Tesis sobre el tema "Culture en géographie scolaire"
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Clerc, Pascal. "Production et fonctionnement de la culture scolaire du lycée en géographie : l’exemple des espaces urbains". Paris 1, 1999. http://www.theses.fr/1999PA010688.
Texto completoBunnik, Benoît. "Une discipline fantôme : Les professeures des écoles et la géographie". Electronic Thesis or Diss., CY Cergy Paris Université, 2023. http://www.theses.fr/2023CYUN1218.
Texto completoThis thesis in geography didactics examines the relationship between Cycle 3 elementary school teachers and geography. It follows the logic of a critical geography, focusing on the question of whether it is possible to teach a discipline that may be unfamiliar. Rather than focusing on practices, this work focuses on the representations and conceptions that a group of individuals may have of a school discipline.The first part (chapters one and two) aims to reflect, from the notion of crisis, on the placeof school geography in the French primary education system, specifically in cycle 3, for CM1 and CM2classes (9 11 years old) old). A first report of crisis is made, from two sources : on the one hand two reports of the inspection générale de l' éducation nationale of 2013 and 2022 describing the situationof the teaching of geography in cycle 3 as worrying and on the other hand, the analysis of fourteenCM1 or CM2 student notebooks collected in recent years. An observation put into perspective on twoscales : that of geography and that of the school geographer, based on works of history of the disci-pline and didactics. It shows that school geography, seen as one of the five poles of geography, canbe thought of as a largely self referenced system but also hybridized by other contributions.The second part (chapter 3) presents the research methodology as well as the sources onwhich the conclusions of this work are based. It allows us to look at primary school teachers both asa specific social group and as a complex set of individuals with varied backgrounds, careers and cul-tures, thus partly explaining their relationship to the discipline of geography.The third part (chapters four to eight) seeks to show the results of the research. This rela-tionship to a discipline comes from, while constructing it in return, a culture in school geographythat needs to be explained. It is an ordinary part of daily li fe in which experience plays a major role,more than initial or continuous training. Chapter five identifies the legacies of past school forms,which prompts us to reflect on the latency that may exist between the creation of a program and itsactual imple mentation in the classroom. This latency and these legacies push teachers to tinker withtheir geography lessons (chapter six), using resources that are sometimes far removed from institu-tional demand. This results in conceiving the school geography of pri mary school as a discipline oflow intellectual intensity but also as a spectacle of the world. This situation is largely explained(Chapter Seven) by shortcomings in initial and continuous training, pushing female teachers to trainthemselves. Chapter eight shows that this lack of training offered by the institution leads theseteachers to be in tension between several postures. The one that takes place between individualsand a collective, the one that takes place between a search for efficiency and a pragmatic need foradaptation and that between the desire to be creators of their teachings and the need to follow pre-scriptions and Standards. This leads to the idea that the geography taught today in primary schoolwould be a "phantom discipline.”During this writing, five breaks are present to take a step back from the research work based on analyzes of artistic works
Leininger, Caroline. "Le développement durable et ses enjeux éducatifs : acteurs, savoirs, stratégies territoriales". Thesis, Lyon 2, 2009. http://www.theses.fr/2009LYO20087/document.
Texto completoSustainable development and education for sustainable development are linked burning socials, which explains the strong interest politicians demonstrate in this topic. Several times of stakeholders are involved in this them such as French State and its administrations, public schools, regions, townships, nongovernmental organizations... most of the time, They work in partnership, though each one has its own approach of environmental education and education for sustainable development. The question is to know if these stakeholders are walking on the same path. Do they pursue the same goals most of time? This research proposes a critical approach of environmental education and education for sustainable development. It analyses current practices of stakeholders involved in education for sustainable development and their territorial’s strategies. It also question the knowledge which under standers this education
Le, Gràs Corinne. "De la géographie universitaire à la géographie scolaire : les didacticiels de géographie". Rouen, 1992. http://www.theses.fr/1992ROUEL157.
Texto completoA didactic approach is absolutly necessary to produce softwares to teach geography. This new approach gives an important function to geography and establishes scolar geography into scientific geography. In France. The absence of this approach has produced an inorganized material. In Great Britain, the application of this approach places an organized material in position. In suit with this problematic, three softwares have been produced. The first two softwares concerned industrial geography, the third is about water cycle. The aims of theses softwares are to make children produced spatial analysis notions. So, these softwares are able to restore scholar geography. But these softwares hope to be models for other productions. A methodologic approach shows how scholar geography emerges from scientific geography. A technic analysis described the informatic langage used beside. But we can't forget that a complementary work with information men is the on'y way to produce more softwares. Finally, the analysis of some scholar programs shows it is possible to consider the production of innovating softwares
Hergli, Majed. "Géographie scolaire et développement inégal : la nécessite d'une nouvelle représentation du monde. L’exemple de la géographie scolaire tunisienne". Paris 7, 2000. http://www.theses.fr/2000PA070011.
Texto completoRicordel, Bernard. "Un siècle de géographie scolaire : 1816-1939". Paris 5, 2001. http://www.theses.fr/2001PA05H032.
