Dissertations / Theses on the topic 'Recherche-action en éducation – Sémiotique'
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Coquelin, Lucile. "Mythologies du technocorps dans la série Black Mirror (Channel 4 ; Netflix) : de la mythocritique à l'introspection, pour une sémiotique action." Electronic Thesis or Diss., Paris 8, 2022. http://www.theses.fr/2022PA080058.
Since the 1960s, the technofigure of the cyborg has been at the centre of several series and sci-fi movies, to the point of being considered as a founding component of contemporary mythology. Represented in these productions under spectacular and sometimes caricatural features, some of these techno-physical devices are already set up by companies like Google. While they open new possibilities for interhuman communication and play with identity, they also tighten the grip of social, economic, and political control. My doctoral project proposes to explore the representation of technobody carried by a successful series: Black Mirror, produced since 2016 by Netflix, the world leader in streaming, and presented by producers as basically «techno-critical». A semiotic action method, which I developed in the legacy of Eliseo Verón’s social semiosis, and in line with work on critical media literacy, allowed me to explore how the cyborg myth in Black Mirror is interpreted by (non-)public people. Through one-on-one interviews and co-interpretation workshops, participants first developed interpretative hypotheses by watching Black Mirror; then, we collectively surveyed the “versions of the world” motivating their hypotheses. The aim of this approach was to stimulate reflection on the positions of the participants, including myself, and to become aware of what influences and determines our connection with digital, beyond representations
Morvan, Alexia. "Pour une éducation populaire politique : à partir d’une recherche-action en Bretagne." Paris 8, 2011. http://octaviana.fr/document/172299233#?c=0&m=0&s=0&cv=0.
Analysing what happened to the popular education movements during the end of the XIXth century and the XXth century allows one to think that it turned more into playing a role of domestication than being a mean of emancipation for its public. Understanding how these institutions evolved during a century and a half towards political matter, helping to explore what were the practices of popular education in an emancipatory perspective. Political education at school has been emphasized very recently in France by Meirieu1 and explored by Mougniotte2, as a kind of education for democracy or education for citizenship, going further than classical civic instruction proposed for pupils. But its practice promotes only a citizenship of low intensity. Whereas the concept of popular political education assumes a connection with strong democracy. It links the heritage of critical education with the dimension of collective action. This kind of education is seeking how people can not only learn to read politically the world but also how to find a way of righting it3. My thesis examines the case of an action research which emerged from a group of twenty popular educators in 2003 in Brittany on this issue : how can popular education contribute to political education ? This experience led in 2007 to the creation of a new organization and new practices of popular education promoting political education, as a contribution to strong democracy. This empirical study gives elements on the conditions of such political popular education, its originality, difficulties and effects
Serizel, Jacques. "Accompagnement médiactif et alternances présencielles/distancielles : recherche-action-formation dans des dispositifs universitaires." Thesis, Tours, 2011. http://www.theses.fr/2011TOUR2004/document.
The « mediaction » is defined as an action that positions itself by and through the tools of the Internet, the so-called « medium », which as an included third part, in a formative or educational operation, offers a cognitive mediation in a space-time in motion. Implemented in formative systems, it allows, thanks to the fuction of mediactive support, to imagine formative systems that alternate between presence (physical) and distance (virtual). We are here in presence of a new kind of guidance, which is distant at first, but mainly in-between presence and distance, in a second time. The particularity of this distant guidance lies in the fact that the operations position us in situations of « de-temporality » and « despatialization». A new form of guidance requires new skills and those of the mediactive supervisor must be understood in a position of articulation between the three phases of guidance, but also the four types of alternations and the five levels of interaction. Operations that are introduced, alternating presence/distance, involve mediated processes such as the Internet and hence the tools to access them. However, are actors in these operations not converging towards an object (the computer among others), through the knowledge and desire, the desire for discovery, in the same time as they are aiming at its own integration ? Do the subject-actor's behavior, the choices that he makes, technical possibilites (computer or not) not define his direction towards the object and terms highlighted by the action in the formative system alterning between presence/distance? It may be through the implementation of a process of appropriation through action, that emerges a new kind of freedom of expression. This process would then be called « approaction ».I relied on the tripolar formative theory to implement these learning operations. Three inseparable pillars of the existential self-learning at the core of which actors are involved in educational and formative knowledge« co-construction ». The permanent gateaway between the « despatialization» and « de-temporality » could then allow us to imagine a fourth pillar that would position the others (hetero) alternately in the presence and distance, opening the door to a « tetrapolarised »formation, that would revolutionize itself in a « mediaspheric » system,space of the mediactive guidance
Silva, Maria Isabel Ramos Lopes da. "De l'education des enfants a la formation des adultes : vers une methologie de la recherche-action." Caen, 1993. http://www.theses.fr/1993CAEN1119.
Roger, Michel. "De l'enseignement programmé à la programmation des actions didactiques." Paris 5, 1985. http://www.theses.fr/1985PA05H051.
Pragnère, Michel, and Henriette Allègre-Pragnère. "Intégration des cultures minoritaires à l'école : une recherche-action sur les changements culturels et institutionnels." Toulouse 2, 1986. http://www.theses.fr/1986TOU20090.
Presence in school of cultures which are in the minority is a mover of analysis in school culture. Dialectics of action-research permits to apprehend the relationship between cultures in the transversality of real and imaginary. The collective researcher studies the process of the change in school from cultural, psychological, sociological and institutional points of view. Representations and attitudes interact; their evolution takes place by interaction of personal and institutional changes. Action-research model becomes complex in order to analyse, produce, integrate cultural changes. Intercultural space doesn't anymore appear as a break, but as a sphere of expansion of an imaginary creator of symbols and plans which is showed by the cultu ral "mediacteurs". Dynamics of action-research means a new definition of concepts connected with interculturality. From this experience, results a project of intercultural teacher training based on action-research which would permit the mending of the break theory-practice (from the present teacher training) and of the cultural break
Vinérier, Anne. "Réapprentissage des savoirs de base avec des personnes en situation d'illettrisme et tensions transitionnelles : à partir d'une Formation-Recherche-Action avec des apprenants." Tours, 2007. http://www.theses.fr/2007TOUR2006.
Barely 2 % of illiterate adults make the effort to return to further education to learn to read, write and count since their first learning experience ended in failure. By identifying obstacles and solutions, we explore here the tensions to which these "remedial" students are subject in respect to themselves, others and their environment as laid out in the tripolar theory on training (G. Pineau). Using the archetypes and symbols of the caveman myth (Plato) we study the route these people take between mental acceptance and refusal, and the time-scale necessary. We shall try to understand the role played by third parties in encouraging the acquisition of basic skills, and underline the importance of interpersonal relations (R. Barbier's theory of sensitive listening). We shall place the question of retraining in a scenario of "level crossings", one problem symbolically being that of moving country
Jolonch, Anglada Anna. "Educateurs et enfance en risque : le regard, l'action et la réflexion dans les pratiques professionnelles." Paris 8, 1999. http://www.theses.fr/1999PA081537.
