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            <title xml:lang="en">Franco-Italian comparative study of the territorialisation of secondary schools</title>
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            <title xml:lang="it" type="sub">Il caso dei PTOF, dello sviluppo sostenibile, della cultura e della didattica della lettura e della scrittura</title>
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                <title xml:lang="en">Franco-Italian comparative study of the territorialisation of secondary schools</title>
                <title xml:lang="fr">Étude comparative franco-italienne de la territorialisation des établissements d'enseignement secondaire</title>
                <title xml:lang="it">Studio comparato franco-italiano sulla territorializzazione delle scuole secondarie</title>
                <title xml:lang="en" type="sub">Case of school projects, sustainable development, culture and didactics of reading-writing</title>
                <title xml:lang="fr" type="sub">Cas des projets d'établissement, développement durable, culture et didactique de la lecture-écriture</title>
                <title xml:lang="it" type="sub">Il caso dei PTOF, dello sviluppo sostenibile, della cultura e della didattica della lettura e della scrittura</title>
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                    <forename type="first">Stéphane</forename>
                    <surname>Bonnet</surname>
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                <authority type="school">ED 356 Cognition Langage Education, Aix- Marseille Université</authority>
                <authority type="supervisor">Angela Barthes</authority>
                <authority type="jury">Fatima Chnane-Davin [Président]</authority>
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                <term xml:lang="en">Territorialized didactics of reading-writing</term>
                <term xml:lang="en">Education for Sustainable Development (ESD)</term>
                <term xml:lang="en">Schools (EPLE)</term>
                <term xml:lang="en">Educational territorialization</term>
                <term xml:lang="fr">Établissements scolaires (ÉPLE)</term>
                <term xml:lang="fr">Territorialisation éducative</term>
                <term xml:lang="fr">Éducation au développement durable (ÉDD)</term>
                <term xml:lang="fr">Didactique de la lecture-écriture</term>
                <term xml:lang="fr">Alpes françaises et italiennes</term>
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              <p>Do schools solicit territorial actors and resources to fight against educational inequalities ? Contrary to current  studies, we analyze the projects of 26 rural and urban  establishments within the French and Italian Alpine arc, supplemented by 61 explanatory interviews with school heads and territorial actors.   In the typology category of schools, we find that structures that bring together several school levels obtain a stronger index of territorialization. From the point of view of territorial dynamics, schools in communities surrounding larger towns (&lt;50,000 inhabitants) find it difficult to territorialize their operations, partially due to the limited number of school staff actually residing in their school’s small community. Finally, we note a strong territorialization of the educational policy of the schools and the margin of autonomy in Italy and a strong territorialization by the actors in France. While transdisciplinary content such as ESD refers in France to national schemes that are less open to territorial actors, Italian schools respond more to calls for projects funded by Europe as part of the 2030 Agenda. Based on the interviews, we propose to territorialize the didactics of reading and writing to fight against educational inequalities. The role of school heads in a territorialized school policy is indispensable. The French academic networks of schools seem relevant to meet territorial actors at the level of French “intercommunalities”.</p>
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              <p>Les établissements scolaires sollicitent-ils les acteurs et les ressources territoriaux pour lutter contre les inégalités scolaires ? A rebours des études actuelles, nous analysons les projets de 26 établissements ruraux et urbains au sein de l’arc alpin français et italien,  complétés par 61 entretiens d’explicitation avec les chefs d’établissement et des acteurs territoriaux. Dans la catégorie typologie des établissements, nous constatons que les structures qui regroupent plusieurs niveaux scolaires obtiennent un plus fort indice de territorialisation. Sous l’angle des dynamiques territoriales, les établissements situés dans des communes couronnes des aires d’attraction des villes de &lt;50.000 habitants peinent à territorialiser leur projet d’établissement du fait notamment de la faible proportion de personnels habitant le territoire. Enfin nous relevons une forte territorialisation de la politique éducative de l’établissement et de la marge d’autonomie en Italie et une forte territorialisation par les acteurs en France. Si les contenus transdisciplinaires comme l’ÉDD se réfèrent en France à des dispositifs nationaux moins ouverts aux acteurs territoriaux, les établissements italiens répondent davantage à des appels à projets financés par l’Europe dans le cadre de l’agenda 2030. Nous proposons d’après les entretiens de territorialiser la didactique de la lecture-écriture pour lutter contre les inégalités scolaires. Le rôle des chefs d’établissement dans une politique d’établissement territorialisée s’avère indispensable. Les réseaux académiques d’établissement français semblent pertinents pour aller à la rencontre des acteurs territoriaux au niveau des intercommunalités.</p>
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              <p>Le scuole si rivolgono agli stakeholder e alle risorse locali per combattere le disuguaglianze educative ? A differenza degli studi attuali, analizziamo i progetti di 26 istituti rurali e urbani all'interno dell'arco alpino francese e italiano, integrati da 61 interviste esplicative con dirigenti scolastici e attori territoriali. Nella categoria della tipologia delle scuole, troviamo che le strutture che riuniscono più livelli scolastici ottengono un indice di territorializzazione più elevato. Dal punto di vista delle dinamiche territoriali, gli stabilimenti situati in comuni limitrofi ai bacini di utenza delle città con &lt;.000 abitanti faticano a territorializzare il proprio progetto di insediamento, in particolare a causa della bassa percentuale di personale residente sul territorio. Infine, si nota una forte territorializzazione della politica educativa dell'istituzione e del margine di autonomia in Italia e una forte territorializzazione da parte degli attori in Francia. Mentre i contenuti transdisciplinari come l'ESS in Francia si riferiscono a sistemi nazionali meno aperti agli attori territoriali, le istituzioni italiane rispondono maggiormente ai bandi di progetto finanziati dall'Europa nell'ambito dell'Agenda 2030. Sulla base delle interviste, proponiamo di territorializzare la didattica della lettura e della scrittura al fine di combattere le disuguaglianze educative. Il ruolo dei capi di istituto in una politica scolastica territorizzata è essenziale. Le reti accademiche delle istituzioni francesi sembrano rilevanti per incontrare gli attori territoriali a livello di intercomunitarità.</p>
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