Texto completoThe purpose of this research paper is to show how the teaching of geography in primary schools evolved between 1816 and 1939, by putting forward the reasons that induced the political authorities to establish and reinforce its teaching. It appears from the examination of official reports and school books published in this period that the teaching of geography has not only been a matter of location abilities but as for history or civic education a process of normalisation of thinking. Indeed the geograpy school book was a real ideological tool whether to reinforce the political order or to help a new political order emerge. (. . . )
Ben, Ahmed Abdessatar. "Une géographie nationale à l'heure de la mondialisation : l'exemple de la géographie scolaire tunisienne". Paris 7, 1999. http://www.theses.fr/1999PA070033.
Texto completoFor the past decade, the geographical approach has been showing a perceptible paradigmatic modulation. What is really at issue in the geography field is the space dimension of societies prepars to put natural and biological idologies once important in the classical geography, in a lowering perspective, as a new focus of attention. At the same time, the birth of a complicated outlined new world space, more or less questions the classical of geographical approach, such as the state or the region. Especially the conflict between the national protection attitudes and the world dimensions a few geographical phenomena in geography taught at scool has become more and more unbearable. Geography taught in tunisia scools highlighys this still-too-present bad way to handle all-toodominatiing chorologique pattern (the state) and the intricate spaces of the globalization. Consequently on the basis of a few key-words, an idea what wold be a geographical culture at school is bound to be affered. Concepts such as space, territory, place, area are likely to be tools to handle current or formerly geography approaches. The working hypothesis at a chieving a further efficient didactic, fully including the nolonger-left-out theory aspect
Lefort, Isabelle. "Géographie savante - géographie scolaire (1870-1970) : éléments pour une histoire de la pensée géographique". Paris 1, 1990. http://www.theses.fr/1990PA010527.
Texto completoFor a hundred years, reglementary structures of geography didn't change much. Beeing instituted in secondary schools in 1870, after end because the defeat. Geography was not very modified in the programm, particurlaly from 1902, but, about the same time, scientific geography, which was nomenclatural and historical , became a scientific subject with the works of p. Vidal de la blache. Before p. Vidal scientific people such as e. Lavasseur or m. Dubois worked to establish a new scientific and a new geography at school. But vidalian geography became integrated into reglementary unsuited strucutres, which disrupted its consistency and its methodological bases. Scientific geography, which proceeds from particular object - regional monography- t0 general one, fit into educational process which is based on an opposite one. More over, the simplification, of the scientificgeography is such that geography at school became devoid if interest and completely tyopological. At first, geography at school needed scientific and reference subject ; after, it revealed in the same time the weaknesses of scienctif geography and diverted its meaning
Freia, Alice Binda. "La construction de la géographie scolaire au Mozambique et le statut des figures". Paris 7, 2006. http://www.theses.fr/2006PA070055.
Texto completoAfter by the Mozambique's independence the «geography« subject taught in school became in the context «post colonial geography», and bas fixed as main targets two priorities: the build up of the national unit and the country's development. In order to attain those finalities -said revolutionary- they went, as a paradox, looking for references of the subject, in the «metropolitan geography» as follows: separating the world in parts; territories always related to the country (nation); the space often studied through a plan articulated throughout the natural resources theme, and the presentation of the parts of the world, having as starting point the spaces of origin we belong to. On the other hand the school geography has been organized with a dichotomy between «physic geography» and «economic geography», actually it remaining up to date. This type of reading of the world (through geographical demonstration) has been imprinted on the school subject justifying the remaining of certain figures as the Climate graphic and the Age pyramid. Those two graphics are real sources of difficulty as much for the student as for the teachers at once
Briand, Médéric. "La géographie scolaire au prisme des sorties : pour une approche sensible à l’école élémentaire". Caen, 2014. http://www.theses.fr/2014CAEN1027.
Texto completoThe teaching practices of geography school outings are not well-known in the French primary schools, even though they exist. A study enabled to meet primary school teachers and their pupils in these outing situations, before asking them to test a protocol aiming at teaching geography by the sensitive. The study also crossed an epistemological approach of the field and the sensitive with the different ways the Institution regards geography school outings and with the perspective of a specialized researcher. Therefore, the object of study focussed on the tensions between the call for the sensitive and the functioning of the school discipline. Then appears the ambivalence of geography school teaching in primary schools which is both rich and forgetful of its history in school outing practices. The results of the study also enabled to lay the foundations of a renewal of the teaching of geography at school through the lens of school outings and milestones for innovative practices
Capmeil, Jean-Pierre. "La géographie scolaire, outil géopolitique : trois représentations du territoire de la Nation France dans les manuels de géographie (1880-1999)". Paris 8, 2002. http://www.theses.fr/2002PA082121.
Texto completoThe Nation is a strong idea whose representation is mostly given at school and the reference to the territory being an essential component of the Nation, it has seemed useful to study it in the unusual or indeed new framework, the one of school geography. This investigation being achieved from a corpus of 123 text books distributed in three stages of teaching (primary education, first stage of secondary education, second stage in secondary education) has taken an interest in three representations of France Nation territory : the ablation of the national territory (Alsace - Lorraine), the extension of the national territory (French Northern Africa), the possible dissolution of the national territory (European integration). It tries to show by chosen texts analysis, maps and photographs that behind an apparent neutrality, school geography has a patriotic speech, whose essential is the future of the Nation, through referring to its past and the description of the present
Pelletier, Raphaël. "La géographie scolaire québécoise depuis la Révolution tranquille : discipline, territoire et société dans les manuels". Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37925.
Texto completoEloy, Florence. "Apprendre à écouter la musique : culture légitime, culture scolaire et cultures juvéniles". Paris, EHESS, 2012. https://acces.bibliotheque-diderot.fr/login?url=http://www.cairn.info/enseigner-la-musique-au-college--9782130625551.htm.