I began to ask questions when i became aware of a state of unease among social services teams in catalonia about the lack of definition of the role of the educator. The research materials are the result of my professional experience with educators. The first part of the thesis is connected with the transformations of society, the shattering of social unity and the proliferation of social problems (barel, castel). The epistemology of the research is permeated by the idea of an explosion of points of view and work on involvement as a means of production of knowledge (Ardoino, Canter Kohn, Devereux). Through an analysis of my research itinerary i show how that questioning has led me to change my point of view and shed any univocal vision. Through a way of thinking which revolves around a questioning of my way of looking at educators, i appropriate my place as practitioner-researcher and draw knowledge to create a device which invites educators themselves to call in question their way of looking at families in order to reappropriate their practice. The second part focuses on an analysis of the constitution in catalonia since the 80s of a social protection sector and the emergence of a representation of children at risk. We return to the educators and the institutionalisation of their function in the administration and professional qualification. The third part concentrates on an analysis of the materials (family dossiers, case histories, interviews, meetings and training sessions) which may clarify the way in which educators construct their categories in relation to the object and the profession and show that risk is a matter of relation and not of object. The point is not a definition of a model but the very possibility of educational action from positive globalising representations. Identity is still to be constructed, redefined and reinterpreted rather than given a priori
Tremblay, Benoit. "Des enseignants en éducation physique font de l'esprit sportif un levier d'éducation morale : une recherche-action collaborative." Doctoral thesis, Université Laval, 2020. http://hdl.handle.net/20.500.11794/67937.
The inappropriate behaviours that mark contemporary sport practices require that physical educators and other actors in sport assume the mandate of contributing to the moral development of youth in sport. In this regard, the concept of sportspersonship, an educational vector ubiquitous in sport, may be a means of addressing moral education in physical education and sport (PES). However, there has been limited study on strategies that physical educators or coaches use to encourage the moral development of youth through using the concept of sportspersonship and the values associated with it. Also, to our knowledge, no study has examined strategies that could be recommended to these specialists of education through sport for using the educational potential of the sportspersonship concept as a means of moral education in PES. This absence justified the relevance of an action research collaborative project toward supporting physical education teachers in planning and implementing activities for the moral development of students through learning better sportspersonship. Four physical education teachers from the Quebec school system, accompanied by a trainer-researcher in moral education in PES, participated in the action research project. As part of the accompaniment process, the teachers: (1) re-examined their understanding of sportspersonship as well as familiarised themselves with the planning requirements for activities dedicated to student moral development; (2) planned learning activities dedicated to moral development; (3) implemented the planned activities in a real teaching setting; and (4) reflected on the contribution of the implemented activities to the moral development of students. The concept of sportspersonship (esprit sportif) prosed by Guay (1993) as well as a model for moral action (Rest, 1984) were used to guide the content of the meetings with the teachers. The individual and group accompaniment meetings conducted by the trainer-researcher as well as the teaching sessions incorporating the learning activities were recorded digitally (N=32). Questionnaires were used to gather the perceptions of the students and the teachers regarding the implemented learning activities. Firstly, analysis of the learning activities implemented by the teachers (in badminton, in soccer, and in football) led to the development of a didactic framework for planning novel learning activities for moral education in PES. This didactic framework includes the principle elements of a learning activity dedicated to the moral development of students through learning better sportsmanship...
Perez, Nathalie. "Une démarche de conception pour la formation générale des apprentis : tâches, organisation du travail et modalités d'évaluation : : Expériences psycho-socio-pédagogiques dans un Centre de Formation d'Apprentis." Montpellier 3, 2002. http://www.theses.fr/2002MON30015.
Rami, Amina. "Formation à la recherche-action de superviseurs de l'enseignement secondaire en éducation physique et sportive au Maroc." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq25256.pdf.
Catalao, Vera Margarida Lessa. "L'eau comme métaphore pédagogique : une recherche-action auprès d'une école rurale au Brésil." Paris 8, 2002. http://www.theses.fr/2002PA082039.
Cueff, Daniel. "Le journal de bord et la pédagogie sociale critique." Rennes 2, 2000. http://www.theses.fr/2000REN20008.
This @thesis is organised as a diary. It describes the link between a specific theory and a specific educative practice. Both of them being still in developping processes. The thesis gives a methodological and epistemological point of view pointing out everyday work of a pedagogue (motion and critical motion between praxis and theory). It invites the pedagogue who is in the middle of action and emotions to question his own political approach. The author is pointing out conditions enabling or restraining the possibility of a radical social pedagogy
Plouffe, Geneviève. "Recherche-action-formation proposant un parcours professionnalisant relatif aux compétences des acteurs scolaires en éducation à la santé." Thèse, Université de Sherbrooke, 2015. http://hdl.handle.net/11143/8075.
Bodineau, Martine. "La fabrique d’une sociologie de l’intérieur : regard ethnométhodologique sur un parcours d'apprentissage, de recherche et d'action." Thesis, Paris 8, 2017. http://www.theses.fr/2017PA080043/document.
The thesis concerns the processes for an interpretation frame switch seen as tools for sociological analysis and training. The works are based on the ethnomethodological theories of the social action and common sense making ; the theories of the socianalytic intervention ; and the theory of logical types (a theory of the information and communication sciences, stemming from formal logic). These disciplines aim at researching "common sense" knowledge and tacit knowledge (unformulated) which can emerge only by means of social settings disrupting the usual frames of interpretation.The thesis defended by the author is that: 1) the exercise of the « sense switch » and the practice of prevading " reflexive distanciation " are of big educational relevance to train researchers and practitioners which will in turn be able to implement collaborative work initiatives, and also to train social actors empowered with a capacity for reflexive action; 2) in complex social contexts, as in certain suburban areas, trainings-actions-reasearches settings - including a diversity of actors - are relevant to develop a " sociology from within " allowing to deconstruct the frames of interpretation which underly understandings of the social realities, and to promote a " self-construction " of local socialization.The author developed a Model of « sense switch », aiming at putting at works the tacit meanings of everyday language. The subject is treated through the analysis of the course of researches and life experimentations realized by the researcher
Lemay, Pierre. "La recherche-action en éducation, analyse chronologique et critique des principaux cas de figure dans le monde anglo-saxon." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ33045.pdf.
Kerret, Gwenaëlle de. "Identité visuelle de musées à Paris et New York : approche croisée en sociosémiotique et en recherche-action." Electronic Thesis or Diss., Paris 8, 2016. http://www.theses.fr/2016PA080029.
