Abstract
L'auteur presente une vue generale des arguments avances en faveur d'une augmentation des activites de marche en education et etablit un bilan general des cas ou une approche de marche a ete implantee en education. Ces theories souvent rejetees par les pedagogues et educateurs, peuvent aider a ameliorer l'efficacite du systeme educatif, quand ces forces de marche sont utilisees de facon adequate dans ce contexte et ne vont pas a l'encontre des objectifs et precepts sociaux de l'education.
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