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ASSEMBL\u201\'3fE NATIONALE
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30 Janvier 2026
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___________________________________________________________________
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RECONNA\u206\'3fTRE L\rquote \u201\'3fDUCATION AU DEHORS ET EN CONTACT AVEC LA NATURE ET R\u201\'3fAFFIRMER LA PLACE DE LA TRANSITION \u201\'3fCOLOGIQUE \u192\'3f L\rquote \u201\'3fCOLE - (N\u176\'3f 1631)
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Rejet\u233\'3f
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AMENDEMENT N\u176\'3fAC1
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pr\u233\'3fsent\u233\'3f par
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Mme\u160\'3fFerrer, Mme\u160\'3fHignet, Mme\u160\'3fAbomangoli, M.\u160\'3fAlexandre, M.\u160\'3fAmard, Mme\u160\'3fAmiot, Mme\u160\'3fAmrani, M.\u160\'3fArenas, M.\u160\'3fArnault, Mme\u160\'3fBelouassa-Cherifi, M.\u160\'3fBernalicis, M.\u160\'3fBex, M.\u160\'3fBilongo, M.\u160\'3fBompard, M.\u160\'3fBoumertit, M.\u160\'3fBoyard, M.\u160\'3fCadalen, M.\u160\'3fCaron, M.\u160\'3fCarri\u232\'3fre, Mme\u160\'3fCathala, M.\u160\'3fCernon, Mme\u160\'3fChikirou, M.\u160\'3fClouet, M.\u160\'3fCoquerel, M.\u160\'3fCoulomme, M.\u160\'3fDelogu, M.\u160\'3fDiouara, Mme\u160\'3fDufour, Mme\u160\'3fErodi, Mme\u160\'3fFeld, M.\u160\'3fFernandes, M.\u160\'3fGaillard, Mme\u160\'3fGuett\u233\'3f, M.\u160\'3fGuiraud, Mme\u160\'3fHamdane, M.\u160\'3fKerbrat, M.\u160\'3fLachaud, M.\u160\'3fLahmar, M.\u160\'3fLaisney, M.\u160\'3fLe\u160\'3fCoq, M.\u160\'3fLe\u160\'3fGall, Mme\u160\'3fLeboucher, M.\u160\'3fLegavre, Mme\u160\'3fLegrain, Mme\u160\'3fLejeune, Mme\u160\'3fLepvraud, M.\u160\'3fL\u233\'3faument, Mme\u160\'3f\u201\'3flisa\u160\'3fMartin, M.\u160\'3fMaudet, Mme\u160\'3fMaximi, Mme\u160\'3fMesmeur, Mme\u160\'3fManon\u160\'3fMeunier, M.\u160\'3fNilor, Mme\u160\'3fNosb\u233\'3f, Mme\u160\'3fObono, Mme\u160\'3fOziol, Mme\u160\'3fPanot, M.\u160\'3fPilato, M.\u160\'3fPiquemal, M.\u160\'3fPortes, M.\u160\'3fPrud\rquote homme, M.\u160\'3fRatenon, M.\u160\'3fSaint-Martin, M.\u160\'3fSaintoul, Mme\u160\'3fSoudais, Mme\u160\'3fStambach-Terrenoir, M.\u160\'3fAur\u233\'3flien\u160\'3fTach\u233\'3f, Mme\u160\'3fTaurinya, M.\u160\'3fTavel, Mme\u160\'3fTrouv\u233\'3f et M.\u160\'3fVannier
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------------
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\u192\'3f\u160\'3fl\u8217\'3falin\u233\'3fa\u160\'3f2, apr\u232\'3fs lemot\u160\'3f:
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\u171\'3f\u160\'3fbiodiversit\u233\'3f\u160\'3f\u187\'3f,
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ins\u233\'3frer les mots\u160\'3f:
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\u171\'3f\u160\'3fet \u224\'3f la connaissance de lafaune et de la flore end\u233\'3fmiques\u160\'3f\u187\'3f.
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Par cet amendement, les d\u233\'3fput\u233\'3f\u183\'3fesdu groupe parlementaire de la France insoumise proposent decompl\u233\'3fter les objectifs assign\u233\'3fs \u224\'3f l\u8217\'3f\u233\'3fducation au dehors en yint\u233\'3fgrant explicitement la connaissance de la faune et de la floreend\u233\'3fmiques.
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Si l\u8217\'3farticle premier de la pr\u233\'3fsenteproposition de loi mentionne \u224\'3f juste titre la contribution del\u8217\'3f\u233\'3fducation au dehors \u224\'3f la pr\u233\'3fservation de la biodiversit\u233\'3f, cettepr\u233\'3fservation ne peut \u234\'3ftre pleinement effective sans uneconnaissance concr\u232\'3fte et situ\u233\'3fe des milieux naturels. La d\u233\'3fcouvertede la faune et de la flore end\u233\'3fmiques permet aux \u233\'3fl\u232\'3fves de mieuxcomprendre les \u233\'3fcosyst\u232\'3fmes qui les entourent et de d\u233\'3fvelopper unlien direct avec leur environnement.
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L\u8217\'3f\u233\'3fducation au dehors constitue \u224\'3fcet \u233\'3fgard un levier privil\u233\'3fgi\u233\'3f pour sensibiliser les enfants auxsp\u233\'3fcificit\u233\'3fs \u233\'3fcologiques de leur territoire, qu\u8217\'3fil soit urbain,rural ou ultramarin. Elle favorise une approche p\u233\'3fdagogique fond\u233\'3fesur l\u8217\'3fobservation, l\u8217\'3fexp\u233\'3frimentation et l\u8217\'3fancrage local dessavoirs.
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