RÉSUMÉ La notion d'inclusion dans l'éducation s'est élargie au cours du temps vers le nouvel idéal de l'ouverture de l'environnement à l'autre et à son adhésion sociale. L'usage du terme suscite des débats, des controverses, pour ses définitions – et leurs élargissements – ainsi que pour les conséquences qu'ils supposent dans les pratiques. Dans notre parcours nous présentons quelques formats de définition et de mise en pratique d'un processus qui travaille et oscille en fonction des conditions locales, des politiques éducatives et des capacités des acteurs de l'éducation. Ensuite, après la narrative d'exemples dans quelques pays, notamment le Brésil, le texte expose quelques propositions didactiques possibles autour de l'articulation entre éducation inclusive et l'enseignement/apprentissage du français.
Angola remains a relatively unknown context, regardless of the discipline in the social sciences. For the didactics of languages and cultures, this baseline situation raises the question of the approach - or the approaches - to adopt in order to conduct research. This thesis proposes to examine the relevance of a plural approach calling upon history and involving two major lines of work: the diachronic-synchronic axis and the micro-macro axis. The major objective is to build on this approach to: (1) fill in for the lack of data that are essential to understand the singularity of the contemporary sociolinguistic context, and to develop adequate language and education policies; (2) determine, using historicization, the characteristics of the education system and the current educational culture; (3) propose implementing strategies to improve the teaching / learning in language and of languages. The first part of this thesis clarifies the research objectives and hypotheses (Chapter 1), presents the general elements defining the national context (Chapter 2), as well as the concepts mobilized for reflection and analysis (Chapter 3). The second part provides descriptive, explanatory and analytical elements hitherto unpublished regarding the context of this research: a historical background/context (Chapter 4), a sociolinguistic framework (Chapter 5) and a focus built around the French language in Angola leading to a broader reflection on the contemporary public education system (chapter 6). Based on the analysis of three teaching corpus selected following their date of production (1962, 1980 and 2005), the third part allows to exploit the findings made in the first two sections, in order to perform historicised corpus analysis aimed at revealing the characteristics of didactization over time, as well as the traces of this process in contemporary educational productions. ; L'Angola est un contexte encore relativement méconnu quelque soit la discipline en sciences sociales. Pour la didactique des langues et des cultures, cette situation de départ prête à questionner l'approche – ou les approches – à adopter pour mener la recherche. Cette thèse propose de vérifier la pertinence d'une approche plurielle faisant appel à l'histoire et à deux grands axes de travail : l'axe diachronique-synchronique et l'axe micro-macro. L'objectif majeur est de mettre à profit cette approche pour : (1) pallier le manque de données indispensables à la compréhension de la singularité du contexte sociolinguistique contemporain et au développement de politiques linguistiques et éducatives adaptées ; (2) déterminer de manière historicisée les caractéristiques du système éducatif et de la culture éducative actuels ; (3) proposer des pistes d'application pour améliorer les conditions d'enseignement / apprentissage en langue et des langues. La première partie de cette thèse explicite les objectifs et les hypothèses de recherche (chapitre 1), expose les éléments généraux concernant le contexte national (chapitre 2) puis les concepts mobilisés pour la réflexion et l'analyse (chapitre 3). La seconde partie fournit des éléments descriptifs, explicatifs et analytiques jusqu'alors inédits concernant le contexte de cette recherche : un cadre historique (chapitre 4), un cadre sociolinguistique (chapitre 5) et un focus construit autour de la langue française en Angola dont découle une réflexion plus générale sur le système éducatif public contemporain (chapitre 6). À partir de l'analyse de trois corpus didactiques sélectionnés à partir de leur date de production (1962, 1980 et 2005), la troisième partie permet de mettre à profit les apports des deux premières parties pour effectuer une analyse de corpus historicisée visant à mettre au jour les caractéristiques de la didactisation en fonction des époques et les traces de ce processus dans les productions didactiques contemporaines. ; Angola ainda é um contexto relativamente desconhecido, qualquer que seja a disciplina nas ciências sociais. Para a didática das línguas e culturas, esta situação inicial se presta a questionar a abordagem - ou as abordagens - a adoptar para realizar a