Texto completoThis research explores the connections between legitimate culture, school culture, and youth cultures, drawing on the study of music education in middle and high school, a case study that might appear as a "small object" at first sight. Yet my research emphasizes the ever changing relationships between three forms of culture delineated above. Though Bourdieu and Passeron have analyzed the elective affinities between school culture and legitimate culture, many recent works have emphasized in contrast how school curricula are currently changing in order to incorporate the daily and profane experiences of students. In parallel, observers have noted a decline in the consensus over the classical canon to be taught to the students. Within this larger trend, the case of music is particularly interesting since music education is a dominated discipline within school curricula, but also on of the disciplines where teachers make particular efforts to incorporate the profane experiences of students. Hence, it affords a better understanding of the tensions between youth cultures and school culture, in the broader context of the diversification of cultural repertoires gradually integrated in the curriculum. More specifically, my research relies on several types of data : an analysis of the programs of musical education since 1938, observations and interviews conducted with middle and high school students and their teachers, and a quantitive analysis of the survey of the French Ministère de la Culture on the cultural universes of youths. My analysis documents the shifting of cultural hierarchies with the emergence of the norm of "enlightened eclecticism"
Timera, Mamadou Bouna. "L'invention de la géographie scolaire au Sénégal (de la période coloniale à nos jours)". Paris 7, 2004. http://www.theses.fr/2004PA070056.
Texto completoLn Senegal, school geography was born with colonization. It was dealing with knowledge and the inventory of the resources, as well as the transmission of supposedly western values inside the indigenous circle. When the Independance came, it took a totally different position. With history, school geography was supposed to bring social renewal into all the African French-speaking and Malagasy countries. These countries assigned to them a specific role: they were supposed to originate "africanity" and be the development and construction factor of their unity, implying the use of a pioneer and common reform that had to initialise the adaptation of teaching, methods to African realities and the rupture with the colonial model. However, the Pan-African model didn't appear to be incompatible with the imperative of the construction of the state-nation. National construction becoming more and more a priority, geography was found, in Senegal, domesticated by the political speech that showed the State as the unilateral producer of national space, to give form to its own territory and decline the identity of the national community. Today, this mission is preserved but also widened to the training of citizens more involved into questions of environment and development than before. The object of this thesis is thus to understand how school speech made the complexity of the world visible, while inventing itself to be able to answer the social stakes and realities that conditioned it, which in addition clarifies the elements of rupture and continuity related to the teaching of this discipline, from the colonial period to nowadays
Goutagny, Sarah. "L'affranchissement scolaire : une source anthropologique de l'inégalité scolaire". Paris, EHESS, 2008. http://www.theses.fr/2008EHES0105.
Texto completoLearning failure is linked, first and above aIl, to literacy. Writing is not the means to lead the discourse of the savage mind to objectivity; it is the discovery of the intentionality of word, which debases the objective absolute value of oral language. Writing sets individual conceivable as a reality independent from its social truth. That is only for us, as we have become subjects of language, that the skill of language necessarily means rising to the power of word. The contrasting faces of learning inequalities first fit in the distance that working-class people keep up with the universe of book. If they have been, longer than the other social groups, excluded from literacy, they remain on the fringe of it, because it is merely at school that this acculturation comes to achievement for them. Besides, school inequalities are linked to the fortune of our educational conceptions which misjudge how individual is not an anthropological invariant. If school is an institution where individualism cormes to maturity, the fact remains that, within it, some are more individual than others
Bédouret, David. "Les espaces ruraux d'Afrique noire à travers la géographie scolaire : des représentations à l'espace symbolique". Phd thesis, Université Toulouse le Mirail - Toulouse II, 2012. http://tel.archives-ouvertes.fr/tel-00817477.
Texto completoYi, Saangkyun. "Une discipline entre nation et empires : histoire de la géographie scolaire en Corée, 1876-2012". Caen, 2012. http://www.theses.fr/2012CAEN1673.
Texto completoIn the last third of the nineteenth century, Korea entered a globalization sequence in which elementary school through geography enhance different expressions of national ‘greatness. ’ Educational geography is impacted by a series of ruptures occurring in Korea. The historical periodization of Korea defines four periods. Regarding the country, they correspond to situations which range from political independence to occupation. That analysis helps to understand why geographical education is not currently, for a majority of decision makers in South Korea, an appropriate response to the understanding of regional and global geopolitics by South Korean citizens. Between, on the one hand, the South Korean nation whose geography education is a way of expressing collective identity in its spatial dimension, and, on the other hand, empires that put their mark on national territory and simultaneously on educational geography, empire is in tension in its content and in its organization. The current crisis of geography is presented as an opportunity to seize. Educational geography has gained conceptual coherence as a result of scientific developments, and the liberalization of the production of textbooks is likely to raise the geographical education level in a context where the didactic training of teachers is very low. In conclusion, a program to overcome the crisis is required
Bédouret, David. "Les espaces ruraux d’Afrique noire à travers la géographie scolaire : des représentations à l’espace symbolique". Thesis, Toulouse 2, 2012. http://www.theses.fr/2012TOU20097/document.
