| Summary: | The article focuses on educations to, and the conditions of their implementation, so that the capacity to problematize (Caparros-Mencacci, 2014) of learners is elicited. The perspective here is to « reposition education in its role of training towards an engaged political citizenship » (Barthes, 2017). The particular case of an education for sustainable development will be studied. It is a project carried out in the second year of secondary school on the issue of palm oil within the framework of the DAFIP/SFERE projects. Four results emerge. The first is that the teacher’s knowledge of the type of educational problem and of the students’ problematization process constitutes a basis for guiding the action, which could enable him or her to analyze the problem a priori, to anticipate the action, but also to guide the action. The second is that skilfully chosen mediating artefacts - for example, the trial and the debate - encourage problematizing interactions and the overcoming of initial points of view. The third is that problematization does not arise from the defense of one point of view - even if argued - against another, but when students are educated about the totality of points of view studied and when these can be integrated in order to construct a response. Here, and this is the fourth result, the teacher’s capacity to exercise a questioning that pushes the students to reflect is decisive.
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