pesquisa. Esta tese propõe a verificar a relevância de uma abordagem multifacetada que envolva história e duas linhas principais de trabalho: o eixo diacrónico-sincrônico e o eixo micro-macro. O objetivo principal é de tirar partido dessa abordagem para: (1) superar a falta de dados essenciais para a compreensão da singularidade do contexto sociolinguístico contemporâneo e para o desenvolvimento de políticas linguísticas e educativas adequadas; (2) determinar de modo historizado as características do sistema de educação e da cultura educacional vigente; (3) propor formas de aplicação para melhorar o ensino / aprendizagem na linguagem e das línguas. A primeira parte desta tese explícita os objectivos e as hipóteses de investigação (Capítulo 1), define os itens gerais sobre o contexto nacional (Capítulo 2) e os conceitos mobilizados para reflexão e análise (Capítulo 3). A segunda parte fornece elementos descritivos, explicativos e analíticos inéditos a respeito do contexto desta pesquisa: um cenário histórico (Capítulo 4), um quadro sociolinguístico (Capítulo 5) e um foco construído em torno da língua francesa em Angola que segue uma reflexão mais geral sobre o sistema educativo público contemporâneo (capítulo 6). A partir da análise de três corpus didáticos selecionados segundo a data de produção (1962, 1980 e 2005), a terceira parte permite alavancar as contribuições das duas primeiras partes para realizar a análise de corpus historizada no objetivo de descobrir as características da didatização com os tempos e vestígios de este processo em produções educacionais contemporâneas.
One of the objectives of this text is to record aspects of the restructuring process of the School of Application of the Faculty of Education of the University of São Paulo (EAFEUSP) in the period 1998 to 2001, questioning dimensions of the school universe and the specificities that characterize an "application school". Inscribed in a biographical research perspective in education, the analysis proposed is in dialogue with some of the critical moments in the history of the school and is anchored in the experience of the author as director of the EAFEUSP in that period. The topics covered include aspects of the school's internal organisation and functioning, as well as aspects of its relations with its territorial and academic environment, reflecting on its role in educational research and teacher training. ; Uno de los objetivos de este texto es registrar aspectos del proceso de reestructuración de la Escuela de Aplicación de la Facultad de Educación de la Universidad de São Paulo (EAFEUSP) en el período de 1998 a 2001, cuestionando las dimensiones del universo escolar y las especificidades que caracterizan a una "escuela de aplicación". Desde una perspectiva de investigación biográfica en educación, el análisis propuesto dialoga con momentos críticos de la historia de la escuela y se ancla en la experiencia de la autora como directora de EAFEUSP durante este periodo. Los temas tratados incluyen aspectos de la organización y el funcionamiento interno de la escuela -trabajo colectivo, progresión del aprendizaje- y aspectos de sus relaciones con su entorno territorial y académico, reflexionando sobre su papel en la investigación educativa y la formación del profesorado. ; L'un des objectifs de ce texte est de faire trace des aspects du processus de restructuration de l'École d'Application de la Faculté d'Éducation de l'Université de São Paulo (EAFEUSP) dans la période 1998 à 2001, en questionnant des dimensions de l'univers scolaire et les spécificités qui caractérisent une " école d'application ". Inscrite dans une perspective de recherche biographique en éducation, l'analyse proposée dialogue avec certains des moments critiques de l'histoire de l'école et s'ancre dans l'expérience de l'autrice en tant que directrice de la EAFEUSP à cette période. Les thèmes abordés couvrent des aspects de l'organisation et du fonctionnement interne de l'école, ainsi que des aspects de ses relations avec son environnement territorial et académique, en réfléchissant à son rôle dans la recherche en éducation et la formation des enseignants. ; Um dos objetivos deste texto é registrar aspectos do processo de reestruturação da Escola de Aplicação da Faculdade de Educação da Universidade de São Paulo (EAFEUSP) no período de 1998 a 2001, interrogando dimensões do universo escolar e as especificidades que caracterizam uma "escola de aplicação". Inscrita numa perspectiva de pesquisa biográfica em educação, a análise proposta dialoga com momentos críticos da historia da EAFEUSP e ancora-se na experiência da autora como sua diretora nesse período. Os temas abordados abrangem aspectos da organização e funcionamento interno da escola – trabalho coletivo, progressão da aprendizagem – e aspectos das relações desta com o seu entorno territorial e acadêmico, refletindo sobre o seu papel nas pesquisas educacionais e na formação de professores.
