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                <title xml:lang="en">Importance of the referent in a curriculum analysis process: The example of education on the issue of energy and energy transition</title>
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                <term xml:lang="en">sustainable development</term>
                <term xml:lang="en">energy transition</term>
                <term xml:lang="en">curriculum</term>
                <term xml:lang="en">compulsory education</term>
                <term xml:lang="en">Scholar education</term>
                <term xml:lang="fr">. Éducation scolaire</term>
                <term xml:lang="fr">enseignement général et obligatoire</term>
                <term xml:lang="fr">curriculum</term>
                <term xml:lang="fr">développement durable</term>
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              <p>This article presents a method of curriculum analysis of prescriptions and their educational effects, on the issue of energy transition, and based on the interest of having a robust referent available. The first step of the study was to develop a reference map of the energy transition. The reference map then made it possible to draw up an analysis grid for the prescribed curriculum. The programs examined are those of general and compulsory education. Finally, a corpus from a questionnaire administered to 959 students in their last year of middle school was analyzed in order to report on the efficiency of the study program, using the method of social representations.</p>
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              <p>Cet article présente une méthode d’analyse curriculaire des prescriptions concernant la transition énergétique, avec une réflexion sur le référentiel et ses effets éducatifs. La transition énergétique intègre des dimensions complexes scientifique et/ou technique, politique et sociétal, et nous partons du principe que tout curriculum est un construit à caractère politique. La première étape de l'étude a été de produire un référent curriculaire de la transition énergétique, lequel permet d’élaborer d'une grille d'analyse du curriculum prescrit. Les programmes examinés sont ceux de l'enseignement général et obligatoire. Enfin, un corpus issu d’un questionnaire administré à 959 élèves en fin de troisième, qui constitue la fin légale de la scolarité obligatoire, a été analysé en vue d’approcher le curriculum réel.</p>
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