Literatura científica selecionada sobre o tema "Éducation française"
Crie uma referência precisa em APA, MLA, Chicago, Harvard, e outros estilos
Índice
Consulte a lista de atuais artigos, livros, teses, anais de congressos e outras fontes científicas relevantes para o tema "Éducation française".
Ao lado de cada fonte na lista de referências, há um botão "Adicionar à bibliografia". Clique e geraremos automaticamente a citação bibliográfica do trabalho escolhido no estilo de citação de que você precisa: APA, MLA, Harvard, Chicago, Vancouver, etc.
Você também pode baixar o texto completo da publicação científica em formato .pdf e ler o resumo do trabalho online se estiver presente nos metadados.
Artigos de revistas sobre o assunto "Éducation française"
Poujol, Geneviève. "Éducation populaire : une histoire française". Hermès 42, n.º 2 (2005): 126. http://dx.doi.org/10.4267/2042/8993.
Texto completo da fonteSaint-Martin, Jean. "Philippe Tissié ou l’éducation physique au secours de la dégénérescence de la jeunesse française (1888-1935)". Revue d’histoire de l’enfance « irrégulière » N° 8, n.º 1 (1 de dezembro de 2006): 119–32. http://dx.doi.org/10.3917/rhei.008.0119.
Texto completo da fonteBlanchard, Serge, Pierre Vrignaud, Noëlle Lallemand, Odile Dosnon e Monique Wach. "Validation de l’échelle de motivation en éducation auprès de lycéens français". L’Orientation scolaire et professionnelle 26, n.º 1 (1997): 33–56. http://dx.doi.org/10.3406/binop.1997.1175.
Texto completo da fonteLardellier, Pascal. "« Les Grands Buffets », une éducation commensale". Recherches en Communication 48 (14 de julho de 2020): 165–86. http://dx.doi.org/10.14428/rec.v48i48.57203.
Texto completo da fonteBoutouchent, Fadila, Heather Phipps, Cathleen Armstrong e Marie-Ève Vachon-Savary. "Intégrer les perspectives autochtones : regards réflexifs sur le curriculum de la Saskatchewan et sur quelques pratiques en formation des maîtres en éducation française". Autochtonisation de l’éducation en milieu minoritaire 31, n.º 1 (23 de abril de 2019): 127–53. http://dx.doi.org/10.7202/1059129ar.
Texto completo da fonteCarrère, Jean-Paul. "Scolarisation, éducation et familles gitanes - Perpignan". Diversité 159, n.º 1 (2009): 108–10. http://dx.doi.org/10.3406/diver.2009.3200.
Texto completo da fonteCormier, Gail. "L’harmonie de la musique et l’identité linguistique : l’a/r/tographie avec des futurs enseignants". Special Issue - Notes from the Field 55, n.º 3 (9 de novembro de 2021): 718–25. http://dx.doi.org/10.7202/1083433ar.
Texto completo da fonteLepetit, Gildas. "Brigands ou soldats ?" Revue Historique des Armées 269, n.º 4 (1 de dezembro de 2012): 3–10. http://dx.doi.org/10.3917/rha.269.0003.
Texto completo da fonteBruller, Isabelle. "Une éducation française : Claude Gondard X65, Ingénieur et artiste". Bulletin de la Sabix, n.º 47 (1 de setembro de 2010): 91–103. http://dx.doi.org/10.4000/sabix.953.
Texto completo da fonteClaverie, Éric, Julien Krier e Jean-François Loudcher. "L’UFOLEP et sa commission scolaire sous la Quatrième République française : de la réhabilitation à l’embellie d’une voie sportive laïque dans l’école élémentaire". Sport History Review 52, n.º 1 (1 de maio de 2021): 109–34. http://dx.doi.org/10.1123/shr.2020-0019.
Texto completo da fonteTeses / dissertações sobre o assunto "Éducation française"
Lacroix, Sandrine. "Culture, handicap et éducation : l'émergence d'une culture sourde en Polynésie française". Thesis, Polynésie française, 2014. http://www.theses.fr/2014POLF0010/document.
Texto completo da fonteAcross the past centuries, the Deaf people of what constitutes now French Polynesia seem to have blended into the "cultural background" of their lands and their community without leaving trace, neither in myths and legends, nor in the ethnological literature. Today, invisible and silent, they are nevertheless trying to emerge from anonymity while socially constructing themselves on bases other than sole hearing deficiency. By the means of an extensive field study, this anthropology thesis built around the concepts of vulnerability, disability and inclusion, explores the claim, whether collective or individual, of a deaf cultural identity in those islands. In contemporary French Polynesia, a place in search of cultural redefining, what are the representations upon which social spaces weave the relations with these "different" people? How do Deaf people define themselves? What is or what could be their sign language?