Angola remains a relatively unknown context, regardless of the discipline in the social sciences. For the didactics of languages and cultures, this baseline situation raises the question of the approach - or the approaches - to adopt in order to conduct research. This thesis proposes to examine the relevance of a plural approach calling upon history and involving two major lines of work: the diachronic-synchronic axis and the micro-macro axis. The major objective is to build on this approach to: (1) fill in for the lack of data that are essential to understand the singularity of the contemporary sociolinguistic context, and to develop adequate language and education policies; (2) determine, using historicization, the characteristics of the education system and the current educational culture; (3) propose implementing strategies to improve the teaching / learning in language and of languages. The first part of this thesis clarifies the research objectives and hypotheses (Chapter 1), presents the general elements defining the national context (Chapter 2), as well as the concepts mobilized for reflection and analysis (Chapter 3). The second part provides descriptive, explanatory and analytical elements hitherto unpublished regarding the context of this research: a historical background/context (Chapter 4), a sociolinguistic framework (Chapter 5) and a focus built around the French language in Angola leading to a broader reflection on the contemporary public education system (chapter 6). Based on the analysis of three teaching corpus selected following their date of production (1962, 1980 and 2005), the third part allows to exploit the findings made in the first two sections, in order to perform historicised corpus analysis aimed at revealing the characteristics of didactization over time, as well as the traces of this process in contemporary educational productions. ; L'Angola est un contexte encore relativement méconnu quelque soit la discipline en sciences sociales. Pour la didactique des langues et des cultures, ...
[RESUMEN]. Los artículos publicados en esta serie muestran que es posible crear espacio fiscal para la salud en los países. Para esto se requieren decisiones específicas, ya que el crecimiento económico no es suficiente para generar los recursos adicionales necesarios. Los estudios analizan la conveniencia de revisar los gastos tributarios para identificar las exenciones —en general desactualizadas y de escasos beneficios para los países—; los argumentos para aumentar los impuestos sobre productos dañinos para la salud; y los créditos y donaciones, que no resultan una fuente de ingresos viable para los gobiernos. Los esfuerzos fiscales deben ser acompañados por una mejora de la eficiencia, y la creación progresiva de nuevos ingresos es clave para mejorar la equidad. Es necesario mejorar la recaudación de los recursos fiscales. Para esto se requiere desarrollar una agenda de investigación y acción que entienda el análisis del espacio fiscal inserto en los procesos de transformación y reforma de los sistemas de salud, que abarque los aspectos técnicos no abordados aún y estudios de la eficiencia social del espacio fiscal para los grandes objetivos de desarrollo como los Objetivos de Desarrollo Sostenible 2030. En los países de la Región de las Américas es imprescindible contar con una gestión eficiente para hacer más y mejor con más recursos, incluso durante los ciclos económicos adversos. Esta debe evidenciarse en todos los niveles, incluidas la solidaridad que logra mejores resultados en salud, los sistemas de asignación de recursos a los proveedores, la compra estratégica de bienes y servicios de salud y el fortalecimiento de los sistemas de planificación presupuestaria. ; [ABSTRACT]. The articles published in this series show that it is possible to create fiscal space for health in the countries. This requires specific decisions since economic growth is not enough to generate the additional resources needed. The studies analyze the benefit of reviewing the tax expenditures to identify exemptions — generally outdated and of low benefit for the countries —; arguments to increase taxes on products harmful to health; and credits and donations, which do not result in a viable source of income for governments. Fiscal efforts must be accompanied by an improvement in efficiency, and the progressive creation of new revenues is key to improving equity. It is necessary to improve the collection of fiscal resources. To this end, it is necessary to develop a research and action agenda that understands the analysis of the fiscal space inserted in the processes of transformation and reform of health systems, including the technical aspects not yet addressed and studies of the social efficiency of the fiscal space for major development objectives such as the Sustainable Development Goals 2030. In the countries of the Region of the Americas it is essential to have efficient management to do more and better with more resources, even during adverse economic cycles. This should be evident at all levels, including solidarity for achieving better health outcomes, strategic purchase of health goods and services, and strengthening of budget planning systems. ; [RESUMO]. Os artigos publicados nesta série mostram que é possível criar espaço fiscal para a saúde nos países. Isso requer decisões específicas, já que o crescimento econômico não é suficiente para gerar os recursos adicionais necessários. Os estudos analisam o benefício de rever as despesas fiscais para identificar isenções—geralmente desatualizadas e de baixo benefício para os países—; argumentos para aumentar os impostos sobre os produtos prejudiciais à saúde; e créditos e doações, que não resultam em uma fonte viável de renda para os governos. Os esforços fiscais devem ser acompanhados por uma melhoria na eficiência, e a criação progressiva de novas receitas é fundamental para melhorar a equidade. É necessário melhorar a arrecadação de recursos fiscais. Para tanto, é necessário desenvolver uma agenda de pesquisa e ação que compreenda a análise do espaço fiscal inserido nos processos de transformação e reforma dos sistemas de saúde, incluindo os aspectos técnicos ainda não abordados e estudos sobre a eficiência social do espaço fiscal para grandes objetivos de desenvolvimento, como os Objetivos de Desenvolvimento Sustentável 2030. Nos países da Região das Américas é essencial ter uma gestão eficiente para fazer mais e melhor com mais recursos, mesmo durante ciclos econômicos adversos. Isso deve ser evidente em todos os níveis, incluindo a solidariedade para alcançar melhores resultados de saúde, a compra estratégica de bens e serviços de saúde e o fortalecimento dos sistemas de planejamento orçamentário.
