{"id":37590,"date":"2023-07-09T18:35:34","date_gmt":"2023-07-09T16:35:34","guid":{"rendered":"https:\/\/diploma2023.ecolecamondo.fr\/sujet-libre\/bertille-courtier\/le-college-du-dehors\/"},"modified":"2023-10-15T18:43:53","modified_gmt":"2023-10-15T16:43:53","slug":"le-college-du-dehors","status":"publish","type":"subject-free","link":"https:\/\/diploma2023.ecolecamondo.fr\/en\/sujet-libre\/bertille-courtier\/le-college-du-dehors\/","title":{"rendered":"The outdoor school"},"content":{"rendered":"\n

LE SITE<\/p><\/div><\/div><\/article>\n\n\n\n

Le Coll\u00e8ge du Dehors s’implante \u00e0 Charny, en Seine-et-Marne, dans une ferme agricole r\u00e9habilit\u00e9e d\u2019environ 5 hectares.<\/p><\/div><\/div><\/article>\n\n\n

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De 1949 \u00e0 2023…<\/p><\/div><\/div><\/article>\n\n\n

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Les enfants devraient vivre au grand air, face \u00e0 face avec la nature qui fortifie le corps, qui po\u00e9tise l’\u00e2me et \u00e9veille en elle une curiosit\u00e9 plus pr\u00e9cieuse pour l’\u00e9ducation que toutes les grammaires du monde.<\/em><\/p>\r\n

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Alexandre Dumas<\/span><\/p>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/article>\n\n\n\n

UNE P\u00c9DAGOGIE INSPIR\u00c9E DE L’\u00c9COLE DU DEHORS<\/p><\/div><\/div><\/article>\n\n\n\n

Le principe est d\u2019apprendre \u00e0 l\u2019ext\u00e9rieur par l\u2019exploration, l\u2019observation, l\u2019exp\u00e9rimentation\u2026 Cette p\u00e9dagogie interroge notre rapport \u00e0 la nature et les racines des notions p\u00e9dagogiques. Il ne s\u2019agit plus de r\u00e9duire l\u2019enseignement de ce qu\u2019est la nature au cours de g\u00e9ographie.<\/p><\/div><\/div><\/article>\n\n\n\n

LE PROJET EXT\u00c9RIEUR<\/p><\/div><\/div><\/article>\n\n\n\n

Le projet ext\u00e9rieur se divise en deux parties, l\u2019une est laiss\u00e9e en friche tandis que l\u2019autre est am\u00e9nag\u00e9e. La friche va favoriser le d\u00e9veloppement sauvage de la faune et la flore du site tout en \u00e9tant entretenue au minimum par les \u00e9l\u00e8ves. Elle sera pour eux un lieu d\u2019observations entomologiques riche qui participera \u00e0 la p\u00e9dagogie. <\/p><\/div><\/div><\/article>\n\n\n

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La partie am\u00e9nag\u00e9e est habit\u00e9e par plusieurs micro-architectures aux typologies vari\u00e9es. Ce sont des lieux s\u00e9curisants mais qui ne sont pas verrouill\u00e9s. Les \u00e9l\u00e8ves se les approprient et sont libres de les utiliser comme ils le veulent.  Ils peuvent s\u2019y cacher, s\u2019y isoler, s\u2019y regrouper mais aussi y dormir\u2026<\/p><\/div><\/div><\/article>\n\n\n

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Il faut \u00e9duquer les enfants sans la comp\u00e9titivit\u00e9 qui les angoisse mais sur la solidarit\u00e9 qui les renforce, les apaise, les reconnecte concr\u00e8tement \u00e0 la nature, de telle sorte qu’ils puissent s’ouvrir \u00e0 sa beaut\u00e9 infinie, \u00e0 sa g\u00e9n\u00e9rosit<\/em><\/p>\r\n

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Pierre Rabhi<\/span><\/p>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/article>\n\n\n\n

LE PROJET INT\u00c9RIEUR<\/p><\/div><\/div><\/article>\n\n\n

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Vue d’une classe<\/p><\/div><\/div><\/article>\n\n\n\n

L\u2019espace int\u00e9rieur se veut s\u00e9curisant, \u00e0 l\u2019instar d\u2019un espace domestique. Les \u00e9l\u00e8ves sont \u00e0 l\u2019aise et \u00e9voluent comme ils le souhaitent en \u00e9tant capables de faire des choix. La transition entre l\u2019ext\u00e9rieur et l\u2019int\u00e9rieur se fait par des sas d\u2019entr\u00e9es, d\u00e9finis par le plan rayonnant.<\/p><\/div><\/div><\/article>\n\n\n

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Plan g\u00e9n\u00e9ral du projet int\u00e9rieur<\/p><\/div><\/div><\/article>\n\n\n\n

Les sas se prolongent d\u2019une extr\u00e9mit\u00e9 \u00e0 l\u2019autre pour venir cr\u00e9er deux ouvertures frontales, renforc\u00e9e par un marquage au sol. Celles-ci permettent de sortir dehors aussi facilement du c\u00f4t\u00e9 de la friche que du parc am\u00e9nag\u00e9. Ces transitions sont volontairement mises en avant par la couleur, de l\u2019ext\u00e9rieur vers l\u2019int\u00e9rieur.<\/p><\/div><\/div><\/article>\n\n\n

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Coupe longitudinale des classes<\/p><\/div><\/div><\/article>\n\n\n

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Coupe longitudinale de l’aile polyvalente<\/p><\/div><\/div><\/article>\n\n\n\n

La cuisine est un lieu ouvert et convivial, utilis\u00e9e par tous. On y pr\u00e9pare les repas, on y stocke les fruits et l\u00e9gumes r\u00e9colt\u00e9s, on y fait des ateliers\u2026Le reste de l\u2019espace est polyvalent. Les typologies d\u2019assises sont diverses pour donner la libert\u00e9 aux personnes de se l\u2019approprier.<\/p><\/div><\/div><\/article>\n\n\n

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Coupe transversale de l’espace administratif<\/p><\/div><\/div><\/article>\n\n\n\n

L\u2019\u00e9cole du dehors pr\u00f4ne l\u2019\u00e9galit\u00e9 hi\u00e9rarchique. La directrice ou le directeur n\u2019est plus une figure de pouvoir, mais une personne avec qui les adolescents ont facilement contact et peuvent cr\u00e9er des liens. Dans ce sens, l\u2019espace administratif est plac\u00e9 au centre du coll\u00e8ges et les \u00e9l\u00e8ves sont invit\u00e9s \u00e0 y entrer librement.<\/p><\/div><\/div><\/article>\n\n\n

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Vue de l’aile polyvalente<\/p><\/div><\/div><\/article>\n","protected":false},"author":153,"featured_media":37592,"template":"","meta":{"_acf_changed":false,"_metafield_presentation":"This secondary school project, located on a renovated farm, is inspired by Augustin Freinet\u2019s \u201c\u00e9cole promenade\u201d, forest schools and Patrick Bouchain\u2019s \u201c\u00e9cole buissonni\u00e8re\u201d. Imagination and invention play a central role. Architecture is not a tool for control but rather a reassuring and emancipating space. It is intended to be fertile and open to the outdoors. It challenges limits, following the teaching of forest schools which aim to develop autonomy. The school invites its students to exist in connection to their surroundings. Micro-architectures are created to enable students and teachers to inhabit the outdoors as a transgressive space. 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