Think Forward.

Lutte contre la violence dans les stades marocains : Le rôle oublié de l’école, de l’EPS et du sport scolaire .partie 1/3 2619

Abdellatif Chourafi, 8 mon.

- Politics - Society - Sports -

2.8 min read.

La violence dans les stades marocains est devenue, ces dernières années, un phénomène social préoccupant, affectant aussi bien les clubs amateurs que les rencontres de haut niveau. Cette violence se manifeste sous diverses formes : affrontements entre supporters, dégradations matérielles, slogans haineux, et agressions physiques. En dépit des dispositifs juridiques et sécuritaires mis en place par l'État marocain (renforcement de la législation, interdictions de stade, caméras de surveillance, interventions policières), les résultats demeurent limités. Ce constat interroge l'efficacité d'une approche strictement répressive et souligne la nécessité d'un traitement plus profond, notamment sur le plan éducatif. Dans ce contexte, l'école — et plus spécifiquement l'Éducation Physique et Sportive (EPS) ainsi que l'Association Sportive Scolaire (ASS) — émerge comme un levier stratégique encore sous-exploité. En tant que discipline axée sur le corps, le respect des règles, le vivre-ensemble et la gestion de soi, l'EPS peut jouer un rôle central dans la prévention des comportements violents. Elle permet d'inculquer dès le plus jeune âge des valeurs telles que le respect, la tolérance, la coopération et la maîtrise des émotions, indispensables à une culture sportive saine. Dès lors, une question centrale se pose : comment l'EPS et le sport scolaire peuvent-ils participer concrètement à la lutte contre la violence dans les stades marocains ? Autrement dit, l'école peut-elle être envisagée non seulement comme un espace d'instruction, mais aussi comme un acteur actif dans la formation du citoyen sportif ? Cette réflexion s'inscrit dans une approche sociologique et éducative, visant à analyser les liens entre les pratiques sportives scolaires et les comportements sociaux, dans une perspective de prévention. Problématique et Hypothèses La recrudescence de la violence dans les stades marocains soulève des inquiétudes quant à la cohésion sociale et à l'image du pays, notamment en perspective de l'organisation de la Coupe du Monde 2030. Face à ce phénomène persistant malgré les efforts sécuritaires et juridiques, cet article interroge le rôle du système éducatif, notamment à travers l'Éducation Physique et Sportive (EPS) et le sport scolaire, comme levier de prévention. Problématiques: • Comment l'éducation physique scolaire peut-elle être mobilisée pour promouvoir le civisme et prévenir la violence sportive ? • Comment le système éducatif, à travers l’EPS et le sport scolaire, peut-il contribuer à la prévention de ce phénomène en agissant sur les comportements, les valeurs et les représentations des jeunes dès l’école ? Hypotheses: 1. La violence dans les stades est le reflet de tensions sociales profondes, exacerbées par des facteurs socio-économiques et éducatifs. 2. L'éducation physique scolaire, bien que sous-estimée, possède un potentiel significatif pour inculquer des valeurs de respect, de tolérance et de vivre-ensemble. 3. Une stratégie éducative intégrée, impliquant les différents acteurs institutionnels (intégration explicite de valeurs civiques, coopératives et émotionnelles dans les apprentissages de l’EPS et dans les projets de l’Association Sportive Scolaire), constitue une stratégie éducative efficace pour prévenir la violence chez les jeunes et promouvoir une culture sportive pacifique. I. La violence dans les stades marocains : un phénomène sociétal complexe A. Formes et manifestations de la violence sportive Au Maroc, la violence dans les stades se manifeste de diverses manières : affrontements physiques entre supporters, dégradations de biens publics, insultes, et comportements agressifs envers les forces de l'ordre. Ces actes sont souvent perpétrés par de jeunes individus en quête de reconnaissance sociale, utilisant le stade comme un espace d'expression de frustrations accumulées [1]. Les formes de violence varient : comportements agressifs sans violence physique (plus de 50 % des cas), actes de vandalisme (21 %), affrontements entre supporters (15 %), agressions contre les forces de l’ordre (9 %) et intrusions sur le terrain (4 %) [1]. B. Facteurs sociologiques sous-jacents Plusieurs études ont identifié des facteurs contribuant à cette violence : • Appartenance à des groupes ultras : Ces groupes offrent un sentiment d'identité et de solidarité, mais peuvent également encourager des comportements violents pour défendre leur territoire ou leur réputation [2]. • Conditions socio-économiques : Le chômage, la pauvreté et l'exclusion sociale sont des facteurs majeurs. Les jeunes issus de milieux défavorisés peuvent voir dans la violence un moyen d'exprimer leur mécontentement [3]. • Influence des drogues : La consommation de substances psychoactives est également liée à une augmentation des comportements violents dans les stades [3]. Une étude menée entre 2019 et 2023 révèle que 686 mineurs ont été poursuivis pour des actes liés au hooliganisme, dont 113 placés en détention provisoire. Ces jeunes, majoritairement âgés de 10 à 20 ans, sont souvent issus de milieux socio-économiques modestes et présentent un faible niveau d'éducation [1]. Les causes identifiées incluent la mauvaise gestion des clubs, le manque d’infrastructures sportives adaptées, le chômage, l’absence d’activités de loisirs accessibles et la consommation de drogues [1]. C. Dispositifs juridiques et sécuritaires déployés au Maroc Le Maroc a mis en place plusieurs mesures pour lutter contre la violence dans les stades : • Renforcement de la législation : Des lois spécifiques ont été adoptées pour sanctionner les actes de violence liés au sport. • Mesures sécuritaires : Installation de caméras de surveillance, augmentation de la présence policière et interdictions de stade pour les individus violents. Cependant, ces approches répressives ont montré leurs limites. Elles ne s'attaquent pas aux causes profondes du problème et peuvent parfois exacerber le sentiment d'exclusion chez les jeunes [1]