First theorized by management science and marketing, the notion of visual identity is now starting to be usedby museums. But for a museum, visual identity includes a wider spectrum of practices than for a commercialbrand: in addition to graphic design (notably the logotype), there is the museum’s architecture and the layoutof the collection, which position emblematic images. In the field of Information and Communication Sciences,visual identity can be considered as a media device: it consists of an organized interface, produced by a socialgroup and addressed to a public. But more than a media device, can it be considered as a tool to manage themuseum “brand”?This dissertation analyzes the visual identity of several art museums in France and the United States, in regardto the brand model and the theory of organizational aesthetics, from a socio-semiotic approach. Based onmuseums’ history, stakeholder interviews and analysis of current visual materials, it considers how imagesbuild an idiosyncratic visual system and the start of a narrative about the museum. Action-research done bymeans of a public survey also allows an exploration of the question of how visual signs are received and theirrole in the construction of a museum’s “collective imagination” in the eyes of the public. In light of thisexperience and these interviews, the dissertation finally suggests a method to help museums create andmanage their visual systems
Abras, Marie-Ange. "S'éduquer à la mort : philosophie de l'éducation et recherche-formation existentielle." Paris 8, 2000. http://www.theses.fr/2000PA081760.
Blais, Mireille. "La dynamique de l'intervention en éducation à la santé au primaire." Thesis, Université Laval, 2004. http://www.theses.ulaval.ca/2004/21501/21501.pdf.
The purpose of this action research was to investigate the dynamics of health education in elementary schools. Many physical educators remain preoccupied by children’s health and lifestyle. They are looking for efficient ways to develop and implement learning tasks that would promote a healthy and active lifestyle among their pupils. This study was conducted in collaboration with four experienced practitioners and a consultant/researcher. Four student groups were involved; children were aged between 7 and 10 (n = 102). The ecological model served as a conceptual frame of reference to describe the nature, the content and the development of health learning tasks, and to identify factors that would explain pupils’ level of cooperation during the teaching/learning process. Data were collected by means of the researcher’s observational notes, interviews with the physical educators and the pupils, and analyses of pupils’ productions. An inductive analysis of the data shows that the practitioners make use of two types of learning tasks in order to bring the pupils to adopt a healthy lifestyle and to develop knowledge about it. They use, among other strategies, a type of contract to help children engage by themselves into a modification process of their lifestyle over a period of many months. Many factors might explain the pupils’ degree of cooperation. The accountability system acts as a support in their self-management process and they choose to involve themselves without exchanging grades for performance. Furthermore, they receive social support and acknowledgment from adults who are aware of their efforts and actions. Results also indicate that practitioners’ knowledge and beliefs play a central role in the decision making process as it relates to the planning and implementation of learning tasks in health education at the elementary school level.
Le, Saux Pénault Elsa. "Éduquer à l'égalité des sexes en conduisant des recherches sur la littérature jeunesse : une recherche-action à l'école primaire." Thesis, Paris 10, 2017. http://www.theses.fr/2017PA100179/document.
Based on an action-research approach, this thesis focuses on how teachers consider and embrace the injunctions to educate their students to gender equality. The starting point of this work began in 2014 when teachers and researchers collectively analyzed youth albums exploited or to be exploited in classrooms. Schools experiments aimed to develop the children’s critical thinking on gender stereotypes conveyed by children's books were also carried out. By adopting a "little scientists" technique (commenting, sorting, use of analysis grids, use of statistics, ...), the children were asked to perform quantitative and qualitative research on their school albums in order to identify gendered representations, their expressions and consequences. The action-research process has revealed how teachers, by analyzing the progress of their students, transformed their own vision of education to gender equality and their professional practice in this regard
Mercure, Dominique. "La construction du répertoire professionnel de l'étudiant en contexte de stage à l'étranger, examinée dans une démarche de recherche-action." Doctoral thesis, Université Laval, 2014. http://hdl.handle.net/20.500.11794/25574.
Torrezan, Rosiane Morais [UNESP]. "Problematização da saúde pública e ação educativa nas comunidades do Jardim Morada do Sol e Parque Residencial Francisco Belo Galindo (Presidente Prudente/SP)." Universidade Estadual Paulista (UNESP), 2010. http://hdl.handle.net/11449/96703.
Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Dans cette recherche, on a prévu une réflexion sur l’action éducative en santé près d’une communauté locale, en problématisant les conditions de la santé dans les aires urbaines pauvres. Pour cela, on a réalisé un diagnostique de la situation épidémiologique de l’aire, à travers de l’observation participante et de l’accompagnement du monitorage des principales espèces de mouches domestiques, travail réalisé au sein du Laboratoire de Géographie de la Santé de la FCT/UNESP à Presidente Prudente. L’observation a permis de comprendre : 1. Le rapport santéenvironnement, considérant la forme de propagation des vecteurs ; 2. L’étiologie de la mouche domestique et ses relations réciproques avec les agents pathogéniques ; 3. Le processus d’apprentissage de cette étude pour les étudiants de Géographie ; 4. Le lien de l’Université avec la communauté et les services de santé et d’éducation dans les aires d’étude. À partir de cela, on a l’objective d’analyser l’expérience d’articulation des acteurs sociaux dans la résolution des problèmes de la santé de sa propre communauté pour promouvoir l’éducation en santé et aussi proposer une stratégie d’éducation en santé, dans les sens de faire l’intégration des systèmes de santé, d’éducation, socio-sanitaire et de conservation environnementale... (Résumé complet accès électronique ci-dessous)
Nesta pesquisa realizou-se uma reflexão acerca da ação educativa em saúde junto a uma comunidade local, problematizando as condições de saúde em áreas urbanas periféricas pobres. O ponto de partida para isto foi o acompanhamento do trabalho que vem sendo realizado pelo Laboratório de Geografia da Saúde da FCT/UNESP de Presidente Prudente sobre o monitoramento das principais espécies de moscas domésticas. A observação desta experiência permitiu compreender: 1. A relação saúde e ambiente, considerando a forma de propagação de vetores; 2. A etiologia da mosca doméstica e suas correlações com agentes patogênicos; 3. O processo de aprendizagem que este estudo exige para estudantes de geografia; 4. O vínculo da universidade com a comunidade e os serviços de saúde e educação das áreas de estudo. A partir do diálogo e das discussões sobre as moscas domésticas, procurou-se analisar a experiência de articulação de atores sociais na resolução dos problemas de saúde da sua própria comunidade, a fim de promover a educação em saúde e ainda propor uma estratégia de educação em saúde, contribuindo com a integração dos sistemas de saúde, educação, sócio-sanitário e de conservação ambiental. O presente trabalho é resultado deste processo...
Castaignos-Leblond, Fabienne. "Formation et transmission intergénérationnelles de la mémoire de situations extrêmes : contribution au récit de vie comme art formateur de l'existence." Tours, 2000. http://www.theses.fr/2000TOUR2032.
