L’enseignement et l’apprentissage de la respiration dans le cycle préparatoire et le cycle secondaire en Tunisie : contribution à une analyse curriculaire



The pursued main objective of this work is to verify if the new curricula take into account or not ends and orientations of the last educational reform; in particular as regards the role of the pupil in his apprenticeships, the integration of the NICT (New information and communication technologies) in the teaching process and the promotion of health education. For that purpose, we proceeded to an analysis of content education of breathing function in prescribed and potential curricula in the preparatory and secondary stages of education. The main results which stand out from this study are: (1) Internal and external incoherencies was lifted in both curricula analyzed in consideration of the orientations of the educational reform: (a) There is an epistemological gap between format of the contents and the socio-constructivism ordered by the reform as a paradigm of cognition. (b) Several paradigms of cognition coexist: behaviorism, cognitivism and socio-constructivism. (2) In the statements of curricula, there is a sliding which consists in the reduction of the concept of skill to specific objectives.


Breathing, socioconstructivism, curriculum, curriculum didactics

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DOI: https://doi.org/10.26220/une.3209

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Educational Journal of the University of Patras UNESCO Chair | ISSN: 2241-9152 | Department of Educational Sciences and Early Childhood Education University of Patras

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