{"id":5703,"date":"2023-09-25T10:29:08","date_gmt":"2023-09-25T08:29:08","guid":{"rendered":"https:\/\/observatoire-asap.org\/?p=5703"},"modified":"2023-09-25T10:29:10","modified_gmt":"2023-09-25T08:29:10","slug":"les-premices-dune-education-au-developpement-durable-a-luniversite","status":"publish","type":"post","link":"https:\/\/observatoire-asap.org\/index.php\/2023\/09\/25\/les-premices-dune-education-au-developpement-durable-a-luniversite\/","title":{"rendered":"Les pr\u00e9mices d\u2019une \u00c9ducation au\u00a0D\u00e9veloppement Durable\u00a0\u00e0 l\u2019universit\u00e9"},"content":{"rendered":"

\u00c0 l\u2019origine de la construction europ\u00e9enne<\/strong><\/p>\n

Le Trait\u00e9 de Rome ne contenait aucune disposition expresse relative \u00e0 la protection de l\u2019environnement. Depuis, une politique sp\u00e9cifique pour ce dernier a \u00e9t\u00e9 institu\u00e9e par diff\u00e9rents trait\u00e9s sur le fonctionnement de l\u2019Union europ\u00e9enne (TFUE du 9 mai 2008<\/a>). Aujourd\u2019hui, le droit des communaut\u00e9s europ\u00e9ennes apparait largement anthropocentr\u00e9 (Clerc, 2018).\u00a0 L\u2019anthropoc\u00e8ne d\u00e9signe une nouvelle \u00e9poque g\u00e9ologique du fait de l\u2019impact des activit\u00e9s humaines sur le syst\u00e8me Terre dans son ensemble. Face \u00e0 l\u2019anthropoc\u00e8ne, \u00ab les fondements \u00e9thiques du l\u00e9gislateur de l\u2019Union europ\u00e9enne ont \u00e9volu\u00e9 en ce qu\u2019il retranscrit, en droit, des consid\u00e9rations propres \u00e0 une \u00e9thique pathocentr\u00e9e, en prot\u00e9geant le \u00ab bien-\u00eatre animal \u00bb, voire \u00e9cocentr\u00e9e en luttant contre la disparition des esp\u00e8ces et de leurs habitats menac\u00e9s \u00bb (p. 55). La transition vers un nouveau mod\u00e8le d\u2019organisation sociale plus \u00e9quitable devient une n\u00e9cessit\u00e9 pour r\u00e9pondre aux in\u00e9galit\u00e9 sociales et aux d\u00e9fis \u00e9cologiques. L\u2019un des pivots de cette transition est une m\u00e9tamorphose de la repr\u00e9sentation du monde et en particulier de l\u2019universit\u00e9. En tant qu\u2019institution charg\u00e9e de transmettre des savoirs et des savoir-faire, mais aussi des valeurs et un rapport au monde, l\u2019universit\u00e9 a un r\u00f4le essentiel \u00e0 jouer dans l\u2019\u00e9mergence d\u2019un nouveau paradigme et son r\u00f4le futur dans l\u2019\u00e9volution des rapports entre l\u2019\u00eatre humain et son environnement (Curnier, 2017).<\/p>\n

Une \u00e9tude exploratoire<\/strong><\/p>\n

Deux chercheures de l\u2019universit\u00e9 Paris-Est-Cr\u00e9teil ont men\u00e9 une \u00e9tude exploratoire pour tenter de rendre compte d\u2019une vision interdisciplinaire de ce qui s\u2019enseigne ou va s\u2019enseigner \u00e0 l\u2019universit\u00e9 permettant aux futurs citoyens et citoyennes de d\u00e9passer la posture de l\u2019anthropocentrisme moral et de faire face aux d\u00e9fis de l\u2019Anthropoc\u00e8ne dans un monde ambigu, volatil, complexe et incertain (Carminatti & Rubens, sous presse 2024).<\/p>\n