The transported convicts, swmped by the horror of which they were witnesses, anticipate that they should speak, to say what they saw or underwent. But to speak is very often over theur forces. The survivor feels a so strong turnover that he spreads from it inevitably his children; The domestic unspoken weighs then of all its weight, what is not without consequence on the domestic dynamics : installation of the silence, fear to communicate and to exchange, fear to face the other one. As long as in the families, the unspoken was not able to be clarified with every member, aftereffects are passed on then from similar to children and tracks remain during several generations. Is it possible to go out of the rehearsal of the aftereffects of extreme situations, by letting the evil say itself in the following generations ? This tragic and crucial problem is treated frontally in a problematic of existential search-forming which places transmission between generations between information, autotraining and coforming. The used methodology is that of the interactive, dialogical model of the story of life. This model is used at the same moment in a implied and distanced way, within the family of the autor, crossing word and listening of three generations. Formative/transformative effects of the story of life for the transported convict are finely analyzed. Second generation is discpovered as thet of the silence and the third as that of the differentiation of the transmission. It's as if the filter of the years and of ages allowed a finer metabolisation of the expression. Besides these knowledge by the subtle pragmatics of commitment and distance which operate these crossed stories of lives, this research contributes to develop an original methodology of the story of life as formative art of the existence
Morin, Annick. "Recherche-action en éducation de la petite enfance menée avec des parents et des intervenant(e)s en République Dominicaine, une analyse descriptive." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0012/MQ41966.pdf.
Beaudoin, Sylvie. "S'approprier des pratiques visant la responsabilisation par l'actualisation d'un processus d'autosupervision une recherche-action en éducation physique et à la santé au primaire." Thèse, Université de Sherbrooke, 2010. http://savoirs.usherbrooke.ca/handle/11143/954.
Arismendi, Gómez Fabio Alberto. "Dynamiser la formation à l'éducation interculturelle des formateurs d'enseignants de langues étrangères en Colombie : une recherche-action à l'Université d'Antioquia." Thesis, Université Grenoble Alpes (ComUE), 2019. http://www.theses.fr/2019GREAL013.
Language teaching creates an opportunity to implement actions that contribute to a reflection about otherness, to the development of skills of openness to cultural and linguistic diversity and to better mutual understanding. These objectives, the target of intercultural education, occupy an important place in the teaching of languages and cultures. The present research employs the renewed and critical vision of intercultural education to the professional development of language teacher educators. This research takes place in a foreign language teaching program (English and French) at a Colombian university that opted for intercultural and critical perspectives as theoretical pillars. Intercultural education is perceived in this context as one of the possible contributors to social transformation, in a country that seeks to overcome the situation of internal conflict experienced for more than fifty years. This program faces the challenge of the appropriation of these theories by teacher educators to enable them to transform teaching practices. By means of action-research, I first identified the needs and the appropriate modalities of professional development for intercultural education in this context. This first stage included the analysis of official documents, the voices of administrators of the program being studied and the voices of teacher educators. This analysis led to a proposal for professional development in intercultural education in the form of a community of practice that lasted for eight months. Data analysis, collected using diverse techniques (linguistic biographies, individual interviews, a focus group, a researcher’s journal and other tools elaborated during the community of practice) shows that the community of practice contributed to the evolution of participants’ representations as well as to the construction of their intercultural profile. The writing and sharing of linguistic biographies of participants was an important lever for deep reflection on their rapport to plurality, and encouraged rich exchange between participants. These exchanges allowed a better understanding of the issues related to intercultural education and reflection on professional actions for its integration into teaching practices. This study reveals the transformative potential of communities of practice in the professional development of teacher educators in this context
Pottier, Agnes. "Les parents-chercheurs du quartier du Plateau : l'éducation populaire comme facteur d'émancipation : une recherche-action au sein d'un centre social associatif de l'Agglomération Montargoise." Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE2152.
This study is based on the observation of a citizen project that was implemented in an underprivileged area of Montargis, under the aegis of a « Social center » called AMA (Association Montargoise d’Animation).First, the author traces the origins of French urban policy, and describes its various administrative and operative levels. Then, she relates how some of the underprivileged citizens of this area joined the particular AMA project she has studied and in which she acted as a methodological consultant. She goes on describing how, together, they decided to conduct a survey with the aim of identifying factors which determine successful results at school, and how they wrote and published an 82 pages booklet in which they develop their findings. She makes it clear that she just recommended some research methods, without directly interfering in the survey itself.Finally, she shows that through the research they themselves conducted, the people involved in the project learned to take a step back from immediate social reality. This allowed them to overcome the effects of social stigmatization and to fully assume their citizen status. Far from submitting to transmitted knowledge, that change of attitude is an outcome of the new part they were induced to play in society. In that sense, such an experiment becomes an experience which belongs in the domain of people’s education (éducation populaire), that is to say a bottom-up education process in which teaching relies on learners’ knowledge instead of relying exclusively on teachers’ knowledge
El, Sayed Madeha Mohamed Aly. "La création plastique inspirée du conte et son rôle dans le dessin des récits pour les enfants : recherche-action dans l'école élémentaire." Rennes 2, 2003. http://www.theses.fr/2003REN20051.
To sum up, we can say that the work realised here about drawings into tale books for children is a work based on the observation of the different kinds of illustrations, on the techniques used in the past or now. This global glance permits to travel through the history of this artistical work. This study is also about the child, the evolution of his visual perception in accordance with his age, and then, we can extract from it a way of drawing according to his taste. It led us to an experience in a primary school where we proposed to nine or ten years old children illustrations of three tales: "Aladin and the marvellous lamp", "The beautiful green partridge" and "The princess with a big nose". They had to tell us their favourite drawings and their way of choosing. In spite of their short answers, we succeeded in finding the ideal style for this age. Indeed the same type of pictures was chosen and almost always for the same reasons. Few years ago, the same work has been realised in Egypt with younger children. For the making of drawings, we took care about the difference of age between the two groups and their different cultures. However, we have noticed that the children who were questioned were open-minded because they chose surroundings, which weren't well known to them. All this work and researches we had to do for it have obliged me to be quite involved into an occidental culture, so different of mine, but I think it was a real enrichment in the personal field and I hope it will be the case in the professional field when I come back in Egypt
Do, Kim Lien. "L'exploration du dialogue de Bohm comme approche d'apprentissage : une recherche collaborative." Thesis, Université Laval, 2003. http://www.theses.ulaval.ca/2003/20640/20640.pdf.
