Literatura académica sobre el tema "Recherche-action en éducation – Sémiotique"
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Artículos de revistas sobre el tema "Recherche-action en éducation – Sémiotique":
Lalonde, Martin, Karine Blanchette, Géraldine Wuyckens, Emma June Huebner y Barbara Meilleur. "La création de récits d’anticipation en réalité virtuelle pour le développement de la compétence numérique et de la compétence en littératie médiatique multimodale des élèves au secondaire". Médiations et médiatisations, n.º 15 (28 de junio de 2023): 123–40. http://dx.doi.org/10.52358/mm.vi15.346.
Tréhondart, Nolwenn y Tiphaine Carton. "Sémiotique sociale des plateformes éducatives et subjectivités enseignantes". Canadian Journal of Learning and Technology 49, n.º 4 (6 de febrero de 2024): 1–19. http://dx.doi.org/10.21432/cjlt28413.
Payeur, Christian. "La relation entre recherche et action syndicale en éducation". Dossier thématique 32, n.º 1 (31 de agosto de 2006): 71–92. http://dx.doi.org/10.7202/013477ar.
Lenoir, Yves. "La recherche collaborative entre recherche-action et recherche partenariale : spécificités et implications pour la recherche en éducation". Travail et Apprentissages N° 9, n.º 1 (2 de junio de 2012): 14–40. http://dx.doi.org/10.3917/ta.009.0014.
Amboulé-Abath, Anastasie, Élisabeth Boily, Karine Aubé, Cécile Hauchecorne, Gabrielle Desrosiers, Pierre-Luc Gobeil, Jérôme Gagnon y Christian L'Italien. "Création d’un centre de ressources sociocommunautaires pour soutenir le Partenariat-École-Famille-Communauté (P-E-F-C) au Bas-Saguenay : une recherche-action". Revue hybride de l'éducation 7, n.º 2 (17 de agosto de 2023): 86–110. http://dx.doi.org/10.1522/rhe.v7i2.1278.
Prévôt, Olivier. "Coéducation et territoire(s) : un campus des alliances éducatives et d’inclusion sociale pour mieux répondre aux besoins des enfants et de leurs parents". La revue internationale de l'éducation familiale 51, n.º 1 (25 de septiembre de 2023): 101–20. http://dx.doi.org/10.3917/rief.051.0101.
Dufresne-Tassé, Colette. "Du visiteur à l’exposition. Vingt ans de recherche en éducation des adultes et en action culturelle". Éducation et francophonie 43, n.º 1 (1 de mayo de 2015): 163–79. http://dx.doi.org/10.7202/1030187ar.
Granger, Nancy, Pascale Morin, Sacha Rose Stoloff, François Vandercleyen, Amélie Boulanger, Jean-François Noulin y Mirco Robert. "Enseigner l’adoption d’un mode de vie sain et actif en éducation physique et à la santé (EPS) dans un contexte de formation à distance". Revue hybride de l'éducation 7, n.º 2 (17 de agosto de 2023): 57–85. http://dx.doi.org/10.1522/rhe.v7i2.1538.
Payeur, Christian. "La relation entre recherche et action syndicale en éducation : le cas du Québec*". Revue française de pédagogie, n.º 154 (1 de marzo de 2006): 45–60. http://dx.doi.org/10.4000/rfp.126.
Courbet-Manet, Brigitte. "Formation-Action-Recherche-Production en éducation prioritaire : un exemple dans l’académie de Nancy-Metz". Administration & Éducation N°164, n.º 4 (2019): 65. http://dx.doi.org/10.3917/admed.164.0065.
Tesis sobre el tema "Recherche-action en éducation – Sémiotique":
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 y 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.
Libros sobre el tema "Recherche-action en éducation – Sémiotique":
Gado, Issaou. Recherche-action en éducation: Les compétences de base de la recherche-action en éducation. Porto-Novo: Editions C.N.P.M.S, 2009.
Institut national de recherche pédagogique. y Conservatoire national des arts et métiers (France). Chaire de formation des adultes., eds. Action et identité: Enjeux pour la recherche en formation. Paris: Institut national de la recherche pédagogique, 2001.
Lessard-Hébert, Michelle. Recherche action en milieu éducatif. Montréal, Qué: Agence d'ARC, 1991.
1951-, Hugon Marie-Anne, Seibel Claude 1934- y Institut national de recherche pédagogique (France), eds. Recherches impliquées, recherches action: Le cas de l'éducation : synthèse des contributions et des débats du colloque. Bruxelles: De Boeck Université, 1988.
