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Since 2017 and as part of the work of the Pacte pour un Enseignement d'excellence, eight scientific "Consortiums" of the tronc commun have been formed. They bring together a total of some fifty members from the various universities, colleges and higher arts schools in the Wallonia-Brussels Federation. Their mission is to establish, on the e-classe digital platform, a repertoire of didactic tools and pedagogical devices that the educational community will be able to consult, select and procure easily, according to its needs and those of its students. These resources are available on the e-classe digital platform.

How can we successfully meet the challenge of a common, ambitious, multi-disciplinary training program that prepares students for the world of tomorrow?The challenge of a common, ambitious, multi-disciplinary training program that prepares students for the world of tomorrow.

A collection of tools to make it easier for teachers to set up cultural and artistic education activities in nursery, primary and secondary schools, to build confidence and the desire to dare.A p.ART.cour(t)? ART... Step by step... A p.ART.cour(t) is a series of introductory sessions built around a common thread. Each session lasts from fifteen minutes to two hours. Some p.ART.cour(t)s focus on a particular technique or theme... Others are built around a standard session to be reproduced on a regular basis. Some cover one or more artistic disciplines, while others are truly interdisciplinary.A p.ART.cour(t) is first and foremost a starting point, an aid, a proposal, a trigger for the teacher. It is a source of inspiration or imitation, of appropriation to freely create and/or experiment with activities in cultural and artistic education. The p.ART.cour(t) can take the form of a PDF or a digital book. Sometimes, an illustrative video or sound tracks accompany the teaching pack. The aim of p.ART.cour(t)s is to enable every student to experience art. To live, to feel, to experiment, without the pressure or obligation to produce a predefined result or one that corresponds to a standard. Consequently, the emphasis throughout p.ART.cour(t) is on the discovery, the student's encounter with art. The p.ART.cour(t)s in pictures Teacher feedbackThank you for the experience, on my own I wouldn't have dared.... And the students really enjoyed the experience, I think. (1st differentiated)Interesting interdisciplinary project. Sequences linked together so real class project. (P5-P6)My students loved it when I told them we were going to make, discover ART. We became artists. They sometimes asked me when we were going to make art again! (P1-P2) Children's feedbackI enjoyed it because the point of it wasn't to be the best, but it was more about having fun.I learned to have confidence in myself, to be less shy.How to access it?All the p.ART.cour(t)s, and many other identified existing resources, can be found on www.e-classe.be.If you're an FWB teacher (and have a cerberus account), you can access them easily: just go to the platform and type the word P.ART.cour(t) (with its funny spelling) into the search bar, you'll then arrive in a folder that brings them all together. If you're not a teacher, don't panic! You can access them via the brochure. How do I do this? In the brochure, each p.ART.cour(t) is briefly presented. You can access the free online tool by clicking on the title of the p.ART.cour(t) via a direct link. Access to a video is also found behind the icon. Discover the brochure A few examples RAS... Répertoire d'artistes surprenantes (to be discovered end of August 2025)A (re)discovery of 50 Belgian women artists through their biographies, a focus on a representative work, names of related artists to discover and educational leads. Télécharger RAS Remue-ménage colors (M2-P2)Four workshops to explore color in movement, painting and music. Read more For my ears (P5-S2)A month of musical listening, presented in the form of a digital booklet with information and listening links. Each day of the week has its own theme. Read more In the footsteps of silent cinema (P3-S3)Students create burlesque films, from script to editing to acting, after an introduction to early cinema and viewing film clips. Read more The game of artistic families (P4-S3)Inspired by the game of seven families, this device, whose illustrations are images of works of art, invites the student to select a batch of cards and explain the reasons for this subjective choice. Read more The technolab, a creative place within the school (P3-S3)Thirty or so artists and their techniques are to be discovered (e.g. pyrography for wood, textile printing, ...) as well as how fablabs work and the various tools these places offer to transfer their practices to the classroom as part of ECA and FMTTN. A creative and accessible lead is given for each artist presented. Read more Other examples elsewhere Ma petite fabrique de matériel (M-S2) Make basic art materials (charcoal, walnut stain, glue, paint...) on a small budget and suggest ways to use them. From ingredients to final production! Content available on E-class and idea networkLet's animate everything (P3-S3) Collaborative production of short animated films using the Stop Motion technique. A fun tool for developing creativity and awakening a critical eye for the media. Content available on E-class and PECATake the line for a spin (M3-P3) Workshops mixing dance and visual arts around the notion of line. Themes include geometry, doodling, writing, Chinese calligraphy, pattern and following the line.Content available on E-class and PECAOur five skins (M1-M3)Ten activities to be experienced in the classroom or outdoors around the 5 layers of a child's identity according to Hundertwasser: body, clothes, home, family and friends, and planet. Discovery of the world, openness to others and diversity, cultural references.Content available on E-class and Réseau idéeGestural listening (M1-)P.ART.cour(t) listening program comprising around ten short musical extracts, and played mainly by a solo instrument (which also enables instrument discovery). The excerpts on offer last between 40 seconds and 2 minutes, and have been designed to serve gestural listening.Content available on Genially and the IMEP

