The team's international publications are in line with the current state of our collaborations. We note that Spanish is just as present as English. This no doubt demonstrates an orientation towards a world of great importance. However, we have more difficulty when it comes to our relationship with the countries of northern Europe, or those who have taken on board the fact that English is the European language of science. We have a proactive policy on this issue. We cannot continue, as it has been the case so far, to limit ourselves to isolated instances of publications in special issues of international journals. Our stated goal is to publish in English, including in French journals. The challenge here is to open the scientific debate with the English-speaking scientific community in Europe. We will therefore work with an established English mother tongue translator so that he can enable us, collectively, to enter into the debates concerning us and so that he can follow, with us, the development of the references we will learn to share. More...

Specified subjects in relation to the four main themes will guide ACADIS' work throughout the next four years. We will have the possibility of forming several teams to focus on the subjects of a single theme. Around this, we will organise seminars open to all members of the group. The idea is to systematically conduct debates - we feel that the initial diversity of approaches demands this. These debates will involve shared reference subjects (at least in part). Team work will centre upon the observation of a particular scenario, or the monitoring of a phenomenon deriving from one of the theoretical approach the group is seeking to develop. The teams will thus bring their empirical work to the debate. Nevertheless, the research work, as well as collaborative action with individuals working on the ground, will also involve the construction of interpretations, which will be the result of joint work. We plan to organise three international conferences with the Association pour des Recherches Comparatives en Didactique (January 2013), on the ATD (November 2013) and, most probably, on Territorial Strategies related to schools or the teaching of French as a Foreign Language (dates not yet determined). This will enable us to tackle the issues raised with other teams from around the world. 
Finally, it should be noted that many members of ACADIS are involved in one of the multidisciplinary components of SFERE, the federal research organisation. This allegiance is shown in the list of the members of each team. This reflects our desire to open up educational issues to the sciences of society, such as cognitive science, since our focus lies precisely at the interface between these two recognised fields. More...

The ACADIS team examines the relationship between 'sociological' approaches and 'didactical' approaches in the context of institutions implementing their own educational projects, driven by society or any of its components in the direction of a social group within a particular local area, or society as a whole. The synergies expected from this group lie principally within this area. We focus on knowledge production in terms of processes for forming knowledge-related provisions, in terms of their personal, and also collective, dimensions: regionalities, for example. We also examine knowledge production in terms of the reverse movement. We define this as a process of didactical conversion of social subjugation, some dimensions of which are undoubtedly determined by regional strategies. More...

The initial purpose of didactics was to train teachers in an area little studied by the then dominant approaches on educational issues: philosophy (applied to education: general pedagogy), psychology (applied to education: scientific pedagogy) or sociology. The specific focus didactics placed on knowledge led us to observe the life of knowledge in the human group we call a class (anthropological theory of didactics), followed by the conditions of this life (its ecology) and the systems of constraints that determine its evolution. Is researching new solutions to teachers' issues now the main subject of disciplinary teaching approaches? The comparative position we have taken in the ACADIS group leads us, firstly, to also observe the pupils' involvement in the educational process (theory of joint action), to show how they are sometimes decisive protagonists in the teaching process for which the teacher has professional responsibility. Today, we are interested in the didactical issues raised in non-school conditions, where we observe the process of didactification, that is to say, the social predominance of school-type approaches as a universal response to social needs in terms of knowledge. More...

The teaching of school subjects was initially the main focus of educational questioning in a school environment, with observation of experienced practitioners. The learning process was the central subject of psychological questioning in laboratories, where we could observe the development of relationships to world objects. Today, however, the focus placed by educationalists on knowledge and the construction of knowledge organised in its natural educational environment no longer has the same meaning, since the techniques for accessing observations have changed. Thus, the weight of linguistic interactions between peers in the production of a collective thinking space is at the heart of educational work today. Monitoring the development of professionalism in the education professions is central to much of the work we carry out. This movement is the result of our 'field' work (i.e.: our work outside of the laboratory). It is thus situational, within the space of interaction between a teacher and their pupils with the aim of sharing knowledge. The issue here is the production of knowledge which is collectively built. The questions to which the actions of teachers and pupils provide answers no longer fall under a single discipline. They are related to a complex common activity, in a shared, so-called 'reference' environment. More...

The growing use of ICT, especially the Internet, is a social fact in the world of work and in the private sphere. The idea is to anticipate the problems these uses pose for educational institutions and to identify the potential of these technologies in education and training. In the current climate, digital campuses and IT environments for human learning fall within the range of teaching aids available to students in higher education. 
These devices generate new behaviours. The participation of Internet users in projects, whether spontaneous or directed, gives rise to particular groups or 'communities' bringing education and/or training projects to the fore. Through research, we should be able to analyse the impact of these social phenomena, their effectiveness and the resources on which they draw, at the same time questioning the ethics of the practices and knowledge produced and disseminated. More...

