Academic literature on the topic 'Cuisine – Ouvrages pour la jeunesse'
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Journal articles on the topic "Cuisine – Ouvrages pour la jeunesse"
Henky, Danièle. "La réactivation du mythe du Déluge en littérature de jeunesse." Articles spéciaux 74, no. 1 (November 5, 2018): 23–32. http://dx.doi.org/10.7202/1053561ar.
Full textOnyeoziri-Miller, Gloria, and Robert Miller. "œuvres mineures Maryse Condé : théâtre, textes pour la jeunesse et essais." ALTERNATIVE FRANCOPHONE 2, no. 10 (January 5, 2022): 1–10. http://dx.doi.org/10.29173/af29437.
Full textLeclaire, Anne. "Littérature de jeunesse à l'école: des ouvrages pour des activités." Pratiques 88, no. 1 (1995): 51–79. http://dx.doi.org/10.3406/prati.1995.1759.
Full textMalanda, Elodie. "Ye azali mwána moke néti ngai." ALTERNATIVE FRANCOPHONE 3, no. 4 (February 15, 2024): 18–34. http://dx.doi.org/10.29173/af29503.
Full textRené, Jean-François. "Jeunesse : la mouvance comme mode de vie." Le dossier Mouvements sociaux 3, no. 1 (January 22, 2008): 61–74. http://dx.doi.org/10.7202/301070ar.
Full textParuolo, Elena. "Laura Orvieto et l'Histoire. Une intellectuelle florentine dans l'Histoire et pour l'Histoire." Ondina - Ondine, no. 3 (May 4, 2020): 264–80. http://dx.doi.org/10.26754/ojs_ondina/ond.201934422.
Full textNémeth, Luca Anna. "A Singer és Wolfner Kiadó gyerekkönyv-kiadási és hirdetési tevékenysége a századfordulón." Magyar Könyvszemle 134, no. 4 (2018): 411–43. http://dx.doi.org/10.17167/mksz.2018.4.411-443.
Full textLemoine, Lise, Benoît Schneider, and Marie-Claude Mietkiewicz. "Des élèves (pas?) comme les autres parmi les autres. La littérature jeunesse comme facteur d’inclusion sociale pour les enfants avec trisomie 21 et autisme." Revue de psychoéducation 47, no. 2 (November 27, 2018): 383–407. http://dx.doi.org/10.7202/1054066ar.
Full textPreteseille, Benoît. "Éric Losfeld. Une collection de bandes dessinées pour adultes, quelle idée ?" Revue française d'histoire du livre 143 (January 26, 2023): 17–38. http://dx.doi.org/10.47421/rfhl143_17-38.
Full textFortin, François. "Entrevue avec Widia Larivière, cofondatrice du mouvement Idle No More Québec." Revue Possibles 41, no. 1 (March 1, 2016): 12–24. http://dx.doi.org/10.62212/revuepossibles.v41i1.260.
Full textDissertations / Theses on the topic "Cuisine – Ouvrages pour la jeunesse"
Peyroutet, Jean-Luc. "Dynamiques de l'écriture dans les récits pour enfants de Pierre Gripari." Bordeaux 3, 1987. http://www.theses.fr/1987BOR30054.
Full textThe narratives for children by pierre gripari show that the production for children is a real work and a work inseparable of the writer. In effect, they express the thought of a man, his judgment, his life. For some narratives, pierre gripari use stories and traditional's themes, but he don't hesitate to remove them. For the most, the use multiple ideas taken in his life of every day. For all, by some stylistics methods, he look systematicaly for the vitality, the variety and some aspects of realism. Pierre gripari is, like this, a proof of the everlasting renewal of the story
Pezzuolo, Giulia. "Voyages fantastiques pour la jeunesse italienne du début du XXe siècle." Thesis, Strasbourg, 2012. http://www.theses.fr/2012STRAC009.
