البناء المعرفي للدرس الفلسفي امام المقاربة بالكفاءات و التوجه الايديولوجي دراسة لمضمون الكتاب المدرسي للفلسفة بالجمهورية الجزائرية

The educational system has known several reforms, the most important of which is what was stated in the Education Directive Law dated February 23, 2008, where the broad lines of reform were defined, by adopting the competency approach as an educational approach that has proven its effectiveness in many countries, especially the Aglo-Saxons. An approach based primarily on field theory from psychology and resource management science. From this approach, the concept of the competency approach was formed, where the learner becomes at the center. To achieve this, committees concerned with curricula and committees specialized in subjects were formed. The first was known as the National Curriculum Committee and the second was known as the Specialized Committees for Subjects. an‎d this study relied on the productions issued by the two committees. The general reference for curricula from the National Curriculum Committee, and textbooks from the Specialized Curriculum Committee. However, this approach did not escape the ideology directed by the official authority and in which the desired values ​​were determined as final competencies. While the unofficial ideology was directed by a set of values ​​that were enveloped by those highlighted in the final competencies, to highlight this we subjected the textbook of philosophy to analysis in order to question the internalized values.