Literatura científica selecionada sobre o tema "Éducation des jeunes visiteurs"
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Artigos de revistas sobre o assunto "Éducation des jeunes visiteurs"
Courvoisier, François H., e Antonia Jaquet. "L’interactivité et l’immersion des visiteurs". Décisions Marketing N° 60, n.º 4 (1 de dezembro de 2010): 67–71. http://dx.doi.org/10.3917/dm.060.0067.
Texto completo da fonteFirst Rider, Wanda, Aubrey Jean Hanson, Angela Houle, Patricia McCallum, Teresa M. Miles, Maureen Plante e Erin Spring. "Changing the Story: Indigenous Youth Belong in Post-Secondary Education". Alberta Journal of Educational Research 70, n.º 1 (13 de março de 2024): 83–97. http://dx.doi.org/10.55016/ojs/ajer.v70i1.77459.
Texto completo da fonteFord, Philip. "An Early French Renaissance Salon: The Morel Household". Renaissance and Reformation 40, n.º 1 (1 de janeiro de 2004): 9–20. http://dx.doi.org/10.33137/rr.v40i1.8942.
Texto completo da fonteRahm, Jrène, Marie-Paule Martel-Reny e Violène Simard. "« J’aime jardiner et rapporter quelque chose à la maison. » Le jardin botanique comme espace éducatif non formel et outil de développement des jeunes". Éducation et francophonie 43, n.º 1 (1 de maio de 2015): 80–96. http://dx.doi.org/10.7202/1030182ar.
Texto completo da fonteChampagne, Marie-Ève. "L’incidence des outils pédagogiques sur la visite des adolescents au musée". Article quatre 5, n.º 2 (8 de outubro de 2015): 132–61. http://dx.doi.org/10.7202/1033518ar.
Texto completo da fonteCoulaud, Philippe. "Les enfants de l'immigration et les honneurs de la cimaise. Radiographie d'une exposition". Migrants formation 61, n.º 1 (1985): 33–35. http://dx.doi.org/10.3406/diver.1985.6365.
Texto completo da fonteGeisler, Donatile, Céline Clement e Florian Citarelli. "Analyse des besoins en éducation thérapeutique de jeunes porteurs de déficience visuelle suivis dans un dispositif d’accompagnement adapté". Education Thérapeutique du Patient - Therapeutic Patient Education 13, n.º 2 (2021): 20201. http://dx.doi.org/10.1051/tpe/2021012.
Texto completo da fonteTissier, Gianna, Christine Alais, Evelyne Charrier-Jassin, Ingrid Davenne, Annie Maurel-Ollivier e Dominique Raynaud. "Soins et éducation des jeunes enfants handicapés". EMC - Pédiatrie - Maladies infectieuses 1, n.º 1 (janeiro de 2006): 1–15. http://dx.doi.org/10.1016/s1637-5017(06)74525-2.
Texto completo da fonteÉmond, Anne-Marie. "Identifying a Conceptual Framework for the Study of Visitors’ Verbalizations of Self-Awareness while Exploring Contemporary Art in a Museum Context". Canadian Review of Art Education: Research and Issues / Revue canadienne de recherches et enjeux en éducation artistique 43, n.º 1 (17 de outubro de 2016): 153. http://dx.doi.org/10.26443/crae.v43i1.23.
Texto completo da fonteBélisle, Rachel. "Éducation non-formelle et contribution à l’alphabétisme". Ethnologies 26, n.º 1 (11 de agosto de 2006): 165–83. http://dx.doi.org/10.7202/013345ar.
Texto completo da fonteTeses / dissertações sobre o assunto "Éducation des jeunes visiteurs"
Gewerc, Monique. "Formation culturelle des enseignants : qu'offrent les musées de la ville de Rio de Janeiro ?" Electronic Thesis or Diss., Université Côte d'Azur, 2022. http://www.theses.fr/2022COAZ2002.
