Résumé
Social mobilization around environmental and development issues (EDIs) characterizes contemporary human societies. This type of mobilization constitutes a turning point in political life in the age of the anthropocene. In practice, environmental mobilizations are repertoires for informal political education through the learning they develop among the actors involved.Nowadays, international and national educational policy scenes are oriented towards the institutionalization of these environmental mobilizations in non-formal education pedagogical devices or in formal education curricula.The political, in educational content involving EDIs, manifests itself in potentialities for democratic socialization. The latter integrates cognitive socialization (disciplinary and critical) and political socialization. Thus, the political becomes a new object of research in curriculum didactics. This object is characterized by its onto-epistemological thickness or depth including the political potential of the EDIs and their political/anti-political tendency as "underlying strata" of political learning and their potential for democratic socialization..The first case study, which of the contents of education for sustainable development goals (SDG 2030), has the interest of exemplifying the inflection of the political in non-formal education. This case shows a diversity of themes with political and anti-political tendencies, generating political potential and potentialities for socialization rooted in important political learning. This seems to be related to the relaxation of a neutralizing pressure that prevails at the international political level.The second case study, which of the Tunisian curriculum, is interesting to exemplify the inflection of the political in formal education and more precisely in the national curriculum of a country in democratic transition. This case shows a relatively wide diversity of EDIs themes with an anti-political tendency. This diversity generates relatively high political and socialization potential in the prescribed undergraduate curriculum developed in 2015 compared to the prescribed curriculum developed in 2009 and the produced curriculum on the one hand and the secondary education curriculum on the other. This also seems to be related to the relaxation of pressure to neutralize the political in post-2011 Tunisia.In conclusion, this realistic approach, which assumes that the potentialities for democratic socialization in educational content involving EDIs are generated through a structuring "onto-epistemological thickness" of the political in these contents, opens the way for an emancipatory education for the political, which constitutes its critical dimension.