L\u2019\u00e9ducation en mati\u00e8re d\u2019environnement <\/strong><\/p>\n

Elle fait son apparition \u00e0 l\u2019\u00e9cole du fait de la circulaire du 29 ao\u00fbt 1977<\/a>. Il s\u2019agit alors de \u00ab\u00a0d\u00e9velopper chez l\u2019\u00e9l\u00e8ve une attitude d\u2019observation, de compr\u00e9hension et de responsabilit\u00e9 \u00e0 l\u2019\u00e9gard de l\u2019environnement \u00bb. Entre 1993 et 2020, huit circulaires vont suivre, le sujet du d\u00e9veloppement durable est r\u00e9guli\u00e8rement trait\u00e9, et le minist\u00e8re vise toujours plus de g\u00e9n\u00e9ralisation de ces enseignements. L\u2019Education au D\u00e9veloppement Durable (EDD) apparait dans le code de l\u2019\u00e9ducation et fait partie des missions de l\u2019\u00e9cole<\/a>. L\u2019EDD concerne les \u00e9chelles nationale (elle se retrouve dans l\u2019ensemble des programmes scolaires), et \u00e9galement locale, \u00e0 travers les projets des \u00e9coles et des \u00e9tablissements. Pour autant, du c\u00f4t\u00e9 des enseignants, de nombreux freins ont \u00e9t\u00e9 identifi\u00e9s : l\u2019articulation des objectifs \u00e9ducatifs multiples, l\u2019accompagnement p\u00e9dagogique, la formation initiale ou continue, un sentiment d\u2019incomp\u00e9tences, une non l\u00e9gitimit\u00e9 des enseignants engag\u00e9s, et trop peu de moyens et de temps d\u00e9di\u00e9s. A l\u2019universit\u00e9, le Plan climat, biodiversit\u00e9 et transition \u00e9cologique du MESR<\/a> s\u2019inspire du rapport Jouzel<\/a> et pr\u00e9voit la d\u00e9finition d\u2019un socle de comp\u00e9tences et connaissances sur la transition \u00e9cologique et le d\u00e9veloppement soutenable (TEDS) pour 2023. De m\u00eame, la ministre de l\u2019enseignement sup\u00e9rieur, de la recherche et de l\u2019innovation, Sylvie Retailleau a annonc\u00e9 fin 2022 que la validation des dipl\u00f4mes qui serait conditionn\u00e9e \u00e0 l\u2019obtention de ce socle de comp\u00e9tences et connaissances, sans que l\u2019on ne connaisse la forme pr\u00e9cise que prendra cette injonction. De nouvelles \u00e9volutions sont donc d\u2019ores et d\u00e9j\u00e0 planifi\u00e9es au sein de l\u2019enseignement sup\u00e9rieur.<\/p>\n

Quel rapport au savoir d\u2019une \u00e9ducation au d\u00e9veloppement durable\u00a0?<\/strong><\/p>\n

Cinq enseignant\u00b7e\u00b7s du sup\u00e9rieur de l\u2019universit\u00e9 Paris-Est-Cr\u00e9teil se sont pr\u00eat\u00e9\u00b7e\u00b7s au jeu de rendre compte de ce qu\u2019il\u00b7elle\u00b7s enseignent \u00e0 propos des probl\u00e9matiques li\u00e9es au \u00ab\u00a0d\u00e9veloppement durable\u00a0\u00bb.<\/p>\n

Les d\u00e9finitions exprim\u00e9es mettent en perspective les trois supers objectifs \u00e0 atteindre d\u2019ici 2030 : mettre fin \u00e0 l\u2019extr\u00eame pauvret\u00e9, lutter contre les in\u00e9galit\u00e9s et l\u2019injustice et r\u00e9gler le probl\u00e8me du d\u00e9r\u00e8glement climatique qui s\u2019appuient sur les trois piliers du d\u00e9veloppement durable : environnement, \u00e9conomie et social (agenda 2030 en France<\/a>). Les cinq \u00e9tudes de cas r\u00e9v\u00e8lent les singularit\u00e9s de chacun des sujets-enseignants : pour Clotilde (il s\u2019agit de pseudonymes pour conserver l\u2019anonymat des collaboratrices et collaborateurs de terrain) : \u00ab l\u2019anglais contribue au renforcement de la culture g\u00e9n\u00e9rale en lien avec l\u2019environnement \u00bb. Pour Marie : \u00ab les \u00e9tudiants doivent prendre conscience de la n\u00e9cessit\u00e9 de prendre en compte les objectifs du d\u00e9veloppement durable dans la cr\u00e9ation ou la gestion de leur entreprise \u00bb. Pour Marion : \u00ab il y a n\u00e9cessit\u00e9 \u00e0 aller vers une transition \u00e9cologique \u00bb. Pour Elodie : \u00ab aborder les probl\u00e9matiques du d\u00e9veloppement durable dans mes cours est primordial \u00bb. Pour Adrien : \u00ab en tant que physicien, je suis plus \u00e0 l\u2019aise avec les questions \u00e9nerg\u00e9tiques et climatiques \u00bb.<\/p>\n

