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            <title xml:lang="en">Knowledge as problem-building practices: a socio-cognitive approach in history education</title>
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                <forename type="first">Sylvain</forename>
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                <title xml:lang="en">Knowledge as problem-building practices: a socio-cognitive approach in history education</title>
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                <term xml:lang="en">structuring principle</term>
                <term xml:lang="en">knowledge practices</term>
                <term xml:lang="en">problematization</term>
                <term xml:lang="en">history education</term>
                <term xml:lang="en">practical principal</term>
                <term xml:lang="fr">problématisation</term>
                <term xml:lang="fr">didactique de l’histoire</term>
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              <p>By bringing out principles that structure scientific practices and knowledge (about geology and biology), Orange-Ravachol and Beorchia (2011) lead didactics interpretations towards access conditions to scientific knowledge as knowledge linked to a problem. We seize these structuring principles as tools to question our own work in history education conducted under the theoretical frame of “problematization”. About a specifically built course (for pupils of 10-11) and through crossed epistemological and didactical approaches in history and history education, we thus identify inseparable theoretical and methodological structuring principles that give access to both cognitive and social sides of knowledge in the classroom. This extends – for history – the use of “constraint-spaces” as a tool from the analysis of the knowledge logic to the social logic of the classroom aiming at understanding knowledge as practice.</p>
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              <p>La mise en évidence de principes structurant les pratiques et les savoirs scientifiques dans le cas des SVT (Orange-Ravachol et Beorchia, 2011) ouvre l’analyse didactique en direction des conditions d’accès à un savoir problématisé. Nous nous saisissons de cet outil pour questionner, en histoire, les travaux menés par notre équipe dans le cadre théorique de la problématisation. Par le croisement de réflexions épistémologiques et pratiques en histoire et en didactique, et sur la base d’une séquence forcée (élèves de 10-11 ans), nous identifions ainsi des principes structurants indissociablement théoriques et méthodologiques qui permettent d’étudier simultanément les dimensions cognitives et sociales du savoir en jeu dans la classe. Ce qui prolonge pour notre discipline l’usage d’espaces des contraintes comme outils d’analyse didactique de la logique des savoirs vers la logique sociale de la classe, en vue d’une appréhension des savoirs comme pratiques.</p>
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