This descriptive, exploratory research explores the notion of Dialogue as proposed by the physicist/ philosopher David Bohm. Central to Bohm's thesis is the notion of fragmentation in relation to how we acquire, produce and utilize knowledge. The goal is a greater understanding of reality in all its complexity, focusing more on relationships and complete entities rather than parts and particulars. However, elaborating what constitutes systemic thinking is not, in itself, sufficient for Bohm. Instead of linking fragmentation to bounded enactments of disciplinary knowledge construction, Bohm proposes fragmentation as a pervasive and prevalent mental attitude, one that systematically re-enacts absolutist and definitive distinctions. In other words, fragmentation is rooted in the functioning of the mind itself. Bohm invites us to give serious attention to these thought processes and to resist fragmentation by becoming aware of its invasive presence via the practice of Dialogue. The assumption being that by becoming more aware of the prevalence of fragmentation our abilities to resist it or create alternative modus operandi will be enhanced. This practice of inquiring into our mental models is considered a powerful approach to re-frame our mindsets. Yet, the practice of Bohm's Dialogue is complex, often confusing and sometimes difficult. This research focuses on the appropriation of Bohm's Dialogue, to denote the difficulties of living “the Dialogue according to Bohm”. The study is action research based. Dialogue sessions composed of 25 participants took place over 8 month period. Analysis shows that the very difficulties and/or hindrances evoked by the Dialogue process often served as the essential elements necessary for in-depth exploration of both individual and collective thinking processes. Such findings will certainly be of interest to participant-practitioners of Bohm's Dialogue. In addition, such findings may also be of interest to those who wish to initiate themselves to this innovative practice. This study aims to contribute to research efforts pertaining to Bohm's Dialogue which are presently in their early stages of development.
Kerret, Gwenaëlle de. "Identité visuelle de musées à Paris et New York : approche croisée en sociosémiotique et en recherche-action." Thesis, Paris 8, 2016. http://www.theses.fr/2016PA080029.
First theorized by management science and marketing, the notion of visual identity is now starting to be usedby museums. But for a museum, visual identity includes a wider spectrum of practices than for a commercialbrand: in addition to graphic design (notably the logotype), there is the museum’s architecture and the layoutof the collection, which position emblematic images. In the field of Information and Communication Sciences,visual identity can be considered as a media device: it consists of an organized interface, produced by a socialgroup and addressed to a public. But more than a media device, can it be considered as a tool to manage themuseum “brand”?This dissertation analyzes the visual identity of several art museums in France and the United States, in regardto the brand model and the theory of organizational aesthetics, from a socio-semiotic approach. Based onmuseums’ history, stakeholder interviews and analysis of current visual materials, it considers how imagesbuild an idiosyncratic visual system and the start of a narrative about the museum. Action-research done bymeans of a public survey also allows an exploration of the question of how visual signs are received and theirrole in the construction of a museum’s “collective imagination” in the eyes of the public. In light of thisexperience and these interviews, the dissertation finally suggests a method to help museums create andmanage their visual systems
Charrat, Françoise. "Un dispositif innovant de formation continue : une expérience d'un groupe d'enseignantes dans le premier degré." Toulouse 2, 1999. http://www.theses.fr/1999TOU20043.
Braccini, Vivien. "Ingénieries de formation à visée autonomisante et émancipatrice : vers un modèle d'association apprenante : une recherche-action dans le réseau associatif des petits débrouillards." Thesis, Strasbourg, 2014. http://www.theses.fr/2014STRAG040/document.
This dissertation deals with the training and support of personnel in a not-for-profit association involved in education. At stake is the stabilization of the quality of their activities in order to perpetuate both their projects and their on-going operation. The author postulates a necessary continuity between the culture of the association – marked by its approach to education – and its in-house training. This continuity has led to the adoption of an action-research approach. The recursive analysis of the activities have led to a transposition of Carré’s (2005) “learning” model and produced an ethical framework which guided the design of a multidisciplinary learning model for associations. This model includes a tool adapted from instructional design, aimed at learner empowerment (Poisson 2009). The epistemological and methodological reflection aims at shedding light on action research and links its conditions for success to the emergence of associations as learning organizations
Torrezan, Rosiane Morais. "Problematização da saúde pública e ação educativa nas comunidades do Jardim Morada do Sol e Parque Residencial Francisco Belo Galindo (Presidente Prudente/SP) /." Presidente Prudente : [s.n.], 2010. http://hdl.handle.net/11449/96703.
Resume: Dans cette recherche, on a prévu une réflexion sur l'action éducative en santé près d'une communauté locale, en problématisant les conditions de la santé dans les aires urbaines pauvres. Pour cela, on a réalisé un diagnostique de la situation épidémiologique de l'aire, à travers de l'observation participante et de l'accompagnement du monitorage des principales espèces de mouches domestiques, travail réalisé au sein du Laboratoire de Géographie de la Santé de la FCT/UNESP à Presidente Prudente. L'observation a permis de comprendre : 1. Le rapport santéenvironnement, considérant la forme de propagation des vecteurs ; 2. L'étiologie de la mouche domestique et ses relations réciproques avec les agents pathogéniques ; 3. Le processus d'apprentissage de cette étude pour les étudiants de Géographie ; 4. Le lien de l'Université avec la communauté et les services de santé et d'éducation dans les aires d'étude. À partir de cela, on a l'objective d'analyser l'expérience d'articulation des acteurs sociaux dans la résolution des problèmes de la santé de sa propre communauté pour promouvoir l'éducation en santé et aussi proposer une stratégie d'éducation en santé, dans les sens de faire l'intégration des systèmes de santé, d'éducation, socio-sanitaire et de conservation environnementale... (Résumé complet accès électronique ci-dessous)
Orientador: Raul Borges Guimarães
Coorientador: Maria Peregrina de Fátima Rotta Furlanetti
Banca: Antonio Cezar Leal
Banca: Márcia Siqueira de Carvalho
Mestre
Konan, Jérémy Konan. "Une socianalyse de l'intervention sociale dans le champ de la politique de la ville." Paris 8, 2013. http://www.theses.fr/2013PA084119.
From the contemporary context of the urban policy, this thesis aims to question the dogmas and the experiences of positivist sociology in the field of social intervention
El, Fiky Gilan Mohamed Abd El Elah Ahmed. "Handicap mental et travaux manuels : quels progrès cognitifs peut-on attendre des apprentissages dans le domaine des travaux manuels ?" Rennes 2, 2003. http://www.theses.fr/2003REN20036.
This doctoral thesis presents a program of hand made work to be performed by mentally deficient children who, nevertheless, possess some intellectual and physical abilities. The aim is to prepare them for a future apprenticeship, which, later on, will make their integration in professional life easier. This program has been put into practice at the Medical Educative Institute (IME) "Les Ajoncs d'Or" (Montfort, France), using the following materials: pearls thread and felt. Progressively, the children have mastered all the required techniques connected with these operations. An evaluation of their qualification and progress has been made prior to and after the end of the program. On the whole, the results have been quite satisfactory and have confirmed the hypothesis of the research
Bilodeau, Karine. "Pratiques d'accompagnement et de supervision pédagogique du personnel enseignant par des directions d’établissement scolaire : une analyse de besoins pour une recherche-action-formation." Master's thesis, Université Laval, 2016. http://hdl.handle.net/20.500.11794/26610.