Texto completoThe rural areas of Tropical Africa are used by the geography applied at school to show misery and misfortune or to illustrate the diversity of the rural landscapes in the world and the dichotomy between North and South. Our thought falls under a postcolonial approach since it is a question of tracking the representations still anchored in colonial mythology and understanding their mechanism of inertia. The study of the school geography textbooks will enable us to enlighten the presence of exotico-colonial representations of the rural areas of Tropical Africa so that we can analyze them. The geography textbooks are the witnesses of a collective memory and shared representations. Their impact on the pupils and the teachers is considerable. These three actors, who make the class, form a representational and discursive community. The way knowledge is built, together with the importance of representations in the didactic process, will lead us to establish how the vision and the way one talks about a territory - even as far from us as Tropical Africa - are shaped. This vision and the way one talks about a territory is part of the development of space symbolic system. This concept can be defined like a superstructure through which the individuals and the societies develop their connections to the world, that is to say their geographicity, thus creating their own notions of territory, identity and otherness. Starting from representations, this concept allows us to observe the impact on the territories and to study their phenomenological and material dimensions, in fine to apprehend the Tropical Africa, its complexity and its movement
Poirey, Jean-Louis. "Éspace géographique et réussite scolaire en Franche-Comté". Besançon, 1991. http://www.theses.fr/1991BESA1003.
Texto completoBruno, Louise. "Paris-Rio : le rôle de la culture dans la formation de l'espace urbain". Paris 10, 1998. http://www.theses.fr/1998PA100021.
Texto completoCampeau, Diane. "Valorisation des espaces réels pour l'enseignement de la géographie au secondaire en classe d'adaptation scolaire et sociale". Mémoire, Université de Sherbrooke, 2011. http://hdl.handle.net/11143/5591.
Texto completoLemonnier, Jean-Marc. "La culture sportive, scolaire et extra scolaire, des jeunes de 1960 à 1980 : désirs de sport et réalités institutionnelles et sociales". Caen, 2010. http://www.theses.fr/2010CAEN1592.
Texto completoIn a context of France’s economic growth and the development of mass culture, the 1960s to 1980s were marked with the blooming of the “youth” culture. The latter, through specific media, carried values and practices which were peculiar to the youth. From that time, the question of the confrontation between that cultural universe and that of school culture was raised. In the sport field as well as in the sport and physical education field, the following research study analyzes the cohabitation of the two “schools”. From the point of view of cultural history, this work exploits the files of a survey carried out in 1966 and high school pupils’ essays from the 1970s. On top of those two main corpuses an analysis of youth magazines and interviews with former pupils in the studied period can be found. The research study first characterizes the values, the relation to competition, champions and leisure activities which were specific to this “teenage culture”. Secondly, the focus of the study moves into the school institution and tries to grasp the conflicts or the attempts at bridging the gap between a school-patterned physical education and the youth’s expectations. The diversity of the definitions of sport makes the analysis more complicated still and entails a wide range of relations to sport and to sport and physical education as a school subject. One of the outcomes of the research study is to show how strained the relations were between those youth sport cultures and normative institutional realities
Hadjadj, Lounis. "Culture scolaire et culture rurale en Algérie : essai d'analyse des manuels de lecture en usage à l'Ecole Fondamentale polytechnique". Paris 8, 1995. http://www.theses.fr/1995PA081057.
Texto completoThis work is likelly a confrontation and adequation between the algerian rural culture and that one reflecting the polytechnical school. The first part, beasiclly theoritical limitates the fondamental principales of the rural culture. Threw the ideological contents of the manuals reading, the second part consists in contrasting the sociocultural model distilled in scholer institutions
Nguyen, Bao Quoc. "L'apprentissage du français hors système scolaire au Vietnam : entre langue-culture et langue-instrument". Caen, 2013. http://www.theses.fr/2013CAEN1724.
Texto completoLearning French for Vietnamese has a linguistic dimension but it is also in the goal of the access to employment strategies. The demand for post-school learning languages is mainly oriented towards English. However there is also a demand for French and it has a history. This demand of post -school training could be found in two kinds of organizations: language centers and cultural centers. These two structures are in competition for learning French. Paradoxically, cultural centers offering teaching with native speakers, documentary resources, etc. Are less frequented than the language centers. Centers of foreign language opened in the evening and French cultural centers, contribute to the spread of the French language in Vietnam. However, the organization and pedagogical process of teaching French in these centers are different. Centers of foreign language in evening focus only on linguistic elements: grammar, vocabulary, language structure which are in the conception of teaching program. For their part, the cultural centers offer to learners linguistic elements, but also cultural knowledge related to French language. Our research is an attempt to understand the types of motivation for learning French and the representations of the activity learning, among Vietnamese learners. We assume that the representations of learning instrumental referred explain the differences in demands that opposite the two types of center. In this context, we question the conditions of the possibility of educational innovations in the field of language teaching
Bragagnolo, Marie-France. "Tutorat et accompagnement scolaire : effet de l'âge et de la culture des tuteurs-adultes". Bordeaux 2, 2004. http://www.theses.fr/2004BOR21107.