This research program is organised in three dimensions, corresponding to the major types of choices inherent in educational institutions: the choice of knowledge to be disseminated (praxeologies), the choice of teaching situations in which this dissemination should take place and the choice of training pathways. The 'praxeological choice' variable is combined with two other variables: the 'target group' variable (e.g. students in educational sciences) and the 'praxeological environment' variable (e.g. research and statistics methodology). Essentially, the target groups studied consist of: a) pupils in secondary education, b) students and researchers in educational sciences/didactics, c) mathematics teachers in secondary education, d) students in engineering schools. The praxeological environments are, essentially: 1) knowledge of mathematics, 2) knowledge of information retrieval on the Internet, 3) knowledge of sustainable development, 4) knowledge of research, including statistics and data analysis, 5) knowledge of the production and editing of texts, 6) didactic knowledge of study and teaching, both face to face and remotely. More...

The priority for this four-year period will be to bring together different approaches - mainly sociological, sociolinguistic, educational and regional - to socially controversial issues (teaching globalisation, education for sustainable development), for example in the context of the activity of observatories, and in partnership with other ADEF research teams, along with other regional, national, European and international teams. 
These original approaches - which have, in particular, enabled us to highlight the effects of regionality and regional specificities on education - have already been implemented on the ground, in a wide variety of contexts (rural schools, peri-urban areas). They have shown how parents and students develop personal strategies in relation to the school world to which they have access. The effects of these are collective. This should allow for a better understanding of the challenges of 'civic' education and the effects of the co-construction of knowledge, along with identities - social and subjective, epistemic and professional - in line with the development of the concept of 'territorial intelligence'. More...

Our entry point here is an analysis comparing several disciplines and teaching environments, considering them in the context of the learning situations associated with them and, beyond this, their social environment. The connection is obvious for the teaching of foreign languages, but there has been little research into its effective interactional determinations, for example in the case of schooling migrants, which raises the question of the language spoken and written at school, and the conditions for its learning.
We could argue that: on the one hand, teaching situations with certain identified properties are necessary, in the classroom, in order to transmit knowledge with the desired epistemological properties; on the other hand, for schools to be able to transmit knowledge with these epistemological properties, society must have a clear vision of the challenges of this educational requirement. These two systems of constraints are the subject of a joint study of comparative approaches.
Initial work has already highlighted shifts in the didactisation process (in teaching French as a foreign language, as a result of the 'Cultures d’Enseignement, Cultures d’Apprentissage' Project by the ADEF, FIPF and AUF), and even flaws in this process. More...

The work we will develop will start with building a relationship between lengthy disciplinary learning, on the one hand (associated value systems, curricula building: trajectories) and time-limited interactions in the classroom, on the other (establishing differential training contracts: situations). We consider issues concerning the efficiency and equity of the education system to be based upon this relationship.
The work will then focus on the building of relationships to learning subjects (socially controversial issues are one case, the obsolescence of academic disciplines is another). We will consider how knowledge needs are defined in society (sustainable development, language practice or the definition of a common bedrock of knowledge raise new questions in relation to civic culture). The issue of building social relations at school will also be examined (in areas where they are socially determined, or in relation to gender distinctions which play a role in choices linked to success and orientation). We feel that issues concerning a common bedrock of knowledge are part of this work.
The work will be conducted in the context of each body of educational content and, therefore, developed through a perspective of comparing content, institutions and regional areas.
This movement is the result of a clearly multidisciplinary team (CNU sections 05, 07, 16, 19, 26, 70), which brings together researchers from teams 1 and 3 of the previous quadrennium. It requires an epistemological reworking of the foundations and discussion and reorganisation of educational theories, in the context of their relationships with the anthropological sciences. This work has been carried out since the previous programme by the EtOS team. Its theoretical dimensions are growing with the development of the theory of joint action in education and a deepening of the anthropological theory of didactics (ATD). This work is presented and discussed at international conferences. The research develops from the observation and analysis of empirical phenomena, with the study of new phenomena derived from regional effects or the introduction of non-disciplinary learning subjects. It continues with the study of education existing outside of educational institutions, which allows for the testing of knowledge acquired previously.
We are thus seeking to develop a synergy between researchers who refer to an anthropological-type approach, an approach to a social phenomenon they call the school, an instituted form of training in social relations to knowledge, or didactics, the organisation of an entry into culture through study. The group, made up in this way, defines work themes and a joint seminar is held where the results and methodology are brought to the fore. Work teams are formed freely around these themes and are established for a fixed period of collaborative study on a specified subject, either as part of the response to an invitation to tender or in the context of a recognised project.
Thus, trajectories, situations, needs, distinctions and comparisons define the main types of questions we will ask in relation to our study subject - teaching and education. Training and the mutual conversion of educational and social provisions is thus the central issue we plan to tackle in the next four years, developing work which systematically articulates the biographical monitoring of individuals, the historical monitoring of social organisations and, at the same time, a description of how social knowledge needs are met, or fail to be met, in schools. On this last issue, specific to teaching approaches, we will propose ways to intervene, including the production of teaching resources. More...