How do school principals handle instructional supervision of the teachers? The purpose of this study is to create a picture of school principals’ practices concerning the instructional supervision of their teachers. This study will allow researchers to assess the principal’s needs prior to a research-action-training. In order to achieve this goal, semi-structured interviews were conducted with 19 principals (N=19) working for the Découvreurs School Board in Quebec City. These participants consisted of 9 males (N=9) and 10 females (N=10) of various ages and seniority degrees, and were leaders of primary and secondary schools, as well as adult learning centers This study was realised using the thematic analysis method as described by Paillé and Mucchielli (2012). In order to illustrate the main themes discovered, a thematic tree was created and is presented. Five main themes emerged from the analysis: (1) there is an explosion and a large variety of different instructional supervision models found in schools, (2) principals rely on political structures found within the school system to facilitate and justify their instructional supervision actions, (3) principals expressed their need for a supervision standard, a guide or a method to support their practice, for support from instructional supervision professionals, for a system allowing principals to exchange and share about their practice and for a guide to support them in dealing with non-compliant teachers, and (4) comments and self-reflections linked to their instructional supervision of teachers actions, (5) the school structure and (6) collaboration within the school. Keywords: School principals, instructional supervision of teachers, collaboration, teacher resistance.
¿Cómo los directores escolares manejan el proceso de supervisión de los profesores? El objetivo de este estudio es de proporcionar una visión global de cómo los directores de Quebec viven y realizan la supervisión pedagógica dentro su escuela. Para responder a esta pregunta, se realizaron entrevistas con miembros del equipo administrativo de la Comisión Escolar de Découvreurs (N = 19). Los directores entrevistados, fueron hombres y mujeres de diferentes edades y niveles de experiencia, así mismo, fueron líderes de escuelas primarias, secundarias y centros de formación para adultos. Con el fin de ofrecer una teoría para entender profundamente este fenómeno y proveer una explicación de la manera que los directores están viviendo el proceso de supervisión pedagógica, el enfoque se realizó de manera de análisis temático como descrito por Paillé y Mucchielli (2012). Con el fin de ilustrar los principales temas descubiertos, un árbol temático fue creado y es presentado. Cinco temas principales surgieron del análisis: (1) hay una explosión y una gran variedad de diferentes modelos de supervisión de instrucción encontrados en las escuelas, (2) los directores confían en las estructuras políticas que se encuentran dentro del sistema escolar para facilitar y justificar sus acciones de supervisión y de instrucción, (3) los directores expresaron la necesidad de una norma de supervisión, una guía o un método para apoyar su práctica, la necesidad del apoyo de los profesionales de la supervisión de instrucción, por un sistema que permita a los directores de intercambiar y compartir acerca de su práctica y de una guía para apoyarlos en el trato con los maestros que no comforman, y (4) comentarios y autoreflexiones vinculadas a la supervisión de instrucción de las acciones de los profesores, (5) la estructura de la escuela y (6) la colaboración dentro de la escuela. Palabras clave: Directores escolares, supervisión pedagógica de los profesores, cooperación, la resistencia de profesores.
Feuillatey, Suzanne. "Incommunicabilité et formation : discours de l'incommunicabilité ou Quand parler ne peut plus rien dire, l'imaginaire prend acte de l'absence dans une nouvelle relation à la formation." Rennes 2, 2001. http://www.theses.fr/2001REN20036.
Specify incommunicability, as a meaning of process in education, is both a trivial truth and a logical paradox. The author confident that incommunicability, all life long, generates personal modifications in touch with self and others, proposes to define incommunicability as a configuration making up new points of view on the world. This research uses accounts of biographical and original testimony that resound when are confronted the experiences. Problematic about links connecting people, recalled though ethology and ethnology, providing for an interactionist approach and values, described at different levels for action, give intimation to make coherent choice. Incommunicability, when all consensus that join personal and collective way of life is rubbed, unveils something else looking like a nucleus ; socialisation requires a vacuum to representing oneself in a same time alike and various in contexts that do, in fact, result in communication act as a bet and/or a negotiation. Incommunicability is opening new meaning and manner that manage personal and collective development, in cultural area concerning creation as much constitution of new skills, learning and knowledge
Brudermann, Cédric. "La mise en place de dispositifs "hybrides" d'enseignement - apprentissage des langues en milieu universitaire. analyse didactique d'une recherche-action." Thesis, Paris 3, 2010. http://www.theses.fr/2010PA030148.
The perspective of this dissertation is to analyze how the teaching and learning processes are interacting in a multipolar environment [tutor, online help, learning strategies] in order to shed light on the conditions to which a numerical environment is liable to promote English as a foreign language and culture [hereinafter L-C 2] acquisition amongst ESP learners at university level. The first part of the dissertation deals with the learner. If the implementation of a pedagogical environment aims at providing him - her with tools enabling both a potential qualitative and quantitative progression in L-C 2, the learner indeed plays a central role within it, as a user. In order to achieve this objective, a reflection on the L-C 2 learning processes is necessary to take them into account, as far as possible, in the setting up of a pedagogical environment. The second part looks at how the considerations of SLA, second language learning and teaching and the pedagogical implications drawn from the first part can be linked up and turned into tailor-made tools liable to impact positively on the learners’ SLA processes. The third part is about pedagogical engineering with a particular emphasis on how both the pedagogical implications drawn from the first two parts and the various parameters inherent to a pedagogical setting can be taken into account to implement an L-C 2 blended learning environment. Eventually, action research is presented. This part aims at providing an analysis of the learning practices and of the multipolar interaction taking place within a blended environment and at assessing its potential in terms of SLA
Moumtzidou, Argyro. "L'éveil aux langues dans la formation des enseignant/es grec/ques : vers un modèle dynamique de formation-action." Thesis, Le Mans, 2011. http://www.theses.fr/2011LEMA3013/document.
Intercultural Training in teacher education is not limited to the idea of tolerance and acceptance of others. It consists of three integrated principles: the awakening and strengthening of critical thinking among the teacher, his interest in the implementation of educational innovation and the ability to build a more holistic view and more effective management of human and social complexity. Our work presents an action-research project that lasted two years and was aimed at training (long-term) of the Greek teachers. The final sample who participated in our research is 10 persons, all early childhood, primary and high school teachers who are working in multilingual classes. The training model called "Evolutionary training model" is based on the general assumption that the innovation of the Awakening to Languages, when en-golfed by teachers education, may create among teachers knowledge, attitudes and skills that enable them to make better use of the linguistic and cultural capital of their students and provide them a set of practices and a typology of skills that can facilitate them to work with languages throughout the curriculum. To test our hypothesis we chose a triangular approach. Research tools in part have been developed by us, in part from comparable research. These are two types of questionnaires, group interviews recorded and transcribed. In addition, we have based on our own observations as well as the experiment conducted by teachers in multilingual early childhood and primary school classes. In our participatory and action-oriented training, a second set of assumptions has emerged : our long group discussions, individual interviews, our observations have led us to ask whether a dynamic and systemic approach to the type of action-research training, as has been the training at the Awakening Languages, may create the necessary conditions, intra psychic and intra groupal so that the teachers develop a reflexive attitude towards their own, representations, manage their own social and professional problems in a dynamic way and stop feeling professional isolation. The main conclusion is that before talking about an effective intercultural education, we need to modify some elements in the socio-professional and personal identity of the teachers because the innovation of Awakening to Languages can help teachers realize their own representations of linguistic and cultural diversity in the classroorn, as well as their teaching practices and renegotiate with them
Brabant, Christine. "Pour une gouvernance réflexive de "l'apprentissage en famille" étude des processus d'apprentissage de trois groupes de parents-éducateurs au Québec." Thèse, Université de Sherbrooke, 2010. http://savoirs.usherbrooke.ca/handle/11143/959.
