<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2018000401190</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.18.059.ds10</article-id>
<title-group>
<article-title xml:lang="fr"><![CDATA[Les paradoxes de l&#8217;enseignement de l&#8217;histoire au sein d&#8217;une nation multiethnique]]></article-title>
<article-title xml:lang="en"><![CDATA[The Paradoxes of history teaching within a multiethnic nation]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mutabazi]]></surname>
<given-names><![CDATA[Eric]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Université Catholique de l&#8217;Ouest  ]]></institution>
<addr-line><![CDATA[Angers ]]></addr-line>
<country>France</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<volume>18</volume>
<numero>59</numero>
<fpage>1190</fpage>
<lpage>1221</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2018000401190&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2018000401190&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2018000401190&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé L&#8217;enseignement de l&#8217;histoire est l&#8217;une des disciplines permettant aux élèves de connaître non seulement le passé, mais aussi de transmettre la mémoire collective, de former l&#8217;esprit national et de développer une conscience politique commune. Cependant, dans les nations multiculturelles composées de groupes ethniques différents, l&#8217;élaboration d&#8217;une même histoire nationale semble irréalisable, du fait que chaque groupe ethnique dispose d&#8217;un passé, d&#8217;une culture et de valeurs particuliers qu&#8217;il ne partage pas avec les autres groupes. On remarque d&#8217;ailleurs, dans certaines nations, le paradoxe entre cette idée de la construction d&#8217;une communauté nationale et les objectifs visés par le contenu d&#8217;enseignement d&#8217;histoire proposé aux élèves dans les écoles. Dans cette contribution, nous allons comprendre ce paradoxe à travers l&#8217;analyse du contenu de l&#8217;enseignement au Rwanda. La comparaison entre le contenu des manuels d&#8217;histoire utilisés dans les écoles avant 1994 et les objectifs de réaliser la cohésion nationale et l&#8217;unité entre les groupes ethniques illustrera ce paradoxe.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The teaching of history is one of the disciplines that allows students to know not only the past, but also to transmit the collective memory, to train the national spirit and to develop a common political awareness. However, in today&#8217;s world&#8217;s multicultural nations, producing a common national History seems an unachievable goal, if not unconceivable, since each ethnic group has its own past, its own culture and values which are not shared with other groups. In some nations, there is also a paradox between the idea of &#8203;&#8203;building a national community and the aims of the content of history teaching offered to students in schools. In this contribution, we will understand this paradox through the analysis of the content of education in Rwanda. Comparing the content of history textbooks used in schools before 1994 with the objectives of achieving national cohesion and unity among ethnic groups will illustrate this paradox.]]></p></abstract>
<kwd-group>
<kwd lng="fr"><![CDATA[Ethnie]]></kwd>
<kwd lng="fr"><![CDATA[Nation]]></kwd>
<kwd lng="fr"><![CDATA[Multiethnique]]></kwd>
<kwd lng="fr"><![CDATA[Communauté de citoyens]]></kwd>
<kwd lng="fr"><![CDATA[Paradoxe]]></kwd>
<kwd lng="en"><![CDATA[Ethnic]]></kwd>
<kwd lng="en"><![CDATA[Nation]]></kwd>
<kwd lng="en"><![CDATA[Multiethnic]]></kwd>
<kwd lng="en"><![CDATA[Community of citizens]]></kwd>
<kwd lng="en"><![CDATA[Paradox]]></kwd>
<kwd lng="en"><![CDATA[History teaching]]></kwd>
<kwd lng="en"><![CDATA[Textbooks]]></kwd>
</kwd-group>
</article-meta>
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