تجديد المقاربات البيداغوجية في المنظومات التربوية المغاربية : محاولة في فهم أسس التبيئة و معيقاتها المنظومة التربوية التونسية نموذجا

Abstract EN

Pedagogical approaches represent the core of any educational system.

They define the method of program design, textbook writing and quality assessment, as well as the various teaching and learning activities in the classroom.

Therefore, with each reform, educational systems renew the pedagogical approach adopted in order to improve its performance and reach greater efficiency in addressing different educational problems.

However, the contextualisation of any pedagogical approach is in fact challenging for many reasons, including the fear of innovation, the feeling of attachment to previous approaches and other causes related to the overall school environment in its various components.

Within this context, the study attempts to address the most prominent pedagogical approaches adopted by the Arab Maghreb school, based on the example of Tunisia, seeking to clarify the foundations as well as the difficulties encountered.

It also deals with the role of these approaches in addressing the problems of the Tunisian educational system from the declaration of the first decree that managed education in the newly independent Tunisia (1958) to the latest related law (2002).

Insofar as the change of pedagogical methods has been an expression of the vitality of the Tunisian educational system, it reflected the urgent need to provide a more contextualised pedagogical approach.