Denizart, Jean-Michel. "L'émergence des significations chez le monteur son, au cours de la recherche et de la sélection des sons : une approche communicationnelle et cognitive." Thesis, Aix-Marseille, 2017. http://www.theses.fr/2017AIXM0303.
Several years ago, the SATIS department of the University of Aix-Marseille and the ASTRAM laboratory initiated the development of an online sound library entitled "Sons du Sud". This sound database is intended for sound professionals and more specifically, sound editors, in the film and audiovisual sectors. The current objective is to develop a new indexing method of sound for Sons du Sud breaking with the logic of causal indexation most widely used. Indeed, it appears that, from the perspective of a filmic exploitation, a sound is rarely selected based on criteria exclusively related to its acoustic origin but also related to the potential meanings it is able to take on with the other materials of filmic expression, the functions it is likely to fulfill, the links it maintains with what the film expresses, and so on. We can then ask ourselves if it is not rather this "information potential" which the semantic descriptors used by the current sound libraries should try to make explicit. Therefore, this thesis is a preliminary step in the development of a new indexing method: in order to meet the requirements of Sons du Sud sound library, it seems essential to devote ourselves entirely to a better understanding of the contributing factors that change the "system of relevance" of its main users, to examine further what guides their approach, polarizes their listening and influences their searches and selections
Rizzello, Mirella. "La formation professionnelle post-diplome dans le métier d'enseignant : les jeunes enseignants et leur tuteur dans le système scolaire italien." Rennes 2, 2001. http://www.theses.fr/2001REN20001.
The @formation of the teacher is realized with complex procedures within which bureaucratic aspects are still shaped merely. Moreover the initial phase of such a trial appears characterized from contents far from the practical necessities of the theacher. In the scholastic practice it does not result permissible to treat in a different way, the theoretical appeals the pointing out the educational procedures. Besides the knots we need to loose are those that attemp to procrastinate an executive role of the teachers, who seem to be only a sort of executors of models imposed by others regarding to the context in which they perform their profession. In the didactic practices, however, the social actors pursuing the formation purposes of the school are progressively affirming their instituent role. This doesn't prevent from finding a sort of culture resisting to the change and capable of entering the minds that rule the daily scholastic life. The ethnography, clearing the instituent function of the social actors, seen while they are producing the specific culture of their own field, it really allows a meaningful reapproaching between theory and practice not only to go on confusing them but to attribute, to the practice a suitable theoretical perspective. The present ethnographic work about the young teacher's formation year shows how it's really the daily practice that allows the structure of a professionalism suitable either to the complex conditions in which the school works, or to the manifold social necessities. Therefore it is sure, that the ethnographic search, offering a scientific certification of their own investigations, it is a practical knowledge which is useful to the practice
Koenig-Wiśniewska, Anna. "Stratégies de collaboration pour un écrit intéractif en FLE dans une communauté virtuelle d'élèves blogueurs." Thesis, Aix-Marseille 1, 2011. http://www.theses.fr/2011AIX10217/document.
This dissertation belongs to the field of foreign language didactics (French as a foreign language) and it focuses on the use of ICT in learning and teaching. Its objective is to define and analyse the collaborative strategies in interactive writing practiced by a virtual community of blogging students. The theoretical framework is mainly qualitative, based on the principles of action research and more specifically Research and Development. The data for empirical studies were collected through a digital learning environment – a Communitarian Blog, specifically constructed and enriched with different plug-ins. In this learning environment, students, aged 15-17, from Poland, Ukraine, Italy and the Czech Republic, stimulated by a learning scenario, developped written interactions for eight months. The study has demonstrated that the added extensions have facilitated the emergence of a new learning community. It has also shown how the added artefacts have been used, allowing for an extensive analysis of the strategies mobilised for writing and the characteristics of this interactive writing
Cayet, Anne-Sophie. "La pratique philosophique avec des adolescents plurilingues : penser en langues dans une perspective interculturelle." Electronic Thesis or Diss., Paris 3, 2020. https://bsnum.sorbonne-nouvelle.fr/files/original/1338/6940/These_CAYET_2020.zip.
This action-research questions the didactics of interculturality and plurilingualism through an innovative intervention at school : philosophy workshops with allophone teenagers newly arrived in France. The existential experience of philosophical practice and its collaborative organization foster intercultural dynamics that transcend preconceived cultural models. This pedagogical approach considers young people as (thinking, acting, critical) subjects and contributes to their linguistic, educational, and social inclusion. Multimodal language mediations give symbolic access to the variability of world representations and emphasize the fundamental intraductibility of language. This observation implies considering the performative function of language, from a didactic point of view, while exploring the relations of meanings, through languages. The paradigm of intersectionality structures this research since we focus on what emerges at the crossroads of languages, thoughts et imaginaries. Philosophizing in languages, from an intercultural perspective, renders possible the collaborative invention of universal-singular thoughts and languages. The thesis proposes a humanistic and complex approach to the linguistic and socio-cultural creolization in educational settings and thus questions the ethical and socio-political dimension of the didactics of languages and cultures
Mohamed, Sagayar Moussa. "Action du professeur et pratiques de formation : analyses en classes de cours préparatoires et dans une Cellule d’Animation Pédagogique, dans le contexte du Niger." Thesis, Rennes 2, 2011. http://www.theses.fr/2011REN20045/document.
Our research focuses on the teacher's action and his interactions with students in the specific field of the study of digital in grade 2. The objective of this PhD dissertation is to analyze the teacher's action and his didactic practices in classes, and training practices in a CAPED in the Niger context. The first part of this PhD dissertation includes a presentation of the socio-economic and educational contexts in Niger. Then we examine the teaching practices in order to see if they allow students to take or not real responsibilities in relation to knowledge, and the appropriateness of collective design work sessions.In the second part, we present our theoretical tools, previous work related to our research objects, and the general problem tackled by our work. The third part is devoted to our methodological approach based on the study of textbook analyze, videos of classes and field observations. The fourth section discusses the mathematic resources used in the primary education in Niger and question the impact of these resources on the observed teachers' usual practices. The fifth and sixth sessions analyze empirical lessons in terms of topogenesis, and semiotic systems to study the knowledge involved in the didactic situations. In the seventh part, we propose an innovative in-service training based on the design of lessons in a collective CAPED. In conclusion, in an eighth part we first present a summary of our results, and then we present the perspectives that this research offers in terms of further developments of didactic engineering that could allow the implementation of a collaborative work between teachers and researchers
Paula, Mariana Crepaldi de. "Education environnementale et autonomie du sujet en aménagement : expériences brésiliennes." Pau, 2008. http://www.theses.fr/2008PAUU1006.