Hinchey, Patricia H. Action research primer. New York: Peter Lang, 2008.
Hinchey, Patricia H. Action research primer. New York: Peter Lang, 2008.
Marie-Anne, Hugon, Seibel Claude y Institut national de recherche pédagogique., eds. Recherches impliquées: Recherches action : le cas de l'éducation ; synthèse des contributions et des débats du Colloque organisé par l'Institut national de recherche pédagogique, (I.N.R.P.) Paris, les 22, 23 et 24 octobre 1986. Bruxelles: De Boeck-Wesmael, 1988.
Mertler, Craig A. Action research: Teachers as researchers in the classroom. 2a ed. Thousand Oaks, CA: Sage Publications, 2009.
Mertler, Craig A. Action research: Teachers as researchers in the classroom. Thousand Oaks, Calif: SAGE Publications, 2006.
Lessard-Hébert, Michelle. Recherche-action en milieu éducatif: Guide méthodologique pour la réalisation de projets individuels. Montréal: Éditions Nouvelles, 1997.
Capítulos de libros sobre el tema "Recherche-action en éducation – Sémiotique":
Guay, Marie-Hélène y Luc Prud’homme. "La recherche-action". En La Recherche en éducation, 235–67. Les Presses de l’Université de Montréal, 2018. http://dx.doi.org/10.1515/9782760639331-011.
Charron, Annie. "La recherche-action en petite enfance". En La recherche en éducation à la petite enfance, 401–30. Presses de l'Université du Québec, 2021. http://dx.doi.org/10.2307/j.ctv2ks6wb9.23.
Charron, Annie. "La recherche-action en petite enfance". En La recherche en éducation à la petite enfance, 401–29. Presses de l'Université du Québec, 2021. http://dx.doi.org/10.1515/9782760553378-021.
La fortune, Louise, Suzanne Jacob y Danièle Hébert. "Vers une formation continue dans une optique métacognitive Une recherche-action-formation". En Pour une pensée réflexive en éducation, 133–54. Presses de l'Université du Québec, 2000. http://dx.doi.org/10.2307/j.ctv18pgm0v.10.
Carignan, Isabelle, Marie-Christine Beaudry y François Larose. "Introduction : pour une plus grande reconnaissance de la recherche innovante en éducation". En La recherche-action et la recherche-développement au service de la littératie, 1–5. Éditions de l'Université de Sherbrooke, 2016. http://dx.doi.org/10.17118/11143/8806.
Lerbet-Sereni, Frédérique, Teresa Ambrósio †, Christian Gérard y Idalia Sá-Chaves. "Le complexe éducation-formation : action-recherche-décision politique-régulation sociale". En Intelligence de la complexité, 417–22. Hermann, 2013. http://dx.doi.org/10.3917/herm.lemo.2013.01.0417.
Balssa, Floriane, Véronique Lespinet-Najib y Isabelle Bazin. "Éthiques inclusives en éducation". En Éthiques inclusives en éducation, 161–82. Champ social, 2023. http://dx.doi.org/10.3917/chaso.kohou.2023.01.0162.
Le Bossé, Yann, Bruno Bourassa, Geneviève Fournier y Josiane Roy-Lafrenière. "La recherche-action comme outil de changement : un positionnement épistémologique illustré par une démarche de coconstruction des connaissances sur le développement du pouvoir d’agir des personnes et des collectivités". En Éducation et vie au travail. Tome 3, 45–60. Les Presses de l’Université de Laval, 2016. http://dx.doi.org/10.1515/9782763730677-005.
Simbagoye, Athanase. "Internet et médias technologiques, outils cognitifs de médiation du savoir en classe de français dans un contexte de recherche-action". En Création de dispositifs didactiques et enseignement-apprentissage diversifié en littératie : vers une valorisation de la recherche-développement et de la recherche-action en éducation, 58–75. Éditions de l’Université de Sherbrooke, 2017. http://dx.doi.org/10.17118/11143/10125.
Viau, Joanie y Isabelle Carignan. "Le rappel du texte au 2e cycle du primaire : une recherche-développement". En Création de dispositifs didactiques et enseignement-apprentissage diversifié en littératie : vers une valorisation de la recherche-développement et de la recherche-action en éducation, 23–36. Éditions de l’Université de Sherbrooke, 2017. http://dx.doi.org/10.17118/11143/10116.