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            <title xml:lang="fr">Analyse de reconfigurations disciplinaires. Les apports de la didactique à la sociologie</title>
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            <idno type="halRefHtml">&lt;i&gt;Spirale - Revue de Recherches en Éducation &lt;/i&gt;, 2016, Des disciplines scolaires en mutation ? Regards croisés. France, Québec… et ailleurs, 2 (58), pp.23-34. &lt;a target="_blank" href="https://dx.doi.org/10.3917/spir.058.0023"&gt;&amp;#x27E8;10.3917/spir.058.0023&amp;#x27E9;&lt;/a&gt;</idno>
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                <term xml:lang="fr">Sociologie du curriculum</term>
                <term xml:lang="fr">Didactiques</term>
                <term xml:lang="fr">Configuration disciplinaire</term>
                <term xml:lang="fr">Finalités</term>
                <term xml:lang="fr">Identité disciplinaire</term>
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              <p>This article aims to overcome the opposition commonly accepted between sociology and didactic about the analysis of curricula. Our purpose is based on a qualitative approach and relies on two examples : the introduction of digital technologies in high schools which implies to integrate the use of new technologies within already established subjects such as mathematics ; the investigative approach that does transform technology as a subject in general colleges. How to use didactic concepts towards a sociological analysis of these curricular developments ? Refering to two studies, we will argue how sociology can grasp concepts of “disciplinary configuration” and “aim” to analyze identities and disciplinary legitimacies.</p>
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              <p>Cet article vise à dépasser l’opposition communément admise entre sociologie et didactique concernant l’analyse des contenus d’enseignement. Notre propos repose sur une démarche qualitative et s’appuie sur deux exemples : l’introduction du numérique au lycée qui suppose d’intégrer l’usage de nouvelles technologies au sein de disciplines déjà constituées comme les mathématiques ; la démarche d’investigation qui transforme profondément la discipline technologie au collège. Quelle utilisation de concepts didactiques pour une analyse sociologique de ces évolutions curriculaires ? A travers deux études, nous montrerons comment la sociologie peut se saisir des concepts de « configuration disciplinaire » et de « finalité » au profit d’une analyse des identités et des légitimités disciplinaires.</p>
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