Texto completoThe tutor study method is used to reduced the level of failures in scolarity and in particular, in the field of school accompaniment. Tutoring means that adult assumes the responsability of take care of a person and her goods. This words thus suggests a relation which is not defined in terms of reciprocities. The school accompaniment was definite in 2001 in " national charter of the school accompaniment ". It acts of the whole of the actions aiming at offering, at the sides of school, the support that they (chidren) always do not find in their home environment and social. Tutoring seems to have found its place in the school accompaniment. In deed, the chidren need an individualized help, often ensured by non professionals. The tutoring and the school accompaniment seem to adapt reciprocally and in a spontaneous way. This research is based on data received from three hundred and eight children (average : 9. 2 years) with an experimental method relating to task school in mathematics and french. The tutoring will be approached of a point of considering intergeneration and intercultural
Dumaître, Eric. "Le structuralisme littéraire et la crise de la culture scolaire : essai de sociologie cognitive". Paris 4, 2006. http://www.theses.fr/2006PA040024.
Texto completoStudying the crisis of French secondary education during the 60's and the 70's may help to understand the unusual popular success of a set of social theories inspired by structural linguistics, usually referred to as " literary structuralism " and represented, for example, by Roland Barthes and Michel Foucault. The teaching of humanities and literature in secondary schools becomes really difficult after 1960 : the institutional changes of educational structures, the fact that technology has been introduced among the scholastic disciplines, the promotion of new cultural and educational models, the democratization of secondary schools, the difficulty in recruiting qualified teachers, and the growing influence of the mass media —because of all these tendencies, the internal ambiguities of the humanist tradition turn into problematic contradictions, and the question of how to define the aims and functions of general education becomes a crucial issue for teachers. Literary structuralism provides them with cognitive resources, arguments and notions, which are apt to help them to conciliate " revolutionnary " claims of modernity with the spirit of traditional academic exercises, like " dissertation " or " explication de texte ", so that they would be able to overcome what appears to be a profound crisis of legitimacy
Arnaud, Pierre. "Le sportman, l'écolier, le gymnaste : la mise en forme scolaire de la culture physique". Lyon 2, 1986. http://www.theses.fr/1986LYO20009.
Texto completoIn what conditions can a new subject be introduced into, then maintened in school curriculum ? The case of physical education (P. E. ) Is typical : its position in the schoolhouse (where it is a stranger) can be explained by political, cultural and educationned considerations. The thesis rests on two problematics. The first, that of integration analyses the connection between physical culture and physical education by relating the ways in which fitness and sport activities are created, transformed and spread outside school, and the ways in which physical culture is introduced and treated in the curriculum. It is then possible to know if p. E. Is indeed typical of contemporary school practices. The second, that of assimilation enables us to study the effects of school constraint : indeed ; isn't P. E. Bound to conform to an educational organisation (defined by o. Greard as early as 1868) which imposes a management of groups, exercices, space, time, in the definite frame of curriculum and method ? Besides, isn't that scholastic orthodoxy the very guarantee of the eartnestness, the rationality, the progressivism, in short, the dignity of reputedly useless, dangerous or derisory training. Actually, the culturel and scholastic sides are drifting apart : the specificity of P. E. , its legitimity exist only within, by and for school. The increasing number of educational institutions relaying that activity is a clue to the struggles, the differenciation, the specialization of competing educational departments. A survey of local sources has provided the data which permitted to relate national decisions to their enforcement in the lyons area. The informations collected have been submitted to quantitative and contents assessment. The interplay of affinities and identities marking the advent of sports sociabilities are the very principal of the dynamics of the development of sports associations. The span of this survey (1870-1914) covers the time required for P. E. To conform to the requirements of scholastic orthodoxy. That normalisation shows that the problematics of assimilation prevail over that of assimilations. From the favouring of its pedagogical functions over its cultural functions, P. E. Will have to draw many lessons
Arnaud, Pierre. "Le Sportsman, l'écolier, le gymnaste la mise en forme scolaire de la culture physique". Lille 3 : ANRT, 1987. http://catalogue.bnf.fr/ark:/12148/cb37595539p.
Texto completoHaïdara, Mariam Joséphine. "L'impact de la formation du directeur d'école sur la culture organisationnelle de l'établissement scolaire". Thèse, Université du Québec à Trois-Rivières, 1995. http://depot-e.uqtr.ca/4887/1/000623152.pdf.
Texto completoBoucher, Louise Nathalie. "Interculturalité et esprit du lieu : les paysages artialisés des chutes des Chaudières". Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/22800.
Texto completoLemêtre, Claire. "Entre démocratisations scolaire et culturelle : sociologie du baccalauréat théâtre". Nantes, 2009. http://www.theses.fr/2009NANT3031.
Texto completoThe introduction of theatre, as a practical subject, is a recent addition to High School education. The Option, Theatre-Dramatic Expression, was created in 1986 and lead to the first High School Theatre Diploma in 1989. This introduction was part of an evolution of the education system, changing cultural policies and public theatre. Driven by proselytism, this approach contributes to the general education of the public of tomorrow. The Option is unique in that it has introduced, for the first time, professionals from outside the educational system – namely engaging professional actors to participate in course work and evaluation. Supported by an Ethnographic research and using original statistical data gathered within the Regional Education Authority of Nantes (Pays de Loire) this thesis analyses in situ the construction of this new subject. If this new artistic subject does not constitute a school discipline on purely institutional lines, it is however far from being secondary in the social hierarchical organisation which intensified at the moment of the second school explosion. The thesis illustrates the process of scholarisation of theatre at the different levels and also demonstrates that the actual schooling of theatre (learning, practice and the acquisition of knowledge) is increasingly regulated by school norms. By exploring the Theatre Diploma, it provides an opportunity to examine conflicting issues and the unrecognised effects of policies of democratisation in both schools and culture
Bregeon, Marie. "Analyse des rapports à la culture scripturale scolaire chez les élèves de SEGPA de culture pratico-orale et leur évolution". Paris 12, 2006. http://www.theses.fr/2006PA120061.
