excerpt":{"rendered":"

1. Ouvrages de base \u2022 DALONGEVILLE A., HUBER M., Enseigner l’histoire autrement : Devenir les h\u00e9ros des \u00e9v\u00e9nements du pass\u00e9, Lyon, Chronique Sociale, 2002. \u2022 LAUTIER N., Enseigner l’histoire au lyc\u00e9e, Paris, A. Colin, 1997. \u2022 LE PELLEC J., MARCOS-ALVAREZ V., Enseigner l’histoire : un m\u00e9tier qui s’apprend, Hachette, 1991. ** REY B., STRASZEWKI M., […]<\/p>\n","protected":false},"author":1,"featured_media":9896,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_import_markdown_pro_load_document_selector":0,"_import_markdown_pro_submit_text_textarea":"","_genesis_hide_title":false,"_genesis_hide_breadcrumbs":false,"_genesis_hide_singular_image":false,"_genesis_hide_footer_widgets":false,"_genesis_custom_body_class":"","_genesis_custom_post_class":"","_genesis_layout":"","jetpack_post_was_ever_published":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[2],"tags":[],"class_list":{"0":"post-41","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-cours-et-seminaires","8":"entry"},"jetpack_publicize_connections":[],"featured_image_src":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2015\/06\/signature_lk2.jpg?resize=600%2C184&ssl=1","featured_image_src_square":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2015\/06\/signature_lk2.jpg?resize=600%2C184&ssl=1","author_info":{"display_name":"Lyonel Kaufmann","author_link":"https:\/\/lyonelkaufmann.ch\/histoire\/author\/lyonelk\/"},"jetpack_featured_media_url":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2015\/06\/signature_lk2.jpg?fit=658%2C184&ssl=1","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p1rJVM-F","jetpack_likes_enabled":true,"jetpack-related-posts":[{"id":8004,"url":"https:\/\/lyonelkaufmann.ch\/histoire\/2014\/05\/27\/compte-rendu-fondements-et-pratiques-de-lenseignement-de-lhistoire-a-lecole-the-history-education-network\/","url_meta":{"origin":41,"position":0},"title":"Compte-rendu \u00ab Fondements et pratiques de l'enseignement de l'histoire \u00e0 l'\u00e9cole \u00bb | The History Education Network","author":"Lyonel Kaufmann","date":"27 mai 2014","format":false,"excerpt":"Le tr\u00e8s int\u00e9ressant site canadien \"Histoire et \u00e9ducation en r\u00e9seau\" nous propose ce compte-rendu de l'ouvrage de Robert Martineau (voir r\u00e9f\u00e9rence en fin d'article), ouvrage d'abord destin\u00e9 aux enseignants qu\u00e9b\u00e9cois en formation et plus largement \u00e0 tout futur enseignant d'histoire au secondaire.\u00a0 Dans sa note critique, le compte-rendu rel\u00e8ve que\u2026","rel":"","context":"Dans "Didactique"","block_context":{"text":"Didactique","link":"https:\/\/lyonelkaufmann.ch\/histoire\/category\/didactique\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":36,"url":"https:\/\/lyonelkaufmann.ch\/histoire\/2006\/03\/09\/m078-transposition-didactique-en-histoire\/","url_meta":{"origin":41,"position":1},"title":"M078 – Transposition didactique en histoire","author":"Lyonel Kaufmann","date":"9 mars 2006","format":false,"excerpt":"A - Objectifs et contenu du module (repris du plan d\u2019\u00e9tude) Ce module aborde la d\u00e9finition des s\u00e9quences didactiques \u00e0 partir de probl\u00e9matiques historiques, des \u00e9l\u00e8ves concern\u00e9s et des instructions officielles. Au terme du module, l\u2019\u00e9tudiant-e est en mesure de - exploiter des savoirs disciplinaires, didactiques et \u00e9pist\u00e9mologiques en histoire\u2026","rel":"","context":"Dans "Cours et s\u00e9minaires"","block_context":{"text":"Cours et s\u00e9minaires","link":"https:\/\/lyonelkaufmann.ch\/histoire\/category\/cours-et-seminaires\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":136,"url":"https:\/\/lyonelkaufmann.ch\/histoire\/2006\/10\/23\/m078-premiere-seance-et-interseance-23102006\/","url_meta":{"origin":41,"position":2},"title":"M078 – Premi\u00e8re s\u00e9ance et inters\u00e9ance (23.10.2006)","author":"Lyonel Kaufmann","date":"23 octobre 2006","format":false,"excerpt":"Organisation de la s\u00e9ance A - Premi\u00e8re partie 1. Pr\u00e9sentation + Distribution du polycopi\u00e9 2. Organisation de la s\u00e9ance 3. Cadre g\u00e9n\u00e9ral du module (polycopi\u00e9 pp. 2 \u00e0 5) site internet en compl\u00e9ment du module et du polycopi\u00e9 ouvrages de base : l'ouvrage de Simard\/Laville est \u00e0 disposition \u00e0 la\u2026","rel":"","context":"Dans "Nouvelles