Abstract
ABSTRACT. Education for sustainable development is part of the mainstream of global education. It is probably the most visibly political. It is indicative of the tensions that also exist in other education for. Consequently, its acceptance as a curriculum and its implementation cannot be carried out without its legitimation by a referential metanarrative. To what kind of metanarrative do the actors and stakeholders of this education refer? How do we think about these questions from a curricular point of view and from a didactic point of view? It is these questions that this article proposes to take charge of, not for the purpose of completion or completeness, but for the purpose of initiating new research perspectives.