Texto completoThe aim of our thesis is to understand how the relationships of SEGPA pupils towards written school culture operate and what are the stokes in them. For that purpose, we will bring up what the fealures of these pupils oral culture transmitted in school. It relies on the theorical corpus elaborated during the past thirty years, and on the pupils representations collected among them throuhout interviews. Thus, we enhance the differences, oppositions and articulations that can be possible between these two cultural patterns. We settle thereafter an example of a pedagogical practice whose objective is ti articulate the norms and values inherent in these two patterns : story telling from SEGPA pupils to last year nursery school children
Borzakian, Manouk. "Géographie ludique de la France. Approche spatiale des pratiquants et des fédérations des jeux institutionnels". Phd thesis, Université Paris-Sorbonne - Paris IV, 2010. http://tel.archives-ouvertes.fr/tel-00548097.
Texto completoMicheau, Béatrice. "Faire avec les ordres documentaires : pratiques info-documentaires, culture écrite et travail scolaire chez des collégiens". Thesis, Lille 3, 2015. http://www.theses.fr/2015LIL30039/document.
Texto completoThis thesis aims to understand how the "digital" interrogates both the processes of legitimization and delegitimization of informationnal practices and how these processes are embedded in objects, places and devices. This work takes place within the school institution which transmits implicitly or explicitly, common standards for "good practices" of production, circulation and reception of texts, documents and knowledge. This is an ethno-semiotic study within the class and the library school’s spaces in two medium schools to observe and analyze the ways to search, read, operate, circulate and produce documents. The digital unveils the need to understand the practices and skills to qualify the information beyond canonical methods forged by mediators (citing sources, respect copyright, do not copy and paste etc.), and beyond signs of value inherited from the model of the bibliography and their fetishization in reference (publisher, author, cataloging record etc.). This thesis is based on an anthropological approach of information literacy and of digital as a social phenomenon that redefines geographies and temporalities of texts, knowledge and their documents. This approach allows to renew questions about the concept of document value. This research demonstrates the entrenchment of practices, objects and values at work in the communicational processes of knowledge sharing. Understanding today resistances of pupils to follow the rules of a « good research » requires a political theory of the economy of the document to the digital age and an anthropological approach of the common practices of texts and documents, one is feeding the other
Marcilhac, Vincent. "Le luxe alimentaire français. Histoire et géographie d’une singularité". Thesis, Paris 4, 2011. http://www.theses.fr/2011PA040203.
Texto completoThe prominence of France in the food luxury sector is often presented as a given. But other food luxury cultures have existed and still exist. So why and how has the French culture of food luxury differentiated itself from others by affirming itself and being recognized as a singularity? Behind the seeming evidence, it is important to demonstrate and explain the hypothesis of a French singularity in the matter of food luxury. Today, this singularity is called into question because of its own market extension linked to the industrialization of its production, to the diversification of its distribution channels, to the international reach of its consumption, as well as to the rise of a new competition and the evolution of society. So is it still relevant today to talk about "French food luxury"? Beyond marketing, this raises the challenge of maintaining a creativity, a culture of consumption and a know-how quintessentially French. Today, the patrimonial and touristic valuation of the production sites contributes to the recognition of originality, rarity and excellence of luxury food products. This valuation is also a mean for territorial development
Ezzayani, Asma. "Les technologies éducatives et leurs rôles incitateurs de la motivation scolaire : leur apport dans l'enseignement de la géographie au niveau secondaire". Thesis, Université Laval, 2013. http://www.theses.ulaval.ca/2013/30166/30166.pdf.
Texto completoThis study examines the impact of serious games at the motivation via the concept of reading geographic maps in the discipline of geography at the secondary level. This is to determine the different possible relations between motivation among secondary school students and the use of TIC, specifically serious games in the case of this discipline. A group of ten secondary school students participated in an experiment to examine their perceptions of the discipline of geography, as well as their motivational orientations and perceived skills. The results were interesting and confirm the ability of serious games to counter the problem of lack of motivation among secondary school students. The integration of serious games in the discipline of geography will be positively impacting and impose a new look on the attractiveness of its content.
Longhi, Gilbert. "Contribution pour une approche epistemologique du francais scolaire". Toulouse 2, 1987. http://www.theses.fr/1987TOU20031.
Texto completoAs a subject on the school curriculum, does french constitute knowledge the pupil must acquire? if so, what type of knowledge? if not, what is actualy taught under the label "french"? these questions are central to the thesis. They call up other questions: -how is literary knowledge constitued throughout school education? -can inadequate performance at "french" be equated withilliteracy when it concerns school-educated populations? the thesis incorporates: -the analysis of 30 french langage textbooks -pedagogical and didactic material to attempt to remedy modern forms of illeteracy, including a computerized spelling course, a small volume aimed at increasing receptivity to poetry, and a series of pratical exercises devised to reconcile inadequate performers of french with their mother tongue. -accounts of experiments conducted on groups of school failures, in par ticular of an extendend research experiment based on folk tales and drama activities. The bulk of the thesis, however, is concerned withs the epistemological analysis of the various processes which, according to the author, constitute literary knowledge as a subject taught at school ant tested at va rious stages in the french educational system. The thesis suggests that these processes-numbering eight-are built around mythical conceptions of time, space, text illustration, theme comparison, on a mythical percep tion of the learners, on biographically and textually biased approaches and on abusive extension of literary fiction to others fields. Each part of the thesis is substantiated by documents, some of them hith erto umpublished, which illustrate the principal debates concerning "fre nch" as subject on school curriculum which have taken place in the past
Barthon, Céline. "Geographie, culture et patrimoine : essai sur l'identite insulaire charentaise a partir des exemples des iles de re et d'oleron". Nantes, 2000. http://www.theses.fr/2000NANT3002.
