La transposition didactique du concept de citoyennete a travers des pratiques d'enseignement de l'histoire au secondaire

This thesis focuses on the process of didactic transposition of the concept of citizenship in history teaching in junior high school in Quebec. The exploration and reflection have been made within the context of education reform in place in Quebec where it has been chosen to align education to citizenship on history teaching. The twinning of these two areas of training is based on the premise that history is a fertile ground for training in critical thinking (Martineau, 1999). Although all areas of learning have the mandate to contribute to the development of personal identity, social and cultural of the student life (MEQ, 2001), the task of educating formally to citizenship comes primarily to the teachers of history. However, the requirements of the program are not quite clear about the dimensions of citizenship to be considered and the nature of links to be established between the history and citizenship education. Teachers have then to select, choose and decide what activities to offer students. This research raises the question of this linkage to explore practices in development in this field. The research question is: how is the concept of citizenship implemented in practice by the teacher of history and citizenship education in junior high school?;Among the results, it appears that teachers translate the objects of historical teaching into citizenship education based on their vision of the contextual intervention environment. They emphasize socialization, relationship to government and participation instead of critical relation to social reality. Finally, all of the results allowed drawing a portrait of development practices that will help trainers and program developers to promote the linkage between history and citizenship education.;Keywords: Didactic transposition teaching, citizenship, citizenship education, didactic decision, teaching practice, multiculturalism, interculturalism;The methodology involves the study of multiple cases and combines several strategies for data collection within a qualitative research. The sample consists of six teachers of history and citizenship education, all men with experience between 1 and 5 years in this field. Four strategies have been used to collect, triangulate and ensure data saturation. The teachers received a self-administered questionnaire, they have been observed in action in their classrooms, then they have been interviewed for clarification, and finally, an analysis of some documents has been undertaken to complement and corroborate the reported practices.