Ulma, Dominique. "Ouvrir l'école primaire française à la dimension européenne : enjeux et pespectives". Paris 10, 2003. http://www.theses.fr/2003PA100094.
Texto completo da fonteIn today's European context and to fulfil the new stakes it is defining, it is necessary for everyone, and in particular for the teacher training and educational authorities, to equip themselves with fresh conceptual tools so as to integrate plurality and complexity, as well as the tensions and the paradoxes they bring about, into their value system. The school system can react positively to this new paradigm, for it is the privileged ground where new policier and teaching methods can be implemented; they should be adapted to the structures of tomorrow's world, for the sake of today's pupils and, above all, of those who can only rely on school to learn. What does the concept of European dimension cover? Why should it happen in school? How can it be taken into account today, for tomorrow? What about the goals, the training methods, the contents, the approaches, the teaching aids?
Motte, Martin. "Une éducation géostratégique : la pensée navale française de la Jeune École à 1914". Paris 4, 2001. http://www.theses.fr/2001PA040025.
Texto completo da fonteHuberlant, Gérard. "Éducation et bonheur chez Jean-Jacques Rousseau". Paris 8, 2002. http://www.theses.fr/2002PA083666.
Texto completo da fonteBaraona, Geneviève. "Littérature d'écrivains d'expression française (quatre études de cas) : des clés pour une éducation à l'interculturel ?" Thesis, Paris 10, 2009. http://www.theses.fr/2009PA100189.
Texto completo da fonteThe sudden emergence of culture in its multiple shapes results in placing man at the heart of society's problems and thereby at the heart of what training should be: which kind of man should school and university train, given that the world's complexity is reflected in the increasing diversity of learners? The manifold features of teaching or training situations have just been factored in, mostly through language didactics, a new research field of human sciences, with a specific focus on teaching French as a second language. Understanding the language and the culture of others as well as being able to communicate should make for the transmission of human values and experiences. "Intercultural skills" are more and more mentioned. They imply a frame of mind that is conducive to speakers thinking about their own culture and identity and analysing such notions as representativeness, stereotype , identity and otherness. How can people be trained to such skills, given that they are learnt over time and advocate uncertainty and questioning as their core features?The literatures of exiled French-writing novelists who have changed languages to write display all the characteristics of linguistic and cultural diversity: they write about change, in-betweeness, they have asked themselves -especially in their autobiographies- on the vital consequences of language and location change: four autobiographical works, /Nord perdu/ by Nancy Huston, /Paris-Athènes/ by Vassilis Alexakis, /L’analphabète /by Agota Kristof and /Quatre mille marches/ by Ying Chen, will be approached through such an identity-related approach and the choice of linguistice diversity; learning and speaking the language of others poses an overriding challenge, writing the language of others; when exile fosters off-centre thinking, it also prompts creative distance, prodded by questioning ; in this respect their works are genuine "intercultural literary writings" to be studied as part of linguistic studies. Cutting across languages, whether native, second or foreign, such works, might make up some core cross-curriculum base for intercultural studies. Re-introducing literature in studies might, at last, give such writings the role of cultural and intercultural medium
Jelisavac, Bevanda Jovanka. "Éducation préscolaire et besoins fondamentaux de l'enfant : quelques expériences européennes comparées à la configuration française". Saint-Etienne, 2009. http://www.theses.fr/2009STET2134.
Texto completo da fonteAlves, de Moraes Rozania Maria. "Didactisation de documents en langue française diffusés sur Internet". Grenoble 3, 2005. http://www.theses.fr/2005GRE39028.
Texto completo da fonteFarraudière, Yvette. "Ecole et société en Guyane française". Paris 8, 1987. http://www.theses.fr/1987PA080181.
Texto completo da fonteProblems are focussed on the exportation of the french educational system towards a thinly populated territory, poorly developed by over two centuries of french colonization. The school system in french guiana works in a multiracial and cosmopolitan society whose most important stages of development are : slavery, penal servitude, the discovery and exploitation of gold, the accession to departmental status, the building of the space center at kourou and the strong rise of immigration observable currently. Historical methodology has made it possible to take advantage of diversified materials (historical records concerning the colonial period and topical documents, notably the statistics of the national education departments) has enabled to disclose : - the permanence of the assimilating dynamic which increased in the 19th century with the application of jules ferry's school laws to guiana in 1888 ; - the materialization of the ideology of progress which has made guiana eligible for the most prestigious solutions regarding education (grammar-schools, hight-schools, university. . . ), despite the pregnancy of the difficulties connected with the physical and human environment;. 87 000 inhabitants in 1987 scattered over 90 000 square kilometers in an equatorial area, covered to a 90% extent by forests and the interior of which is. .