Le rapprochement des cinq cas fait \u00e9merger plusieurs pr\u00e9alables \u00e0 une EDD\u00a0: une proximit\u00e9 avec les probl\u00e9matiques li\u00e9es au d\u00e9veloppement durable\u00a0; une anciennet\u00e9 avec cet enjeu de savoir et un d\u00e9sir de transmettre des \u00e9l\u00e9ments qui permettront aux \u00e9tudiants de d\u00e9passer la connaissance d\u00e9clar\u00e9e et de prendre conscience de l\u2019int\u00e9r\u00eat de mettre en \u0153uvre au-del\u00e0 des disciplines un mode de vie, un mode de pens\u00e9e \u00e9cocentr\u00e9s\u00a0; la construction d\u2019un rapport \u00e0 l\u2019EDD li\u00e9 au rapport au monde, \u00e0 soi et aux autres.<\/p>\n

Ils ont tous les cinq li\u00e9 une alliance inconsciente (Ka\u00ebs, 2014) avec le d\u00e9veloppement durable et ont d\u00e9velopp\u00e9 un raisonnement particulier qui permet d\u2019entrevoir l\u2019angle de l\u2019objet et l\u2019angle du regard sur l\u2019objet DD (D\u2019Almeida, 2005).<\/p>\n

En conclusion, l\u2019\u00e9tude exploratoire laisse entrevoir les traces d\u2019une pens\u00e9e \u00e9ducative nouvelle avec la n\u00e9cessit\u00e9 d\u2019\u00e9laborer des strat\u00e9gies \u00e0 long terme. Le r\u00f4le de l\u2019enseignant, dans le sup\u00e9rieur, conduit \u00e0 ajouter, presque \u00e0 leur insu, un quatri\u00e8me pilier, celui de la culture issue des contenus \u00e0 transmettre dans leurs cours. Cette culture fa\u00e7onne et d\u00e9termine les futures actions des \u00e9tudiants. Pour que l\u2019universit\u00e9 devienne une universit\u00e9 en transition, il semble n\u00e9cessaire de rendre compte d\u2019une nouvelle probl\u00e9matique, celle d\u2019accepter que la \u00ab terre soit notre ma\u00eetre \u00bb (Westbroek, 2015, p. 962).<\/p>\n

Nathalie Carminatti<\/a><\/span><\/p>\n

R\u00e9f\u00e9rences<\/strong><\/p>\n

Clerc, O. (2018). L\u2019Union europ\u00e9enne face au d\u00e9fi de l\u2019anthropoc\u00e8ne\u00a0: du droit du d\u00e9veloppement durable aux droits de la nature\u00a0? Revue qu\u00e9b\u00e9coise de droit international\/Quebec Journal of International Law \/ Revista quebequense de derecho internacional<\/em>, 55\u201373. https:\/\/doi.org\/10.7202\/1067259ar.<\/p>\n

Curnier, D. (2017). Education et durabilit\u00e9 forte. La pens\u00e9e \u00e9cologique. 1. 252- 271.<\/p>\n

D\u2019Almeida, N. (2005). De l\u2019environnement au d\u00e9veloppement durable, l\u2019institution d\u2019un objet et la configuration d\u2019une question. Communication et organisation<\/em>. La communication des nouvelles \u00e9thiques de l\u2019entreprise. 26. 12-24.<\/p>\n

Ka\u00ebs, R. (2014). Les alliances inconscientes<\/em>. Paris\u00a0: Dunod.<\/p>\n

Westbroek, P. (2015). Syst\u00e8me terre. In Dominique Bourg et Alain Papaux (dir.), Dictionnaire de la pens\u00e9e \u00e9cologique<\/em>. Paris\u00a0: PUF. p. 957-962.<\/p>\n

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\u00c0 l\u2019origine de la construction europ\u00e9enne Le Trait\u00e9 de Rome ne contenait aucune disposition expresse relative \u00e0 la protection de l\u2019environnement. Depuis, une politique sp\u00e9cifique pour ce dernier a \u00e9t\u00e9 institu\u00e9e par diff\u00e9rents trait\u00e9s sur le fonctionnement de l\u2019Union europ\u00e9enne (TFUE du 9 mai 2008). 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