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              <p>Since 2009 Agricultural Education has implemented the renovation of the professional path that introduces the skills approach. This approach promotes the transversality of learning that gives meaning to the overall project of training. Pedagogical progression must make it possible to organize this system. Experimentation conducted in partnership with teachers in spatial planning is interested in another way of writing the pedagogical progression to propose this transversality of learning. It is part of a process of innovation, support and renovation of teaching practices. The first part of the article locates the reasons for involvement in this work. It presents the objectives of the experiment and explains the choice of chorematic representation as a writing tool. The second part is based on examples of rewritten progressions that we presented to a class of students. She discusses their reactions. It highlights their interest for this type of formalization which the teacher must take advantage to co-construct his training project.</p>
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              <p>Depuis 2009 l'Enseignement Agricole a mis en place la rénovation de la voie professionnelle qui introduit l’approche par compétences. Cette approche promeut la transversalité des apprentissages qui donne du sens au projet global de formation. La progression pédagogique doit permettre d’organiser ce système. L’expérimentation conduite en partenariat avec des enseignants en aménagement de l’espace s’intéresse à une autre façon d’écrire la progression pédagogique pour proposer cette transversalité des apprentissages. Elle s’inscrit dans une démarche d’innovation, d’accompagnement et de rénovation des pratiques pédagogiques. La première partie de l’article situe les raisons de l’engagement dans ce travail. Elle présente les objectifs de l’expérience et explique le choix de la représentation chorématique comme outil d’écriture. La seconde partie s’appuie sur des exemples de progressions réécrites que nous avons présenté à une classe d’étudiants. Elle traite de leurs réactions. Elle met en évidence leur intérêt pour ce type de formalisation dont l’enseignant doit profiter pour co-construire son projet de formation.</p>
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            <ref type="url">http://www.univ-nantes.fr/</ref>
          </desc>
        </org>
      </listOrg>
      <listOrg type="projects">
        <org type="anrProject" xml:id="projanr-50449" status="VALID">
          <idno type="anr">ANR-11-LABX-0066</idno>
          <orgName>SMS/SSW</orgName>
          <desc>Structurations des mondes sociaux</desc>
          <date type="start">2011</date>
        </org>
      </listOrg>
    </back>
  </text>
</TEI>