Texto completo da fonteThis thesis seeks to understand the contribution of art museums in the city of Rio de Janeiro as a locus of cultural and aesthetic training for teachers in the early years of basic education and the relationship that teachers establish with these cultural spaces. Understanding cultural training as a right and part of teacher training implies assuming diversity, continuity and mediation as part of ethical, political and aesthetic principles of humanizing teacher training. Cultural formation is configured in an intentional, continued, mediated, reflexive and shared process that provides aesthetic experiences so that cultural formation is not just a veneer that represents only one voice. With the support of authors from the field of Education and Museum Education, the concept of aesthetic and cultural formation is approached from a theoretical review, from the perspective of teachers and museum educators. An online questionnaire, interviews and document analysis were the data production tools used. The research findings indicated that, despite an underutilization of the art museum as a place of formation, the investigated museums offer activities that prioritize the authorship and creativity of teachers in a process that involves listening and the permeability of knowledge. As for the teachers, it was possible to observe that the concept of cultural training is not clear and, in general, the idea of access to legitimate cultural goods prevails as a model. This perception affects the relationship that the teacher establishes with the city's cultural facilities and the compensatory vision that runs through his practice with children. However, it was also possible to observe the emergence of dissonant voices that associate a cultural formation with a sensitive formation that transforms the subjectivity of the subject and privileges diversity and otherness
Doucet-Dahlgren, Anne-Marie. "Lorsque les parents agissent : études d'actes éducatifs envers les jeunes enfants". Paris 10, 2002. http://www.theses.fr/2002PA100071.
Texto completo da fonteOur research is in keeping with the field of interactive investigations based on theoretical perspectives of Vygotsky and Bruner. Thes scholars highlight that the influence of a family'social envirnment and its childrearing practices is essential for a child's development and upbringing. From the issues raised on famiy practices, we have chosen to focus our study on child-rearing acts from the parental point of view. The aim is to determine the structure of the main behavioural components of acts carried out by both parents upon their child in daily interactions. The data are collected through observations and interviews with middle class families. Nine parental couples selected are first time parents and their children (five boys and four girls) are twenty four months old and do not attend nursery school. .
Mathieu-Cabouat, Sophie. "Jeunes handicapés et éducation spéciale : pour une philosophie contractuelle". Montpellier 1, 1987. http://www.theses.fr/1987MON10027.
Texto completo da fonteGuednaoui, Mina. "Délinquance cachée et éducation familiale chez les jeunes filles immigrées maghrébines". Paris 5, 1985. http://www.theses.fr/1985PA05H037.
Texto completo da fonteLeclercq, Suzelle. "L'école maternelle et la socialisation des jeunes enfants : les effets de la première année de préscolarisation sur l'évolution des processus de socialisation de jeunes enfants". Paris 5, 1993. http://www.theses.fr/1993PA05H038.
Texto completo da fonteIn france, earlier and earlier massive preshooling constitutes a real social phenomenen. What are the concrets effects of the first year of preshooling for children aged from two to four ? according to one of the objectives attributed to nursery schools which is "to socialise", performances of about hundred children have been valued during usual school activities: daily activities in relation with the body, the graphic description of the human body, communicative and linguistic activities, productive and receptive activities. The comparative synchronic and diachronic analysis of the results, in each of these studies at the beginning and at the end of the school year, achieved by boys and girls coming from environments, either more or less favoured, taken in classrooms or in home classes, show the statistically significant effects due to sex, to the socio-cultural environment, to the method of schooling through space at school and their interactions on children's performances
Gilles, Florent. "Soumission, révolte, sexualité : l'éducation des jeunes filles de Mme de Lafayette à Sade". Thesis, Reims, 2016. http://www.theses.fr/2016REIML006/document.
Texto completo da fonteThis thesis deals with how to define the literary report of the nubile young girl breaking into the world and its link to the historical, social and cultural reality in the end of the 17th century and 18th century. How the fictional model of the young girl and the reality interfere in each other? With the help of " gender studies", we will take interest in literature as an active participant of the cultural construction of genres , and in this era as the birth of a kind of feminism. The young girls missing or deliberately incomplete education , appears as a foundation course to the future enslaved condition of woman of this era, to the role given to the feminin gender by society. The word education is to be understood in a larger way: intellectual education, moral education but also sentimental and sexual education. From this perspective, our corpus joins together three types of works, really different works, in order to have an overview on this phenomenon: moral and major works, loose and minor works, and works of female yet successful writers from the 18th century
Constant, Paule. "L'éducation des jeunes filles de l'aristocratie (du seizième au dix-neuvième siècle)". Paris 4, 1987. http://www.theses.fr/1986PA040302.
