FRENCH RURAL AND MOUNTAIN SCHOOL: organization, performance, specific professional practices, teacher training and territorial education policies ; ECOLE RURALE ET MONTAGNARDE FRANÇAISE: organisation, performance, pratiques professionnelles spécifiques, formation des enseignants et politiques éducatives territorialisées ; ESCOLA FRANCESA RURAL E DE MONTANHA: organização, atuação, práticas profissionais específicas, formação de professores e políticas de formação territorial

In this chapter devoted to the French rural and mountain school, the author begins by questioning the different concepts and notions necessary for the analyzes presented: first, he questions the related concepts of “territory” and “territoriality”, then he seeks to identify the notions of so-called “isolated rural” and “middle mountain” spaces in which the majority of rural-mountain schools are located before, finally, attempting to characterize the “school form” of the rural and mountain school herself. After this introduction, he successively analyzes the main dimensions that cross this particular school. The current French rural and mountain school is indeed based on several rather positive foundations: an organization adapted to the specificities of the rural-mountain territorial context, good academic performance, particularly in mother tongue and mathematics and, finally, professional teaching practices taking a large take into account the particular characteristics of rural areas and mountains (territorialities and audiences in particular). On the other hand, two points penalize it quite clearly: on the one hand, an almost non-existent initial professional teacher training on these proven territorial specificities and, on the other hand, territorialized public education policies often stigmatizing for mountain rurality and little in line with its real needs. ; Dans ce chapitre consacré à l’école rurale et montagnarde française, l’auteur commence par interroger les différents concepts et notions nécessaires aux analyses présentées: d’abord, il questionne les concepts apparentés de «territoire» et de «territorialité», puis il cherche à cerner les notions d’espaces dits «rural isolé» et «de moyenne montagne» dans lesquels sont implantés la majorité des écoles rurales-montagnarde avant, enfin, de tenter de caractériser la «forme scolaire» de l’école rurale et montagnarde elle-même. Après cette introduction, il analyse successivement les principales dimensions qui traversent cette école particulière. L’école ...