In a digital context where fake news and other "alternative truths" abound and spread frantically, how can we educate to doubt? That's the question answered by pedagogy expert Professor Marc Romainville. He shows how schools must appropriate this central mission to shape tomorrow's citizen.

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Conceptual field theory and didactic situation theory Two complementary theories for thinking about and organizing mathematical learningIn the first part of this talk, I'll propose an introductory situation in literal arithmetic (Barallobres & Giroux, 2008) that will enable me to introduce and illustrate the main concepts and methodological tools of the theory of didactic situations developed by Guy Brousseau (Brousseau, 1997; Bessot, 2024). In the second part, I will give a brief presentation of Gérard Vergnaud's theory of conceptual fields (Vergnaud, 1990; Durand-Guerrier and Saby, 2023), then show how this theory helps to shed further light on the introductory situation.The contributions of the anthropological theory of didactics The Anthropological Theory of Didactics (TAD, Chevallard, 2001) aims to explain why and how a given knowledge lives in a certain institution, and/or is transformed as it passes from one institution to another. This perspective and some of its evolutions will be presented and illustrated in this talk.Students' activities and teachers' practices in the mathematics classroom: analysis methodology with Activity TheoryIn this talk, we will present the founding assumptions of the Activity Theory framework adapted to the Didactics of Mathematics (TADM, Vandebrouck, 2008), showing how this theory gives importance to fine-grained analyses of mathematical knowledge to appreciate classroom developments. We will then exemplify some of these aspects on the teaching of limits at university (Bridoux and Grenier-Boley, 2024).BibliographyBarallobres, G., & Giroux, J. (2008). Environmental deficiencies and regulations in validation situations. N. In Berdnaz, & C. Mary (Eds). L'enseignement des mathématiques face aux défis de l'école et des communautés. Actes du colloque EMF 2006 (CD-ROM). Éditions du CRP https://emf.unige.ch/application/files/1414/5390/4857/EMF2006_GT8_Barallobres.pdfBessot, A. (2003). An introduction to the theory of didactic situations. Cahiers du laboratoire Leibniz, 91. hal-00078794Bridoux, S., & Grenier-Boley, N. (2024). What teaching practices should be used to introduce the limits of functions in the first year of university? A case study. In A. González-Martín, G. Gueudet, I. Florensa & N. Lombard (Eds.), Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024) (pp. 791-800). Escola Universitària de Sarrià. Univ. Autònoma de Barcelona and INDRUM.Brousseau, G. (1997). Théorie des situations didactiques. Lecture given at the award to Guy Brousseau of the title of Doctor Honoris Causa from the University of Montreal. http://www.cfem.asso.fr/actualites/archives/Brousseau.pdfChevallard, Y. (2001). Organizing study: 1. Structures and Functions. In J.-L. Dorier, M. Artaud, M. Artigue, R. Berthelot, & R. Floris Proceedings of the XIe École d'été de didactique des mathématiques. (pp. 3-32). Editions la Pensée Sauvage.Durand-Guerrier, V., & Nicolas Saby, N. (2023). Usages de la théorie des champs conceptuels en didactique des mathématiques. The example of transitivity. Caminhos da Educação Matemática em Revista, 13 (4),118-134. ⟨hal-04585866⟩Vandebrouck, F. (dir.) (2008). La classe de mathématiques: activités des élèves et pratiques des enseignants. OCTARES Éditions.Vergnaud, G. (1990). Conceptual field theory. Recherches en didactique des mathématiques, 10(2/3), 133-170. In practice Program18:00: Presentation by Viviane Durand-Guerrier 18:40: Presentation by Ghislaine Gueudet 19:20: Presentation by Nicolas Grenier-Boley and Stéphanie Bridoux20:00: Q&A around the three presentationsModalities Required registration via the PhD school website or direct link to the registration form.Or online participation link (via TEAMS).