Full textThis thesis studies fifteen Italian novels for young readers, published between 1900 and 1925, and narrating fantasy journeys. Some of these works were addressed to children and others, given their prolix content, could have been addressed more to teenagers. In our analysis of these works, we have associated a narratological approach to a sociological approach. First, we have reconstructed how the Italian culture between the nineteenth and twentieth centuries considered youthfulness, and additionally, we took into consideration the influence of the educators and the editorial markets of that time on children’s literature. Secondly, we studied the presence of the theme of voyage in this type of literature, the ideological contents and the literal dimension of our fifteen texts. The combination of these approaches allowed us to understand the narrative functioning of those works, while placing them in their first historical context upon publication
Boulmier, Sandrine. "L' ours, héros socialisateur des européens. De l'enfance à l'âge adulte, de la préhistoire à nos jours." Montpellier 3, 2007. http://www.theses.fr/2007MON30046.
Full textHow has the bear’s status—anthropomophized by humankind—evolved: from being deified to being reduced to a mistreated animal and finally becoming the symbol of tenderness, children’s socializer Teddy bear? Using an ethnohistoric and deductive method, we investigate into the first signs of bear worship in sub-christian european societies, in which the bear is conceived as being parented to humankind and possessing supernatural powers. Then, during Europe’s conversion to Christianity, the bear comes to be regarded as a diabolic animal is the Church’s most hated adversary. Domesticated and exhibited by bear leaders, the bear afterwards regains a certain prestige through its usefulness in hunting and it furthermore lends added value to aristocracy’s patronyms. The plantigrade allows men and women to access to sexuality and marriage during bears’days festivities. In the twentieth century, the bear becomes the Teddy bear, a therapeutic object and socializer hero with which the child identifies himself through stories. Nowadays, hunted for by collectors and designed by creators, the Teddy bear is conceived as a work of art. Therefore the bear is, for the European man, a medium through which to enter into relation with his world, open up to it, and even affirm his identity through it. Whereas for the animal, it remains a continent where its survival has become a major political and economical stake
Renaudie-Py, Fabienne. "La Bible enseignée aux enfants aux XIXeme et XXe siècles en France." Montpellier 3, 2002. http://www.theses.fr/2002MON30022.
Full textMontmasson, Doriane. "La réception de la littérature de jeunesse par les enfants : une fenêtre ouverte sur le processus de socialisation." Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCB180/document.
Full textAmong other signs, the vitality of the children's book publishing field bears testimony to the important place books still occupy today in children's everyday lives. However, despite the fact that some French sociologists have already studied the content of children's books, the way young "readers" receive the norms and representations conveyed by this literature has been the object of very little sociological investigation. In the present thesis I analyze the way children understand and (re)interpret the textual and iconographic content of children's books, with a view to both shedding light on what is really at stake in the act of reception, and also bringing elements that might contribute to better understanding the process of socialization. I focus on "food," as it is an iconic observation tool for the entirety of this process's modalities and its many differentiations. An experimental protocol implemented on the field has allowed me to approach the point of view of 5- to 8-year-old children coming from various social backgrounds, and thus to study the way the messages conveyed by the various agents of socialization (such as family, mass media, and school) are organized, as well as the construction of potential belongings to a gender and/or social group. In this regard, the agency of very young children is also addressed
Plu, Christine. "Georges Lemoine : illustrer la littérature au XXè siècle." Rennes 2, 2005. http://www.theses.fr/2005REN20034.
Full textSince the seventies, Georges Lemoine's work has become noteworthy because of the modern way in which he illustrates great literary texts (Le Clézio, Bosco, Tournier, Yourcenar, Roy, Wilde, Andersen, etc. ). The aim of this thesis is to show how these illustrations develop together with the texts and to show what graphic requirements are needed in the creation of the pictures. This thesis will therefore place the illustrator within the French publishing world, and then analyse the specific requirements for book illustration. It will also look at the various steps needed in the genesis of a picture, question Georges Lemoine's interpretation, and focus on the semantic levels on which the pictures have an influence. Finally, this thesis will point out the illustrator's thematic preferences and the peculiarities of his style, which are developed around the symbolic and allegorical levels of his chosen texts. This research is based on Georges Lemoine's whole repertoire of illustrations and on a large amount of private archives. Several questions arise: what does illustrating a literary text involve? Can the illustration become some form of literature in itself? What are the relationships between text and images?
