Le rapport au savoir: émergence, propagation et institutionnalisation en tant que notion dans les domaines des Sciences de l’Éducation et des Didactiques

Abstract

The syntagma ‘rapport au savoir’ (relationship to knowledge) appeared in French scientific literature in the 1960s and since then it has been linked to theoretical fundamentals of different disciplines (eg Sociology, Psychoanalysis, Didactics, Anthropology) and has been used in a variety of contexts. Currently, it is widespread not only in research in France and in French-speaking countries (Belgium, Switzerland, Quebec), but also in Spanish-speaking countries (Spain, Argentina, Chile and Uruguay) and Portuguese-speaking countries (Portugal and Brazil). This scenario of theoretical multidisciplinarity and versatility in its use in different contexts raises the question of the epistemological status: Is it an operating concept, a theoretical notion, a theory or simply a freely used expression? (without rigor) to dissimilar situations? However, this scenario of theoretical multidisciplinarity and versatility in its use in different contexts raises the question of the epistemological status of the relationship to knowledge: Is it an operating concept, a theoretical notion, a theory or simply just an expression used freely (without rigor) for dissimilar situations? To answer this question, we will develop a historical approach presenting the phases of emergence and propagation of the syntagma relationship to knowledge, and the subsequent phase of its institutionalization as theoretical notion and problematic of research in the field of the Sciences of Education and Didactics.