The aim of this article is to explore the social representation of a sample (N=139) of science education students (future school teachers) in relation to the object « cannabis. Based on their responses to a spontaneous evocation survey, we describe the limits of the search for a central core of social representations in the case of a social acute object. The results do not confirm the hypothesis of the salience of a central core of social representation, we infer a didactic perspective of "educations to" based on the alternative approach of the matrix core. We argue in what way it is suitable to structure «patterns of reasoning» opening up a didactic perspective by allowing the passage from a common and little questioned social thought, to the confrontation of rationalities.
The official texts concerning education for sustainable development (ESD) in France define the main principles of this transversal education and do not take the form of a formalized curriculum. Moreover, the focus is on the need to practice ESD through the involvement of the relevant stakeholders in the field. This article questions the possibility conditions of a self- prescription of ESD curriculum in elementary school. The objective is, on the one hand, to understand the way in which local educational actors perceive the curriculum framework of ESD, especially the curricular autonomy granted to them.On the other hand, the objective is to know how they perceive their involvement in the curriculum design in a multi-actor approach. Thirty three semi-directive interviews were conducted with local educational actors and were analyzed according to the thematic analysis approach. The results are discussed in the light of other research carried out on this curriculum issue.