Questioning and history teaching in a primary class with active pedagogy : a case study from the perspective of the problem-based learning framework ; Questionnement et enseignement de l'histoire dans une classe primaire en pédagogie active : une étude de cas du point de vue du cadre de l'apprentissage par problématisation

The teaching of history carries within it, through its aims, the hopes and troubles of the society from which it comes, and even of the future society. Its two most important objectives are integration into this society through a shared memory and the intellectual training of the future citizen, which we hope will be enlightened and active. It is clear from the research carried out on the dominant teaching practices in this discipline that these practices do not encourage the critical intellectual skills necessary for the formation of an enlightened citizen. These skills, which are nevertheless targeted by legal injunctions, correspond to those that enable a citizen of a democratic society to participate actively in its functioning but also in its development, through his or her ability to question society as it is. This activity and this desire for renewal are also characteristic elements of the New Education pedagogical movement. We believe that it is therefore relevant to question the practices of teachers in this type of school in history, at primary level. We are particularly interested in the place and role of questioning, a central element of any critical activity, and an indicator of interest and desire for knowledge and, by extension, emancipation. Maulini (2005) shows that, depending on the type of question (open or closed), its sender (teacher or pupil) and, among other things, its purpose (to advance the lesson or to ensure the attention of the pupils, for example), it can have the opposite effect of that intended. The present work is part of the didactic theoretical framework of learning by problematization (Fabre, 1995; Fabre and Orange, 1997; Doussot, 2018) with the aim of studying the conceptions of questioning in history in the pedagogical movement that claims to be based on the Éducation Nouvelle and, in particular, Decroly. ; L’enseignement de l’histoire porte en lui, par ses visées, les espoirs et les troubles de la société dont il est issu, voire de la société future. Ses deux objectifs les ...