Texto completoLas, Vergnas Olivier. "La culture scientifique et les non scientifiques, entre allégeance et transgression de la catégorisation scolaire". Habilitation à diriger des recherches, Université de Nanterre - Paris X, 2011. http://tel.archives-ouvertes.fr/tel-00640582.
Texto completoBourque, Jimmy. "Éducation et culture : l'impact des stratégies d'acculturation psychologique sur la résilience scolaire de jeunes Innus". Thèse, Université de Sherbrooke, 2004. http://savoirs.usherbrooke.ca/handle/11143/906.
Texto completoAudren, Gwenaëlle. "Géographie de la fragmentation urbaine et territoires scolaires à Marseille". Thesis, Aix-Marseille, 2015. http://www.theses.fr/2015AIXM3017/document.
Texto completoThis dissertation aims at describing the forms of urban fragmentation in Marseille as well as its socio-spatial consequences through the modalities of school supply at the middle-school level (collège) and the practices of choosing schools for 6th graders (élèves de sixième), at various levels, in 2006 and 2009. School mapping (carte scolaire) imposes to families a neighborhood middle school, but in the face of important socio-spatial reconfigurations affecting the entire city of Marseille, discrepancies between schools, parent’s pedagogical expectations and local schooling conditions widen. The study focuses on the one hand on the quantification and localization of the phenomenon of school dodging (évitement scolaire) in Marseille, and on the other on the detailed analysis of territorial contexts, where several types of schooling strategies develop. Strong differentiations and quick urban socio-territorial recompositions in Marseille imply heterogeneous school practices illustrating the widening of socio-residential inequalities in the city and representing excellent markers to probe into increasing urban fragmentation. An analysis of the strategies of different institutional and individual actors allows one to grasp the mecanisms of production of a systemic, top-down school space. The territorial approach is largely valued here and the analysis of local contexts underlines the existence of multiple, differentiated school territories
Ho-A-Sim, Jeannine. "Rapport à la culture, estime de soi et insertion scolaire : le cas des enfants kali'nas, n'dyukas, hmongs et créoles de l'Ouest guyanais". Toulouse 2, 2004. http://www.theses.fr/2004TOU20048.
Texto completoThis research seeks to identify the impacts on school attainment that can be found when children are confronted with sets of values that can be at odds with each other. We have explored the "inter-structuration" process stemming from the indeterminate zone separating the two cultures. We have assumed a constructivist approach, in which the subject is regarded as active, integrating and re-interpreting the different codes operating within his family, his school, his social environment (Baubion, Malrieu et Tap, 1997). The survey takes us a step further than the theses of social determinism which claim that school attainment depends on the proximity between family and school cultures. The research has been carried out in French Guiana, among children belonging to different socio-cultural set-ups: Amerindians from the Kali'na community, Bushinenges, from the N'Dyuka group, Asians from the Hmong community and Créoles. Most of them were very poor school achievers, but a few cases of "paradoxical success" have been noted: culture and the status of language, it seems, have helped children in the construction of meaning, whether related to their environment or to their school experiences (Bruner 1996). We highlight the fact that beyond the intra-psychic conflict (Tap, 1991 ; Lescarret et Philip, 1993) generated by jarring sets of values, success hinges not only on the flexibility of adult thought, but above all on the various procedures of re-interpretation and on the psychic dynamics that underpin the reconstruction of meaning
Siméoni, Patricia. "Buveurs de kavas : Géographie des déterminants de la qualité pour la valorisation d'une culture traditionnelle". Paris 4, 2003. http://www.theses.fr/2003PA040068.
Texto completoThe kava plant and its beverage are rich in symbols. The plant is linked to the cultural identity and history of the Pacific islanders, since their mythical origins. Drink of the Gods, on earth it becomes a sacred beverage, a political seal, a social distinction, a synonym of social feast, a valuable offering, a national drink, and a regional emblem. Kava is the beverage of a civilization, from its tradition to its modernity. Kava existence and distribution are not natural. The species is the result of a plant improvement by the Pacific islanders which carried it everywhere they went. Kava drinkers have created the plant and its beverage according to their own cultural expectations. The present work is a geographical study of the determinants of quality, it aims at preserving a cultural heritage and at adding value to a traditional crop that grows in marginal territories, an environment submitted to increased globalization
Berthelot, Maud. "Perception environnementale et connaissance des marais de l'estuaire du Saint-Laurent chez les enfants d'âge scolaire". Thesis, Université Laval, 2012. http://www.theses.ulaval.ca/2012/29280/29280.pdf.
Texto completoTchoba, Charles. "Culture, développement durable et démocratie participative : l'exemple des ONG environnementales gabonaises". Pau, 2005. http://www.theses.fr/2005PAUU1005.
