Éduquer entre paradigmes et transformations : Parcours de sens dans la formation contemporaine
DOI :
https://doi.org/10.7346/-fei-XXIII-01-25_01Mots-clés :
Paradigmes éducatifs, Complexité, Construction de sens, Apprentissage incarné, Pédagogie contemporaineRésumé
À une époque marquée par de profondes transformations sociales, culturelles et technologiques, l’éducation est appelée à reformuler ses paradigmes et à reconstruire des parcours porteurs de sens. Cet éditorial examine la nécessité d’une pédagogie capable de faire face à la complexité, à l’incertitude et à la corporéité de l’expérience éducative. En s’appuyant sur des penseurs classiques et contemporains, il propose une vision intégrée de l’éducation fondée sur la relation, l’interprétation et le changement. Le numéro est structuré en sections thématiques qui explorent de manière critique les tensions et perspectives des pratiques éducatives contemporaines.
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