En Corse, la diversité des bassins de production (montagne, piémont, plaine) et des systèmes d'élevage (extensif, semi-intensif) et la difficulté de caler les cycles biologiques animaux sur les cycles végétatifs, font que l'offre des animaux à abattre est très hétérogène sur l'île. Néanmoins, le produit le plus typé de l'élevage bovin corse est le jeune bovin (aussi appelé manzu), issu de la race locale, élevé en montagne (au pâturage) et abattu à l'âge de 12 à 15 mois. De ce fait, sa carcasse est mal conformée et sa viande est très colorée. Par ailleurs, tout comme dans les autres régions de France, la population d'origine maghrébine de Corse se différencie par la consommation de viande halal. Afin de s'assurer du caractère halal, cette population exige une proximité spatiale du lieu d'abattage, ce qui contraint les bouchers halal à acheter des bovins en Corse. De plus, les pratiques culinaires et les modes de découpe orientales sont moins exigeants sur la conformation des animaux qu'une découpe occidentale classique. Ainsi, une grande partie d'animaux de l'élevage extensif de montagne, à conformation médiocre et à viande typique, trouve un débouché dans la boucherie halal, ce qui attire, en plus de la clientèle musulmane, une clientèle corse recherchant une telle viande. Ainsi, ce marché représente un débouché essentiel pour une grande partie de l'offre et un repère de qualification pour un segment typique de la viande locale.
The aim of the study is to develop a framework for analysing driving conductors to guide learning. Conducted as part of the academic teaching of contemporary dance, the study looked at the analysis of STAPS bachelor students' drives engaged in a task of producing a dancing phrase including a floor passage. The basis on which the Gestalt Theory was based was used to regard the motor organisation as a Gestalt, that is to say, inextricably as a shape and meaning. Two types of data were collected: (a) data on body forms and body movements (morphological aspects of power ducts); and (b) data on the sense of experience experienced by the subjects under action. The results show different degrees of design of the driving organisation of the participating students, characterising them according to categories of analysis themselves partly derived from the study. ; International audience ; The aim of the study is to develop a framework for analysing driving conductors to guide learning. Conducted as part of the academic teaching of contemporary dance, the study looked at the analysis of STAPS bachelor students' drives engaged in a task of producing a dancing phrase including a floor passage. The basis on which the Gestalt Theory was based was used to regard the motor organisation as a Gestalt, that is to say, inextricably as a shape and meaning. Two types of data were collected: (a) data on body forms and body movements (morphological aspects of power ducts); and (b) data on the sense of experience experienced by the subjects under action. The results show different degrees of design of the driving organisation of the participating students, characterising them according to categories of analysis themselves partly derived from the study. ; L'objectif de l'étude concerne l'élaboration d'un cadre permettant d'analyser les conduites motrices afin de guider les apprentissages. Conduite dans le cadre de l'enseignement universitaire de la danse contemporaine, l'étude s'est intéressée à l'analyse des conduites motrices ...
