LA COUR D'ÉCOLE VÉGÉTALISÉE À L'ÉPREUVE DES PRATIQUES SOCIO-ÉDUCATIVES.

This article assumes that schoolyard could be the first scale to think and run the school outside. From the perspective to urban adaptation to climate change and after the lockdown of Covid-19 pandemic crisis, schoolyards in France lies at the crossroads of resilient planning's and pedagogical innovation's issues. This article is based on an investigation conducted in 2020 and 2021 in Parisian's schoolyards transformed by the project "cours Oasis". The aim is to question how schoolyard's greening and soil unsealing could contribute to renewing pedagogical and playful practices but also discard children's and adults' representations on interactions between the people and their environment at school. We show that schoolyard's greening creates opportunities for pedagogical experimentations that led to complementary and alternative learning's forms to classroom. This also reflects the role of adults' regulation on the interaction between children and their environment. The introduction of soil, vegetation and water put the pedagogical practices and the adults' representations to the test and highlight the schoolyard's natural elements' "playability". [ABSTRACT FROM AUTHOR]