Texto completo da fonteThe purpose of this thesis is to study the education of young girls within a class of society which extolled them as the very paragons of their sex. The analysis of the principles of this education and its material organization, as well as of the intellectual and ethical moulding of the "damsel" and her training at social life draws from a variety of sources - such as written works or documents which are specific expressions of women and the feminine world (letters, conversations, memories, memoirs, records, newspapers): texts inspired by religion or the church (convent rules, statutes and constitutions, converses, counsels and advice); works aiming more especially at some form of education (plays, tales, novels, gazettes, charades). . . In short the whole study tends to demonstrate how the permanence of a grand design purporting to bring up and train the "damsel" in such ways as to eventually establish and maintain her as a model or mythical mirror of the ideal feminity was insured throughout a long period of French history running from the sixteenth to the nineteenth centuries
Bourgalais, Patrick. "Les miroirs du silence : l'éducation des jeunes sourds dans l'Ouest (1800 – 1934)". Rennes 2, 2005. http://www.theses.fr/2005REN20035.
Texto completo da fonteThis study concerns the logics and the stakes in the educational coverage of the young deaf persons in the West of France, the Revolution on the eve of the Second World War. It presents the education of the deaf persons as the result of a collective construction which elaborates from a certain representation of the social link and as the expression of a political mediation of the State. The action of authorities thus appears as a compromise ceaselessly renewed under the situation of economic, social and political factors which exceed widely the frame of the education of deficient hearing. So, the speeches on the deafness reflect not both the real condition of the deaf persons and the major preoccupations of time for the society. The distance between the speeches which legitimize the public intervention and their reality is in the center of the thesis
Kébé, Ndèye Anta. "L'abandon scolaire des jeunes femmes au niveau du secondaire au Sénégal". Master's thesis, Université Laval, 2018. http://hdl.handle.net/20.500.11794/34899.
Texto completo da fonteLoussouarn, Sophie. "La transmission du savoir aux jeunes filles en Angleterre au dix-huitième siècle". Paris 4, 1996. http://www.theses.fr/1996PA040267.
Texto completo da fonteThe age of enlightenment has highly contributed to the development of girls' education which had been previously neglected. English moralists were very critical of the emphasis placed on accomplishments and tended to stress the importance of academic knowledge instead. Educationalists did not advocate the same education for boys and girls. They built up their syllabus in view of the future awaiting the girls. Nevertheless, education reflected the privilege of birth and the wealth of a family at a time when education was left to the appreciation of parents and relatives. The family remained the best place for the nurture of young girls belonging to the aristocracy, who were overseen by a governess sometimes assisted by tutors. More and more schoolbooks were produced to create a written basis for education. Henceforth a network of schools developed in England giving rise to debate on the most appropriate place for the acquisition of knowledge. Boarding schools and day schools provided for the academic education of the wealthiest young ladies, while charity-schools were being opened by philanthropists, in order to enable poor girls and orphans to acquire the basics, then skills, before apprenticeship. Conduct-books were the mirror of the traditional image of woman. Furthermore, the theories of education drafted innovative teaching methods and yet, the gap between theory and practise, the clash between novelty and tradition, the conflict between progress and archaism were very much in evidence. The eighteenth-century is nonetheless a milestone in girls' education in England
Livros sobre o assunto "Éducation des jeunes visiteurs"
Commission des Communautés européennes. Direction générale audiovisuel, information, communication et culture. Éducation et formation. Luxembourg: Office des publications officielles des Communautés européennes, 1991.
Encontre o texto completo da fonteJean, Cluzel, e Démocratie Médias, eds. Jeunes, éducation et violence à la télévision. Paris: Presses universitaires de France, 2003.
Encontre o texto completo da fonteAichhorn, August. Jeunes en souffrance: Psychanalyse et éducation spécialisée. 2a ed. Nimes: Édition Champ social, 2005.
Encontre o texto completo da fonted'information, Centre de liaison de l'enseignement et des moyens. La radio, média des jeunes. Paris: CFPJ Éditions, 2002.
Encontre o texto completo da fonteFrance. Office national d'information sur les enseignements et les professions. Jeunes déficients moteurs: Etablissements : éducation, scolarisation, formation professionnelle. Marne-la-Vallée]: Onisep, 1997.