What is the power of a health promotion politcs if it does not take the risk of walking in a democratic participation way, involving health care professionals and local people in a reciprocity manner? Today we are historically facing two representations that cause serious disruptions. The first one separates experts and laymen; the second, deepens the gap between politicians (the elected) and the citizen. We should then propose a "making together" in order to create the debate, the confrontation, to build a common world. From the perspective of the individual who transforming himself, changes his own world of uncertainties, this article aims to address the question of the "place" where the social action happens. How a place can be a "place of learning"? How the place participates of a collective action, as an expression of cultural identity and solidarity? A policy of health promotion can favorize the transforming action which proposes a exploration of the world based on learning, experimentation, deliberation and respect for plurality? ; Qual o poder de uma política de promoção da saúde se esta não se arrisca nos caminhos da participação democrática, envolvendo de maneira recíproca os profissionais de saúde e os habitantes locais? Estamos hoje, historicamente, diante de duas representações que provocam rupturas graves. A primeira separa especialistas e leigos; a segunda, aprofunda a distância entre os políticos (os eleitos) e os cidadãos comuns. Devemos então propor um "fazer juntos" para criar o debate, a confrontação, e assim construir um mundo comum. A partir da perspectiva do sujeito ativo que se transformando, modifica o mundo de incertezas que é o seu próprio, este artigo pretende abordar a questão do "lugar" onde se desenrola o agir social. Como um lugar pode ser um "lugar aprendente"? Como o lugar participa da ação coletiva, enquanto expressão de identidade cultural e de solidariedade? Uma política de promoção da saúde pode, então, favorecer a ação transformadora que propõe a exploração do mundo a partir da aprendizagem, da experimentação, da deliberação e do respeito à pluralidade? ; Que peut-être une politique de promotion de la santé si elle ne se risque pas dans des démarches de participation démocratique au titre des implications réciproques entre les professionnels et les habitants des lieux? Or, aujourd'hui, nous sommes face historiquement à deux délégations produisant deux coupures vives. La première qui sépare les spécialistes et des habitants profanes; la seconde qui creuse l'écart entre les politiciens (les élus) et les citoyens ordinaires. Il nous faut alors poser un "faire ensemble" pour créer du débat, de la confrontation pour construire un monde commun. Dans cette perspective d'un sujet actif qui se transforme lui-même tout en transformant le monde d'incertitudes qui est le sien, nous voulons aborder la question du "lieu" où se déploie l'agir social. Comment un lieu peut-il être un "lieu apprenant"? Comment le lieu participe-t-il de l'action collective comme expression d'identité culturelle et de solidarité collective? Une politique de promotion de la santé peut alors favoriser une pratique d'action de transformation qui pose l'exploration du monde commun, l'apprentissage, l'expérimentation, la délibération, dans le respect de la pluralité.
International audience Digital technology is developing, particularly in schools, where educational policies have made it one of the priority levers. The effective use of digital educational technologies is essential for students to achieve their learning goals. Therefore, it is essential to gather the perceptions of the main users, i.e., teachers and students, on the ease of using these new technologies in the classroom. To our knowledge, so far, no usability evaluation questionnaire for French-language digital interfaces was adapted explicitly for young students. K-Uses is a measurement scale to evaluate the perception of usability of young users. This measurement scale is based on the model presented in the ISO 9241-11 standard, to which we have added the Nielsen "learnability" criterion. This article presents the construction and the first elements of the K-Uses with children aged 9 to 11. The method used consisted of reviewing existing usability questionnaires, pre-tests with teachers and students involving three evaluators, and an exploratory analysis of data collected from 127 students. The results are promising and show satisfactory levels of validity and reliability. ; Le numérique ne cesse de se développer, notamment à l'école où les politiques éducatives en ont fait un des leviers de recherche prioritaires. Une utilisation efficace des technologies numériques éducatives est essentielle pour que les élèves puissent atteindre des objectifs d'apprentissage. Ainsi, il est important de pouvoir recueillir les perceptions des principaux utilisateurs que sont les enseignants et les élèves sur l'utilisabilité de ces nouvelles technologies en classe. Or, à notre connaissance, il n'existe pas encore de questionnaire d'évaluation de l'utilisabilité des interfaces numériques en français spécifiquement adapté aux jeunes élèves. K-Uses est une échelle de mesure d'évaluation de la perception de l'utilisabilité par les jeunes utilisateurs. Cette échelle de mesure repose sur le modèle présenté dans la norme ISO 9241-11 ...