Taking as a starting point the period of democratization in Brazil that has began in the 80's and has extended until today, the thesis focuses on the progress and challenges derived from the convergence between the environmental movements came from the most developed countries and some pedagogical practices developed in Brazil. During the last thirty years, the environmental movement gained visibility in Brazil. However, it has fragmented in different groups, such as the preservationists, the conservationists and others who give emphasis on a more inclusive relationship between man and the environment. Among the latter, a group of professors and students have developed an approach to environmental education based on a profound criticism of society and on the enhancement of the capacity of individual responsibilities. The projects supported by this approach wanted to stimulate popular participation in the political process, taking account of subjective and contingent aspects that are inherent to any planning and public house location activities. The thesis retraces the trajectory of these meetings, the discussions between teachers and students on their practices, and the stakes of this emancipatory approach to environmental education, taking them as real tools for local development and planning. Then, this research investigates the genesis of this model of environmental education focused on the subject autonomy and how it was adapted, developed and evaluated. In order to clarify the discussion, two examples of intervention in the State of São Paulo were selected, one in Jadim Branca Flor (Itaperecica da Serra, metropolitan area) the other in Capão Bonito (Southern State)
Parra, Carasquilla Adriana. "Transformation de pratiques et de projets pédagogiques en territoires sensibles : vers une éducation à l'environnement «sostenible » et intégrale en Colombie." Thesis, Paris 10, 2020. http://faraway.parisnanterre.fr/login?url=http://bdr.parisnanterre.fr/theses/intranet/2020/2020PA100020/2020PA100020.pdf.
The environmental problem is a major issue which brings into play the worrying situation of the planet. In France, we talk about sustainable development (développement durable) while in Latin American countries, this concept retains the name of sostenible. This concept, in reference to the satisfaction of the needs and the quality of a decent life for the populations of certainsensitive territories, contributes to local development. This thesis, based on a cooperative action research approach, carried out in Colombia, has two objectives. On the one hand, it is about contributing to the reflection on policies of environmental education and integral human formation. On the other hand, the research wants to help the transformation of practices and projects, including the participation of educational communities. Within the framework of a class project, a joint training project on the recovery of plant knowledge was carried out. This thesis presents elements of analyses and practices on the accompaniment of a visible educational project in the school establishment Gimnasio del Campo Juan de la Cruz Varela in the Zone of High Sumapaz
La problemática ambiental es una apuesta mayor en la que el planeta se encuentra en juego. En Francia se habla de desarrollo durable o sustentable mientras que en los países latinoamericanos el concepto guarda la denominación de sostenible. Esta noción se trabajará como una contribución al desarrollo local a partir de un estudio de satisfacción de las necesidades dentro de la noción calidad de vida digna de las poblaciones situadas en territorios que hemos llamado sensibles. Esta tesis se fundamenta en una investigación-acción cooperativa llevada a cabo en Colombia. Se trabajaran dos objetivos, de una parte contribuir a la reflexión sobre la políticas relacionadas con el ambiente y la formación humana integral. De otra parte, se contribuirá a la transformación de prácticas y proyectos incluyendo la participación de las comunidades educativas. Un trabajo de co-formación sobre la recuperación de saberes de plantas fue llevado a cabo en un proyecto de clase, usando el modelo de resolución de problemas desde una perspectiva de investigación. De esta manera, esta tesis presenta elementos de análisis y de prácticas sobre el acompañamiento de un proyecto pedagógico sostenible en el Gimnasio del Campo Juan de la Cruz Varela, Zona del alto Sumapaz
Lanteri, Marine. "Outils interactifs et approche actionnelle dans le cadre de l'enseignement-apprentissage de l'anglais langue étrangère en contexte institutionnel et présentiel. Quelles synergies possibles pour quels effets ?" Thesis, Sorbonne Paris Cité, 2019. http://www.theses.fr/2019USPCA057.
This doctoral research explores the integration of classroom technologies, particularly the interactivewhiteboard (IWB) and the tablet, in the English as a foreign language (EFL) classroom in task-basedteaching practice, in accordance with Ministry of Education guidelines. Following a pilot studytaking a global approach to classroom research, the main study examines empirical data collected inaction research projects involving four teachers in two primary school classes (8-9 year-olds and 9-11 year-olds) and two secondary classes (14-15 year-olds and 17-18 year-olds). The goal of the studyis to understand the pedagogical affordances of interactive tools for EFL teaching, to consider theircompatibility with task-based teaching and to determine what added value they may contribute tolanguage teaching and learning. Findings suggest a synergetic relationship between interactivetechnologies and task-based language teaching which improves learners’ cognitive engagement inactivities, fosters social and collaborative learning, and also promotes independent learning, taskauthenticity and L2 motivation. Benefits to the participating teachers include an introduction tocollaborative action research, the consolidation of their technopedagogical skills, and the adoption ofa reflective posture towards their own teaching practices, all of which hold promise for continuingprofessional development
Szczepanik, Magdalena. "" Impliquer " l'élève dans les cours de langues. Pourquoi et comment un tel projet dans le contexte polonais actuel ?" Phd thesis, Université de la Sorbonne nouvelle - Paris III, 2012. http://tel.archives-ouvertes.fr/tel-00839589.
Bros, Frédérique. "Écrire, apprendre et faire apprendre en mode numérique : évolutions de la raison graphique dans des dispositifs de formation d’adultes « médiatisés »." Phd thesis, Université des Sciences et Technologie de Lille - Lille I, 2009. http://tel.archives-ouvertes.fr/tel-00420214.
L'approche pluridisciplinaire convoque les sciences de l'éducation (andragogie, psycho et socio pédagogie, philosophie), l'anthropologie et les sciences de l'information et de la communication pour élucider les transformations en cours, liés aux usages du numérique en formation.
Le modèle d'interprétation conceptuel élaboré permet de vérifier empiriquement les évolutions de la raison graphique sur les terrains de la Formation De Base et de l'enseignement supérieur, dans des dispositifs de formation à enjeux d'écriture (« apprendre à écrire » et « apprendre par l'écriture »).
Notre positionnement de praticien-chercheur nous conduit à mener une « recherche dans l'action ». L'approche méthodologique est donc pragmatique, dialogique et s'inscrit dans un cadre épistémologique marqué par les théories de l'action en éducation. Elle repose sur le recours croisé à plusieurs techniques d'investigation (observation participante, étude des traces et des interactions, enquête par entretiens semi-directifs et questionnaires).