Research in Humanities and Social Sciences Didactics at the Elementary Level: Between System Logic of the Actor and of the Action
Based on the triple logic suggested by Maggi (2000) and taken up by Araújo-Oliveira (2005) to conceive scientific research on teaching practices, this article presents a secondary analysis of scientific publications in didactics of social sciences and humanities at the elementary level published in Quebec from 2001 to 2020. It shows that research in this field most often navigates between a system logic (focused on the analysis of prescribed teaching practices) and an actor logic (focused on the analysis of declared teaching practices). The actual teaching practices and learning activities carried out by students (focused on the logic of action) remain seldom investigated. Still predominantly constructivist, inclusive and focused on a critical and reflective vision of this teaching, research still does not explore the articulation between what is prescribed or declared and what happens in class.