This collective work was led by French teachers working in different universities and Faculties of Egypt. It is on the basis of their varied experiences in the province and in Caire1 that a teaching discussion has been developed, including, as a matter of priority, social paramets in the learning and appropriation of foreign languages. As opposed to more technical ways of approaching the teaching of 'Français Langue Étrangère', it was a question of showing that in mastering, using and, consequently, learning a foreign language, the most important thing might be outside the classroom, amphitheatre or language laboratory. The assumption that led our research makes the family a privileged place to observe the process of capitalising foreign languages in 20th century Egypt. The choice to learn a language and bi- or trilingualism go back to family decisions. The family shares with the school a major role in training foreign languages, some of which, in particular French, have become second languages or even genuine mother tongue. It seemed interesting in a country where imperial powers, whose national identity has largely been built up against them, to see how Egyptian families have followed the practice of politically dominant languages, diversified their strengths, integrated them into their transferable heritage or not, depending on which social mobility strategies. A foreign language is a communication tool, but also a sign of recognition. We therefore built our work on the idea that the ability to play on several codes was a strong class brand, and tried to test this assumption on around ten Arabic Egyptian families, who at a certain point in their history had access to one or more foreign languages. ; International audience ; This collective work was led by French teachers working in different universities and Faculties of Egypt. It is on the basis of their varied experiences in the province and in Caire1 that a teaching discussion has been developed, including, as a matter of priority, social paramets in the ...
La publication récente en France d'un «Plan d'action pour les enfants atteints d'un trouble spécifique du langage » comporte des risques. Après un bref historique des débats relatifs à la dyslexie, on procède ensuite à un examen du contexte politique, en s'intéressant aux forces favorables à une approche organiciste et aux forces favorables à une approche mettant l'accent sur des facteurs sociaux et pédagogiques. La conclusion montre que le problème concerne la lecture en général et est international. Elle indique d'autres voies de solution et distingue, sur une base sociologique, deux catégories de mauvais lectures dont l'origine des difficultés est différente. ; A recente publicação em França de um «Plano de Acção para Crianças com Perturbações Específicas da Linguagem», não é isenta de riscos. Depois de um breve resumo histórico dos debates sobre a dislexia, procede- se a um exame do contexto político, referindo as forças favoráveis a uma abordagem organicista, e favoráveis a uma abordagem centrada nos factores sociais e pedagógicos. A conclusão mostra que o problema se relaciona com a leitura, em geral, e é um problema internacional. Indica, ainda, outras vias de solução e distingue, numa base sociológica, duas categorias de maus leitores, com dificuldades de origem diferente. ; The recent publication in France of a plan of action for children with language problems is not without risks. After a brief description of the debates surrounding dyslexia, we examine their political context, focusing both on arguments based on a biological approach and arguments favouring an emphasis on social and pedagogical factors. We conclude by demonstrating that this problem concerns reading in general and is international, by indicating other ways of solving it, and by identifying, from a sociological perspective, two categories of reading difficulties with different origins. ; info:eu-repo/semantics/publishedVersion
Ciclos migratorios tamules, 1830-1950 Christophe GUILMOTO La migración de los Tamules fue el componente mas importante de la emigración india en el período colonial. Más de 1,5 millón de Tamules del sur de India fueron enumerados en 1931 en otras colonias (especialmente británicas) donde se habían establicido desde el Siglo XIX. El sistema particular de contratación « kangani » facilitó las migraciones de los Tamules. La mano de obra tamula fue enviada principalmente hacia las nuevas plantaciónes, pero se encontró tambien en los sectores urbanos de la economía colonial. Sri Lanka, Malasia y Birmania recibieron el mayor número de los inmigrantes. Solo algunos millares de Tamules llegaron a otra colonias (entre ellas colonias francesas ). Despues de la independencia las poblaciónes autóctonas trataron de expulsar las comunidades inmigradas. Se presenta en este artículo una descripción de la migración international en términos de ciclo migratorio. El ciclo de la migración contiene tres fases : perfecta regulación, progresiva autonomía y detención final. Estas etapas corresponden a la formación gradual de una communidad inmigrada estable y este modelo concuerda con la experiencia migratoria actual de muchos países.