Texto completoAt present, the sustainable development is one of the topics that worry more the nongovernmental organizations (NGO's) on the international scene. How could NGO's constitute a strong vector of popular mobilization and promotion of the sustainable development through the projects that they implement ? Which are the links between sustainable development, culture and participative democracy ? The objective of this thesis is to wonder about the role of culture in sustainable development and participative democracy, related to the environmental protection. After a development on the concept of culture, the thesis shows that the little of interest granted to this concept constitutes an important lack in the approach of sustainable development and participation. Indeed, the culture is mediating the relations that the subject maintains with its environment. Such a lack explains the difficulties encountered by the actors who work in favour of the sustainable development and the conservation of biodiversity. It is what we show in the precise field of the forest starting from an empirical case : the Gabonese environmental NGO's. Ultimately, this thesis suggests not ignoring the topic competence, i. E. The capacity of subject to know how to function in space. Within the framework of sustainable forest management, it thus appears necessary to develop the aforementioned competence in thought and action, by holding account of the various representations of nature as well as deep aspirations of the topic actors
Marielle, Wastable. "Les États-Unis au lycée (1905-2004). Généalogie de la géographie des États-Unis en classe de terminale en France". Phd thesis, Université Panthéon-Sorbonne - Paris I, 2011. http://tel.archives-ouvertes.fr/tel-00691557.
Texto completoRuel, Pierre. "La culture entrepreneuriale : conditions favorisant sa mise en oeuvre, son émergence et sa pérennité en milieu scolaire /". Thèse, Chicoutimi : Université du Québec à Chicoutimi, 2007. http://theses.uqac.ca.
Texto completoLa p. de t. porte en outre: Mémoire présenté à l'Université du Québec à Chicoutimi comme exigence partielle de la maîtrise en éducation. Bibliogr.: f. [144]-148. Document électronique également accessible en format PDF. CaQQUQ
Plougoulm, Guillaume. "Citoyenneté et espace : développement, urbanisme et culture politique dans la métropole de Durban (1996-2006)". Paris 4, 2008. http://www.theses.fr/2008PA040054.
Texto completoHow does the post-apartheid era fare ten years since the official birth of the “new” South Africa? The track record is mixed. If anything, the institutional front has delivered. Democracy, however, sometimes struggles to meet the aspirations of individuals in their everyday lives. Socioeconomic inequalities are still very much part of the South African picture. Broken promises loom large in fact and, with them, so does a potent challenge to political trust likely to frustrate nation-building. Since the new dispensation redefined them into fully-fledged development agencies, it is for municipalities to fight this erosion. In Durban, this mandate has shaped a proactive approach to economic development. The metropolitan authority hence works on boosting its constituency economically, so as to generate the material resources it needs to face the new democratic demands. Both legislative and financial limitations, however, mean that this municipal eagerness can only translate into the planning of a business-friendly environment. This urban restructuring has two goals. It boils down to an attempt at upranking Durban in the global league framed by local contingencies (informal economy’s requirements, resistance from powerful landowners, etc. ). Will these dynamics encourage the rise of an urbanity matching official representations and likely, as such, to nurture a “rainbow culture”? In engaging three socioeconomic configurations meant to capture the heterogeneity of the metropolitan realities, the thesis offers to analyze the capacity of Durban’s public space to entrench a sense of belonging supportive of the post-apartheid democratic structures among its users. It pinpoints the obstacles nation-building confronts with in South Africa’s second largest city
Zmourod, Amira. "L'influence des représentations de la beauté physique et morale dans l'estime de soi chez des élèves de collège en France". Thesis, Montpellier 3, 2011. http://www.theses.fr/2011MON30017/document.
Texto completoThe purpose of this research is to examine the relationships between self-esteem and success at school according to the beauty, the culture and gender of schoolgirls and schoolboys. The general self-esteem has a notable impact on some areas (failure and success, family situation, etc...). Our research aims to study the link between self-esteem, physical as a moral beauty and school success of college students in France. Self-esteem and academic success were measured among the students of two groups of college students (group A, in which the students satisfy the criteria which contribute to identify the character of the beauty of the list set by us and group B in which the students do not meet these criteria). 120 students in the preparatory stage in 8th and 9th grades have participated in the research that has a purpose to know the effect of the physical and moral beauty on the self-esteem and the academic success. The results of this study show differences in general self-esteem between students of both groups A and B. As well, the hypothesis that physical beauty is one of the areas of self perception which is most strongly linked to the general self-esteem of students has been fully affirmed. [etc.]
Carecchio, Françoise. "La culture des jeux, une poétique enfantine : une approche ethnologique de la socialisation des jeunes enfants en milieu scolaire". Paris 7, 2009. http://www.theses.fr/2009PA070046.
Texto completoThis work about young chidren's socialization is based on observations of free playing activities in infant school playgrounds in an urban mixed social class environment. In the point of view of anthropology, the question of knowledge and cultural thought transmission leads us to question the traditional definition of culture for children peer culture inside of which exploring and creative acting plays are so important for social relationship between children. By playing young children get informations of human reality, not rational and cultural reality but a physical, sensitive and natural reality. The one of their body and of the environment, which is changed into idea or value when it is played and re-acted, with fancy inside imitative behavior. Children's culture is an active culture. Exploring and imaginative, they keep conversation between nature and culture. Understanding way of playing is first necessary to define what are the rules and the social issues of the peer interactions. This must help us, second, to discuss of cultural consequences of playing culture for social person as an actor of cultural decisions in modem occidental societies