Rapports aux savoirs et dispositifs didactiques : quelles dynamiques pour l'apprentissage du traitement des déchets et de transition vers l'économie circulaire ?

NIZAR HASSINE SGHAIER, ZOUHAIER HARRATH

Abstract

This research investigates how a didactic device incorporating a peer-to-peer narrative can reconfigure the relationships to knowledge of waste management students to transform technical knowledge into actionable agency rooted in the circular economy. Grounded in a theoretical framework combining professional didactics and relationships to knowledge, an original mixed method was deployed, cross-referencing a knowledge assessment and a systematic observation grid during a practical workshop. The results reveal an initially predominantly epistemic and instrumental relationship, followed by a significant evolution triggered by the narrative intervention, measured by a clear improvement in engagement behaviors (collaboration, initiative, perseverance) and a lexical shift (from "waste" to "resource"). The study concludes that narrative mediation is a powerful didactic lever for fostering ecological agency, which is essential for training change agents capable of addressing the challenges of the socio-ecological transition.

Keywords

Relationships to knowledge, circular economy, professional didactics, peer-to-peer narrative, agency

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DOI: https://doi.org/10.26220/mje.5536

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