Abdellatif Chourafi

Abdellatif Chourafi Inspecteur coordonateur central à la retraite Ex : Chef de division de l’organisation des manifestations sportives scolaires Secrétaire général de la Fédération royale marocaine du sport scolaire Membre de la Commission nationale du sport de haut niveau

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THE ADVENTURES OF TOM SAWYER - PREFACE 5858

Bluwr X Commons: Mark Twain, 2 y.

- Short Stories -

0.6 min read.

Most of the adventures recorded in this book really occurred; one or two were experiences of my own, the rest those of boys who were schoolmates of mine. Huck Finn is drawn from life; Tom Sawyer also, but not from an individual—he is a combination of the characteristics of three boys whom I knew, and therefore belongs to the composite order of architecture. The odd superstitions touched upon were all prevalent among children and slaves in the West at the period of this story—that is to say, thirty or forty years ago. Although my book is intended mainly for the entertainment of boys and girls, I hope it will not be shunned by men and women on that account, for part of my plan has been to try to pleasantly remind adults of what they once were themselves, and of how they felt and thought and talked, and what queer enterprises they sometimes engaged in. THE AUTHOR. HARTFORD, 1876.

THE MEDITATIONS - Book I.[1/3] 6017

Bluwr X Commons: Marcus Aurelius, 2 y.

3.7 min read.

