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<Text textformat="02" language="fre">&#60;p&#62;Depuis quand l'école s'est-elle ouverte à la géographie, à l&#8217;éducation artistique ou aux langues régionales ? Quels rapports les matières enseignées ont-elles entretenus avec les pratiques sociales et les « savoirs savants » ? Quels sont les enjeux de l&#8217;émergence et des transformations d&#8217;un savoir scolaire ? L&#8217;histoire des disciplines scolaires contribue à enrichir l&#8217;histoire de l&#8217;école elle-même, en montrant notamment qu&#8217;il n&#8217;est pas possible de penser de façon totalement synchrone les transformations institutionnelles et les transformations disciplinaires. Celles-ci ont leur causalité spécifique et leur temporalité propre, souvent liées aux logiques des acteurs, qu&#8217;il s&#8217;agisse d&#8217;enseignants, d&#8217;associations de spécialistes, de responsables institutionnels, ou de militants pédagogiques. L&#8217;histoire des disciplines scolaires montre ainsi l&#8217;autonomie du pédagogique en regard du politique, et même l&#8217;autonomie des évolutions des disciplines les unes par rapport aux autres.&#60;/p&#62;</Text>
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