Encourager le développement des cultures régénératrices dans le domaine de l'éducation : une approche axée sur l'apprentissage expansif

In the face of the climate and collective well-being urgency in the contemporary world, it is possible to question the ontological and epistemological approach of the educational and productive system in our societies. The reconceptualization of our relationship with the living requires a transformation of practices that can be considered from the perspective of expansive learning. In this article, we analyze the collective design process of a group of secondary school teachers engaged in creating teaching and learning sequences incorporating sustainable development goals (SDGs). We draw on the cultural-historical activity theory (CHAT) to analyze the design process. The formative intervention implemented with these teachers helps identify manifestations of contradictions present when integrating a sustainable development approach into disciplinary learning. Levers to overcome these contradictions are also identified. The results of this formative intervention, which led to a guide for interdisciplinary activities on the SDGs, are also presented.