1. I learned from my grandfather, Verus, to use good manners, and to put restraint on anger. 2. In the famous memory of my father I had a pattern of modesty and manliness. 3. Of my mother I learned to be pious and generous; to keep myself not only from evil deeds, but even from evil thoughts; and to live with a simplicity which is far from customary among the rich. 4. I owe it to my great-grandfather that I did not attend public lectures and discussions, but had good and able teachers at home; and I owe him also the knowledge that for things of this nature a man should count no expense too great. 5. My tutor taught me not to favour either green or blue at the chariot races, nor, in the contests of gladiators, to be a supporter either of light or heavy armed. He taught me also to endure labour; not to need many things; to serve myself without troubling others; not to intermeddle in the affairs of others, and not easily to listen to slanders against them. 6. Of Diognetus I had the lesson not to busy myself about vain things; not to credit the great professions of such as pretend to work wonders, or of sorcerers about their charms, and their expelling of Demons and the like; not to keep quails (for fighting or divination), nor to run after such things; to suffer freedom of speech in others, and to apply myself heartily to philosophy. Him also I must thank for my hearing first Bacchius, then Tandasis and Marcianus; that I wrote dialogues in my youth, and took a liking to the philosopher’s pallet and skins, and to the other things which, by the Grecian discipline, belong to that profession. 7. To Rusticus I owe my first apprehensions that my nature needed reform and cure; and that I did not fall into the ambition of the common Sophists, either by composing speculative writings or by declaiming harangues of exhortation in public; further, that I never strove to be admired by ostentation of great patience in an ascetic life, or by display of activity and application; that I gave over the study of rhetoric, poetry, and the graces of language; and that I did not pace my house in my senatorial robes, or practise any similar affectation. I observed also the simplicity of style in his letters, particularly in that which he wrote to my mother from Sinuessa. I learned from him to be easily appeased, and to be readily reconciled with those who had displeased me or given cause of offence, so soon as they inclined to make their peace; to read with care; not to rest satisfied with a slight and superficial knowledge; nor quickly to assent to great talkers. I have him to thank that I met with the discourses of Epictetus, which he furnished me from his own library. 8. From Apollonius I learned true liberty, and tenacity of purpose; to regard nothing else, even in the smallest degree, but reason always; and always to remain unaltered in the agonies of pain, in the losses of children, or in long diseases. He afforded me a living example of how the same man can, upon occasion, be most yielding and most inflexible. He was patient in exposition; and, as might well be seen, esteemed his fine skill and ability in teaching others the principles of philosophy as the least of his endowments. It was from him that I learned how to receive from friends what are thought favours without seeming humbled by the giver or insensible to the gift. 9. Sextus was my pattern of a benign temper, and his family the model of a household governed by true paternal affection, and a steadfast purpose of living according to nature. Here I could learn to be grave without affectation, to observe sagaciously the several dispositions and inclinations of my friends, to tolerate the ignorant and those who follow current opinions without examination. His conversation showed how a man may accommodate himself to all men and to all companies; for though companionship with him was sweeter and more pleasing than any sort of flattery, yet he was at the same time highly respected and reverenced. No man was ever more happy than he in comprehending, finding out, and arranging in exact order the great maxims necessary for the conduct of life. His example taught me to suppress even the least appearance of anger or any other passion; but still, with all this perfect tranquillity, to possess the tenderest and most affectionate heart; to be apt to approve others yet without noise; to have much learning and little ostentation. 10. I learned from Alexander the Grammarian to avoid censuring others, to refrain from flouting them for a barbarism, solecism, or any false pronunciation. Rather was I dexterously to pronounce the words rightly in my answer, confining approval or objection to the matter itself, and avoiding discussion of the expression, or to use some other form of courteous suggestion. 11. Fronto made me sensible how much of envy, deceit and hypocrisy surrounds princes; and that generally those whom we account nobly born have somehow less natural affection. 12. I learned from Alexander the Platonist not often nor without great necessity to say, or write to any man in a letter, that I am not at leisure; nor thus, under pretext of urgent affairs, to make a practice of excusing myself from the duties which, according to our various ties, we owe to those with whom we live. 13. Of Catulus I learned not to condemn any friend’s expostulation even though it were unjust, but to try to recall him to his former disposition; to stint no praise in speaking of my masters, as is recounted of Domitius and Athenodorus; and to love my children with true affection. 14. Of Severus, my brother, I learned to love my kinsmen, to love truth, to love justice. Through him I came to know Thrasea, Helvidius, Cato, Dion, and Brutus. He gave me my first conception of a Commonwealth founded upon equitable laws and administered with equality of right; and of a Monarchy whose chief concern is the freedom of its subjects. Of him I learned likewise a constant and harmonious devotion to Philosophy; to be ready to do good, to be generous with all my heart. He taught me to be of good hope and trustful of the affection of my friends. I observed in him candour in declaring what he condemned in the conduct of others; and so frank and open was his behaviour, that his friends might easily see without the trouble of conjecture what he liked or disliked.