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                <title xml:lang="en">Curricular changes and disciplinary restructuring: the case of education for sustainable development and life and Earth sciences.</title>
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                <term xml:lang="en">education</term>
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                <term xml:lang="en">sciences</term>
                <term xml:lang="en">curriculum subject</term>
                <term xml:lang="en">classroom discipline</term>
                <term xml:lang="en">history</term>
                <term xml:lang="fr">discipline scolaire</term>
                <term xml:lang="fr">enseignement</term>
                <term xml:lang="fr">sciences</term>
                <term xml:lang="fr">matière d’enseignement</term>
                <term xml:lang="fr">education</term>
                <term xml:lang="fr">history</term>
                <term xml:lang="fr">classroom discipline</term>
                <term xml:lang="fr">curriculum subject</term>
                <term xml:lang="fr">teaching</term>
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              <p>The emergence of transversal education raises questions for traditional academic disciplines. Our paper examines how education for sustainable development (ESD) as a new curricular context has influenced the discipline of Life and Earth Sciences. Our work is based on a curricular approach that relies on a diachronic analysis of the Life and Earth Sciences programmes since the 1990s (qualitative analysis of contents, aims and values, and lexicometric analysis). All the analyses identify changes in the discipline, particularly the affirmation of an anthropocentric perspective and the utilitarianism of knowledge. This curricular approach enables the identification of benchmarks for ESD teacher training, particularly emphasising the importance of making the hidden curriculum explicit, and fostering reflexivity regarding the legitimacy of knowledge.</p>
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              <p>L’émergence des éducations transversales pose des questions aux disciplines scolaires instituées. Notre article interroge de quelles manières l’éducation au développement durable (EDD), en tant que nouveau contexte curriculaire, a eu des influences sur la discipline scolaire des sciences de la vie et de la Terre (SVT). Notre travail relève d’une approche curriculaire qui repose sur une analyse diachronique des programmes de SVT depuis les années quatre-vingt-dix (analyse qualitative des contenus, des finalités et des valeurs, et analyse lexicométrique). L’ensemble des analyses permet d’identifier des transformations de la discipline, notamment l’affirmation d’une perspective anthropocentrée et un utilitarisme de la connaissance. Cette approche curriculaire permet de dégager des repères pour la formation des enseignants en EDD, dont l’importance d’expliciter le curriculum caché et de construire une réflexivité sur la légitimité des savoirs.</p>
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