Encontre o texto completo da fonteViewegh, Michal. L' éducation des jeunes filles en Bohême: Roman. [Paris]: Flammarion, 1997.
Encontre o texto completo da fonteMata, Fernando G. Les Jeunes noirs de Toronto: Tour de horizon. Ottawa, Ont: Politique et Recherches, Multiculturalisme, Multiculturalisme et Citoyenneté, 1989.
Encontre o texto completo da fonteMbembé, J. A. Les jeunes et l'ordre politique en Afrique noire. Paris: L'Harmattan, 1985.
Encontre o texto completo da fonteAndres, Lesley. Recherches stratégiques au sujet des jeunes Canadiens: Transitions chez les jeunes femmes. Hull, Qué: Développement des ressources humaines Canada, 2002.
Encontre o texto completo da fonteP, Bagot J., ed. Morale du chrétien: Pour jeunes et adultes. Paris: Desclée, 1986.
Encontre o texto completo da fonteCapítulos de livros sobre o assunto "Éducation des jeunes visiteurs"
"Éducation et emploi des jeunes". In Études économiques de l'OCDE : Suède, 101–42. OECD, 2009. http://dx.doi.org/10.1787/eco_surveys-swe-2008-4-fr.
Texto completo da fonte"Éducation et accueil des jeunes enfants". In L'éducation aujourd'hui, 11–17. OECD, 2011. http://dx.doi.org/10.1787/edu_today-2010-4-fr.
Texto completo da fonteTrinh, Thi-Linh, e Nathalie Oubrayrie-Roussel. "Pratiques éducatives parentales et mobilisation scolaire des jeunes Vietnamiens". In Précarités et éducation familiale, 278. ERES, 2011. http://dx.doi.org/10.3917/eres.zaouc.2011.01.0278.
Texto completo da fonteKerivel, Aude. "9. L’affirmation d’islam chez les jeunes des quartiers populaires : rationalités subjectives et dynamiques intersubjectives". In Éducation et diversité, 163–76. Presses universitaires de Rennes, 2021. http://dx.doi.org/10.4000/books.pur.147245.
Texto completo da fonteFlorin, Agnès, e Solène Mainterot-Macé. "Relations d'attachement des jeunes enfants dans la famille et en crèche". In Précarités et éducation familiale, 191. ERES, 2011. http://dx.doi.org/10.3917/eres.zaouc.2011.01.0191.
Texto completo da fonteGoldstein, Évelyne, e Monique Allès-Jardel. "Styles éducatifs parentaux et résilience scolaire de jeunes Français et Israéliens". In Précarités et éducation familiale, 307. ERES, 2011. http://dx.doi.org/10.3917/eres.zaouc.2011.01.0307.
Texto completo da fonteRobin, Monique. "Incertitudes du monde du travail et fonctionnement des familles avec de jeunes enfants". In Précarités et éducation familiale, 85. ERES, 2011. http://dx.doi.org/10.3917/eres.zaouc.2011.01.0085.
Texto completo da fonteFrau-Meigs, Divina. "2. Violence et sens des valeurs". In Socialisation des jeunes et éducation aux médias, 63–94. Érès, 2011. http://dx.doi.org/10.3917/eres.fraum.2011.01.0063.
Texto completo da fonteFrau-Meigs, Divina. "Pour poursuivre la réflexion". In Socialisation des jeunes et éducation aux médias, 3–6. Érès, 2011. http://dx.doi.org/10.3917/eres.fraum.2011.01.0003.
Texto completo da fonteFrau-Meigs, Divina. "3. Pornographie et désarroi des corps et des sentiments". In Socialisation des jeunes et éducation aux médias, 95–126. Érès, 2011. http://dx.doi.org/10.3917/eres.fraum.2011.01.0095.
Texto completo da fonteTrabalhos de conferências sobre o assunto "Éducation des jeunes visiteurs"
Aragón Ronsano, Flavia. "Renata Mauperin, la liberación de la feminidad a través del elemento líquido". In XXV Coloquio AFUE. Palabras e imaginarios del agua. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/xxvcoloquioafue.2016.3882.
Texto completo da fonte