Devillon, Carine. "L'initiation du jeune enfant à la couleur en France et en Corée 1945-2015 : les voies de l'album pédagogique." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCC011/document.
Full textThis study focuses on initiation into color considered as a cultural object, in children’s picture books both in France and Korea. It covers the time period from 1945 to 2015, since we attach great importance to analyzing its evolution process. Our research has a threefold objective: to present our object of study in a historical perspective highlighting the reasons of its emergence in the children’s picture books as well as the factors that contributed to its development; to verify that traditional pedagogical genres are relevant to initiate into this complex learning object; and to highlight the mechanisms developed in these picture books to meet physical, intellectual and cognitive abilities of children discovering color as well as their tastes. Therefore, our study is divided into three parts. In the first part, we present an overview of the school pedagogy dealing with color and its repercussions on the editorial market and the various factors that contributed to the development of picture books initiating into color. In the second part, after having defined the different genres, we study their interaction with color. In the third part, we analyze the picture books’ contents to see what knowledge is transmitted to the children, whether on color itself or on the process of acquisition of this knowledge. The thesis concludes that initiation into color in children’s picture books is marked by cultural evidences, but also invites us to go beyond the mere idea of "evidence", and to consider that not only the colored patterns and symbols, nor even the color spectrum’s division, testify to the cultural permanences. The approach to color pedagogy is indeed cultural in itself, since the desire to develop creativity and to free the learner from constraints in France contrasts with the permanent concern to be as didactic as possible in Korea. Considering this, initiation into color takes on quite another cultural dimension
Books on the topic "Cuisine – Ouvrages pour la jeunesse"
Mollé, Philippe. Recettes pour épater: La bonne cuisine pour petits et grands. [Montréal]: Fides, 2007.
Find full textMartinez, Sigrid. A table! Paris: Auzou, 2014.
Find full textMaynard, Christopher. Dans la cuisine. Saint-Laurent, Quebec: Editions du Renouveau pedagogique, 2002.
Find full textKarmel, Annabel. C'est moi qui cuisine!: La cuisine en fête! Saint-Laurent, Québec: ERPI, 2005.
Find full textKostick, Ken. Little Kenny in the kitchen: Ken Kostick cooks for kids. Toronto: Key Porter Books, 2002.
Find full textPare, Jean. Kids' healthy cooking. Edmonton: Company's Coming Pub., 2006.
Find full textRaab, Evelyn. Clueless in the kitchen. Buffalo, N.Y: Firefly Books, 2011.
Find full textRegimbal, Nathalie. Développe tes défenses naturelles. Boucherville, Québec: Éditions Viséo, 2010.
Find full textRay, Hannah. Les vaches. Toronto: Éditions Scholastic, 2008.
Find full textMcCulloch, Julie. A world of recipes: The Caribbean, Japan, India, China, Italy, Mexico. Oxford: Heinemann Library, 2002.
Find full textBook chapters on the topic "Cuisine – Ouvrages pour la jeunesse"
Brunel, Magali. "La prise en compte de la portée idéologique des ouvrages dans la Liste de lectures pour les collégiens. Exemple de la classe de sixième." In Idéologie(s) et roman pour la jeunesse au xxie siècle, 321–32. Presses Universitaires de Bordeaux, 2015. http://dx.doi.org/10.4000/books.pub.9119.
Full textSenís Fernández, Juan. "En faveur des filles. Rôles féminins, discours littéraire enfantin et lecteur visé dans les ouvrages pour la jeunesse de Carmen Martín Gaite." In Être une fille, un garçon dans la littérature pour la jeunesse (2), 77–87. Presses Universitaires de Bordeaux, 2017. http://dx.doi.org/10.4000/books.pub.33683.
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