The university has a duty to set an example in terms of sustainable development, in all three of its dimensions: economic, social and environmental. Sustainable "in form" through the way it manages its infrastructures and assets, and sustainable "in substance" through its commitment to research and teaching activities, in order to actively contribute to the environmental transition. All in line with the United Nations' Sustainable Development Goals (SDGs).

Trust of traditional political institutions and elected representatives, rise of authoritarian logics, definition of public services... Democracy today seems to be going through a turbulent zone. What role does the university play in this context? To shed light on this question, we interviewed four researchers from different disciplines: educationalist Sephora Boucenna, philosopher Louis Carré, political scientist Vincent Jacquet and legal scholar Aline Nardi. Their contrasting views sketch out the contours of an issue that is more topical than ever: thinking about and defending the link between university and democracy.

Since September 2023, the reform of initial teacher training (RFIE) has been profoundly transforming the teaching profession. This year, it is taking a new step forward with the replacement of the former teaching-oriented master's degrees and the agrégation by master's degrees in teaching sections 4 and 5. Led by the Faculty of Education and Training Sciences (FaSEF), in collaboration with the Faculties of Science and EMCP (Economics, Management, Communication, and Political Science), the reform is accompanied by a strengthened partnership with HENALLUX (Namur-Liège-Luxembourg University College).

In practice Who are open courses for?Open courses are open to all, although they are primarily aimed at secondary school students to help them take that first step in exploring higher education.What is the schedule for open courses?Courses are open from February 27 to Wednesday, March 5, 2025, from 08:30 to 16:30.To find out the precise timetable and location of each course, please visit the Info études service (Rue de Bruxelles, 85 5000 Namur), 15 minutes before the start of the course.The provisional program is available 15 days before the start of open courses.How to meet a guidance counselorYou have the opportunity to meet a guidance counselor at the guidance workshop scheduled for Tuesday, March 4, 2025, from 1:30 to 4:00 pm.The aim of this workshop is to help you think about the guidance process, gain a better understanding of the higher education landscape and define the main markers in the process of clarifying your project (educational and professional).Our advisor is also available by appointment for a one-to-one meeting throughout the week of open courses and outside of it.Do you have to register to take part?Access to open courses is without prior registration.To participate in the orientation workshop, however, online registration is mandatory and will be available some ten days before the start of the open courses.Who organizes the open courses?Open courses are organized by Info études, the service that provides information on all matters relating to choice of studies, prerequisites, reorientation, gateways, course curricula, job opportunities, additional training, recognition of prior learning... or any general questions about university life in Namur. Find out more about open courses

Take part in our open morning Given the works in the rue de Bruxelles and the renovation of part of the University parking lots, we invite you to use public transport whenever possible (train or bus) to reach Namur. UNamur boasts an ideal location, in the heart of the city just a five-minute walk from the TEC and SNCB train stations.If you're coming by car, take a look at the parking map provided. Look forward to seeing you on Saturday, June 29!