de l'histoire"","block_context":{"text":"Nouvelles de l'histoire","link":"https:\/\/lyonelkaufmann.ch\/histoire\/category\/nouvelles-de-lhistoire\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7200,"url":"https:\/\/lyonelkaufmann.ch\/histoire\/2013\/07\/09\/lecture-dete-didactique-et-enseignement-de-lhistoire-geographie-au-college-et-au-lycee\/","url_meta":{"origin":41,"position":3},"title":"Lecture d'\u00e9t\u00e9 : Didactique et enseignement de l\u2019histoire-g\u00e9ographie au coll\u00e8ge et au lyc\u00e9e","author":"Lyonel Kaufmann","date":"9 juillet 2013","format":false,"excerpt":"L'ouvrage de Yannick M\u00e9vel et Nicole Tutiaux-Guillon se veut ni une somme de trucs, ni une th\u00e9orie, mais bien une proposition entre les deux. Ce souci se retrouve dans la construction de chaque chapitre. Il int\u00e9ressera \u00e0 la fois les futurs enseignants en formation et les enseignants ayant d\u00e9j\u00e0 de\u2026","rel":"","context":"Dans "Didactique"","block_context":{"text":"Didactique","link":"https:\/\/lyonelkaufmann.ch\/histoire\/category\/didactique\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2015\/07\/EPU.jpg?fit=340%2C477&ssl=1&resize=350%2C200","width":350,"height":200},"classes":[]},{"id":9828,"url":"https:\/\/lyonelkaufmann.ch\/histoire\/2015\/06\/25\/faire-aimer-et-apprendre-lhistoire-cafe-pedagogique-no-160\/","url_meta":{"origin":41,"position":4},"title":"Faire aimer et apprendre l\u2019histoire | Caf\u00e9 p\u00e9dagogique no 160","author":"Lyonel Kaufmann","date":"25 juin 2015","format":false,"excerpt":"Beau programme et noble ambition que de vouloir tout \u00e0 la fois \u00ab\u00a0faire aimer et apprendre l\u2019histoire (et la g\u00e9ographie)\u00bb ! C\u2019est l\u2019ambition et le titre d\u2019un ouvrage paru l\u2019\u00e9t\u00e9 dernier au Qu\u00e9bec et dans lequel j\u2019ai particip\u00e9, et d\u2019une certaine mani\u00e8re \u00e9galement le Caf\u00e9 p\u00e9dagogique.\u00a0 \u00a0 \u00a0 Destin\u00e9 en\u2026","rel":"","context":"Dans "Didactique"","block_context":{"text":"Didactique","link":"https:\/\/lyonelkaufmann.ch\/histoire\/category\/didactique\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2015\/06\/NewImage.png?fit=400%2C604&ssl=1&resize=350%2C200","width":350,"height":200},"classes":[]},{"id":7552,"url":"https:\/\/lyonelkaufmann.ch\/histoire\/2013\/10\/03\/problematiser-mais-vraiment-en-classe-dhistoire-chronique-no-145\/","url_meta":{"origin":41,"position":5},"title":"Probl\u00e9matiser, mais vraiment, en classe d'histoire | Chronique no 145","author":"Lyonel Kaufmann","date":"3 octobre 2013","format":false,"excerpt":"La parution r\u00e9cente de \u00ab\u00a0Didactique et enseignement de l'histoire-g\u00e9ographie au coll\u00e8ge et au lyc\u00e9e\u00bb de Yannick M\u00e9vel et Nicole Tutiaux Guillon permet de faire le point sur la question de la probl\u00e9matisation et du probl\u00e8me en classe d'histoire.\u00a0 Pr\u00e9alablement, l'ouvrage de Yannick M\u00e9vel et Nicole Tutiaux-Guillon propose par chapitre d'aborder\u2026","rel":"","context":"Dans "Didactique"","block_context":{"text":"Didactique","link":"https:\/\/lyonelkaufmann.ch\/histoire\/category\/didactique\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2015\/07\/145_chronique.jpg?fit=340%2C477&ssl=1&resize=350%2C200","width":350,"height":200},"classes":[]}],"_links":{"self":[{"href":"https:\/\/lyonelkaufmann.ch\/histoire\/wp-json\/wp\/v2\/posts\/41","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/lyonelkaufmann.ch\/histoire\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/lyonelkaufmann.ch\/histoire\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/lyonelkaufmann.ch\/histoire\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/lyonelkaufmann.ch\/histoire\/wp-json\/wp\/v2\/comments?post=41"}],"version-history":[{"count":0,"href":"https:\/\/lyonelkaufmann.ch\/histoire\/wp-json\/wp\/v2\/posts\/41\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/lyonelkaufmann.ch\/histoire\/wp-json\/wp\/v2\/media\/9896"}],"wp:attachment":[{"href":"https:\/\/lyonelkaufmann.ch\/histoire\/wp-json\/wp\/v2\/media?parent=41"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/lyonelkaufmann.ch\/histoire\/wp-json\/wp\/v2\/categories?post=41"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/lyonelkaufmann.ch\/histoire\/wp-json\/wp\/v2\/tags?post=41"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}