In this article, we present the organisation of the brain areas involved in the handwriting of adults and describe recent data on this organisation in the brain of children under learning. In adults, the network involved comprises a set of left-to-frontal regions, the left fusion gyrus and the right cervelet. These regions code the spelling and driving aspects of handwriting. In children aged between eight and 11 years, the regions well described in adults are also active: the writing network is already structured. However, differences between the two groups in the level of activation of certain elements of the network, in the recruitment of other regions or in the side of activations indicate an ongoing process of automation. ; International audience ; In this article, we present the organisation of the brain areas involved in the handwriting of adults and describe recent data on this organisation in the brain of children under learning. In adults, the network involved comprises a set of left-to-frontal regions, the left fusion gyrus and the right cervelet. These regions code the spelling and driving aspects of handwriting. In children aged between eight and 11 years, the regions well described in adults are also active: the writing network is already structured. However, differences between the two groups in the level of activation of certain elements of the network, in the recruitment of other regions or in the side of activations indicate an ongoing process of automation. ; Dans cet article, nous présentons l'organisation des aires cérébrales impliquées dans l'écriture manuscrite chez l'adulte, et nous décrivons des données récentes sur cette organisation dans le cerveau d'enfants en cours d'apprentissage. Chez l'adulte, le réseau impliqué comprend un ensemble de régions pariéto-frontales gauches, le gyrus fusiforme gauche et le cervelet droit. Ces régions codent les aspects orthographiques et moteurs de l'écriture manuscrite. Chez l'enfant de huit à 11 ans, les régions bien décrites chez l'adulte sont ...
Achieving digital techniques for school learning is one of the digital challenges for education. The techno-pedagogical approach is limited to grasping the dynamics of this process. Studies conducted several years apart show a significant weakening of the role of digital in secondary students' representations of the School. Our article asks how digital schooling influences the representation that young people build from digital to school. ; One of the main issues about using digital technology for learning purposes at school regards its inclusion by students. The techno pedagogical approach showed its limits and, several studies conducted 10 years apart reveal that French students from middle and high school allocate less space to digital technology in the representations that they have of schooling. Based on these findings, this paper examines how the representation that students are building up about digital technology at school gets influenced by the way technology is schooled. ; Achieving digital techniques for school learning is one of the digital challenges for education. The techno-pedagogical approach is limited to grasping the dynamics of this process. Studies conducted several years apart show a significant weakening of the role of digital in secondary students' representations of the School. Our article asks how digital schooling influences the representation that young people build from digital to school. ; L'appropriation des techniques numériques à des fins d'apprentissages scolaires constitue l'un des enjeux du numérique pour l'éducation. L'approche techno-pédagogique trouve ses limites pour appréhender la dynamique de ce processus. Des études conduites à plusieurs années d'intervalle montrent un affaiblissement significatif de la place du numérique dans les représentations que les élèves du secondaire se font de l'École. Notre article interroge la façon dont la scolarisation du numérique influence la représentation que les jeunes se construisent du numérique à l'école.
In this article we look at the relationship between the child's representations underlying the status of child or pupil and the practices that the pre-school and then pre-elementary institution has developed and developed. How the ambivalence of the child's representation: has he/she provided any support for the institutional images of the Early Childhood Report? How did it translate into practice? How has it evolved? Is it currently enriched with the image of the child partner? The recent official speech is better acquainted with the child. Old traces of its idealisation or underestimation are mitigated by the naturalisation of the complexity of its development. If there is a child in nursery school, the implicit status of pupil remains pervasive. The diversity of practices recommended thus reflects the complexity of the child and the requirements of learning. ; Dans cet article nous nous intéressons au rapport existant entre les représentations de l'enfant sous-jacentes aux statuts d'enfant ou d'élève et aux pratiques que l'institution préscolaire puis préélémentaire a développé et développe. Comment l'ambivalence de la représentation de l'enfant : enfant-roi/enfant-rien a-t- elle étayé les images institutionnelles du rapport de la petite enfance au savoir ? Comment s'est-elle traduite en pratiques ? Comment a-t-elle évolué ? S'enrichit-elle à l'heure actuelle de l'image de l'enfant-partenaire ? Le discours officiel récent connaît mieux l'enfant. Les anciennes traces de son idéalisation ou de sa sous-estimation sont atténuées par la naturalisation de la complexité de son développement. S'il est bien question d'enfant à l'école maternelle le statut implicite d'élève reste omniprésent. La diversité des pratiques préconisées répond ainsi à la complexité de l'enfant et aux exigences de l'apprentissage.
