Kadekol, la webradio de l'Institut Français de l'Éducation

Hors-séries "Ecole Dehors" : #105 Interview Céline Caël et Laurent Reynaud

·24 min·2 clips

How did 1920s outdoor schools fighting tuberculosis evolve into today's movement to reconnect students with their environment?

The episode begins by tracing the history of outdoor schools to the 1920s, when they were used to protect children from air pollution and tuberculosis. It then connects this to contemporary interest in outdoor education post-pandemic. Hosts introduce guests Céline Caël, an economics and social sciences teacher, and Laurent Reynaud, a life and earth sciences teacher, both from Épinay-sur-Seine Federal High School. Céline defines sociological walks as using urban sociology to observe social structures through signs like economic capital, cultural capital, and air quality. Laurent links this practice to Célestin Freinet's pedagogy and the 'study of the environment,' emphasizing that environment isn't just green spaces but includes urban settings. The teachers discuss how their disciplines intersect during walks, moving beyond siloed approaches to foster transdisciplinary learning. They explain that outdoor activities allow students to apply scientific methods and critical thinking to real-world observations. Céline shares that she has been conducting sociological walks for five or six years, inspired by making abstract concepts concrete. Examples include walks in Paris neighborhoods where students observed disparities between visual impressions and quantitative data on wealth. Laurent highlights the importance of balancing guidance with allowing student-led observations, such as noting sidewalk widths or dog breeds. The conversation covers student feedback, noting that while students enjoy outdoor experiences, teachers must facilitate metacognition to connect pleasure with learning outcomes. The episode mentions an upcoming workshop in Marseille during the International Meeting of the Outside Class, which will involve teachers, students, and associative representatives. Céline concludes by challenging the stereotype that hands-on learning is only for vocational students, advocating for linking concrete and academic knowledge. Laurent adds that outdoor settings change perspectives on student behavior, building trust that enhances traditional classroom dynamics.

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