Jégo, Pierre-Yves. "La langue française dans la coopération linguistique et éducative : le cas marocain". Paris 8, 1995. http://www.theses.fr/1995PA081046.
Texto completo da fonteMorocco, ex-protectorate of france, 40 years after his independance keeps on maintaining the french language. The survival of french as a no native language in the actual morocco, depends of socio-cultural and socio-economic factors influenced by the home and foreign state policy. The educative system is arabisted from the first primary school year up to the last year of the secondary cycle, but the universitary studies in scientific and technology fields so as the further education for adults are realised in french : people must be proficient in this language in order to obtain universitaty and professional diplomas. A linguistic polemic "french arab" exist in the moroccan society. The thesis shows that, nowaday in morocco, the french language is muting as a complementary tongue of the arabic language. Its statute is evolving to the state of a moroccan language following up and significatively the morocco's french speaking countries politic choices in his home, foreign and economic policy. The french-moroccan co-operation is instrumenting in developing those options
Ostiguy, Hugues. "L'influence du contact avec la communauté francophone sur la compétence en français d'élèves d'immersion française". Thesis, Université Laval, 2007. http://www.theses.ulaval.ca/2007/24396/24396.pdf.
Texto completo da fonteLivros sobre o assunto "Éducation française"
Bordeleau, Louis-Gabriel. L' Éducation française en Ontario à l'heure de l'immersion. Toronto, Ont: Conseil de l'Éducation franco-ontarienne, 1988.
Encontre o texto completo da fonteBeauchesne, André. L' éducation interculturelle: Guide de ressources en langue française. Montréal: Conseil scolaire de l'île de Montréal, 1988.
Encontre o texto completo da fonteBordeleau, L. Gabriel. L' éducation française en Ontario à l'heure de l'immersion. [Toronto: Conseil de l'éducation franco-ontarienne], 1988.
Encontre o texto completo da fontel'Ontario, Association canadienne-française de, ed. L' éducation postsecondaire en français: Position de l'Association canadienne-française de l'Ontario (ACFO) : grande orientation. Vanier, Ont: Association canadienne-française de l'Ontario, 1988.
Encontre o texto completo da fonteBeauchesne, André. L' école française à clientèle pluriethnique de l'île de Montréal: Situation du français et intégration psychosociale des élèves. Québec, Qué: Conseil de la langue française, 1987.
Encontre o texto completo da fonteLebecq, Pierre-Alban. Paschal Grousset: Sport et éducation physique à la française, 1888-1909. Paris: Riveneuve éditions, 2013.
Encontre o texto completo da fonte1956-, Labrie Normand, e Lamoureux Sylvie 1966-, eds. L' éducation de langue française en Ontario: Enjeux et processus sociaux. Sudbury: Prise de parole, 2003.
Encontre o texto completo da fonteDominique, Julia, e Institut national de recherche pédagogique (France). Service d'histoire de l'éducation., eds. Les enfants de la patrie: Éducation et enseignement sous la Révolution française. Paris [France]: Service d'histoire de l'éducation, Institut national de recherche pédagogique, 1989.
Encontre o texto completo da fonteBordeleau, Louis-Gabriel. Besoins en formation du personnel enseignant des écoles de langue maternelle française. Québec, Qué: Association canadienne d'éducation de langue française, 1993.
Encontre o texto completo da fonteMotte, Martin. Une éducation géostratégique: La pensée navale française de la jeune école à 1914. Paris: Economica, 2004.
Encontre o texto completo da fonteCapítulos de livros sobre o assunto "Éducation française"
Vaillant, Henri. "Chapitre 11: Bibliographie Française — Classement chronologique". In Les rythmes éducatifs dans la philosophie de Whitehead, editado por Jean-Marie Breuvart, 239–50. Berlin, Boston: DE GRUYTER, 2005. http://dx.doi.org/10.1515/9783110322064.239.
Texto completo da fonteRoquand-Wagner, E., E. Taupiac e G. Racapé. "Famille et trisomie 21 : aspects médicaux, éducatifs et sociaux". In 42es Journées nationales de la Société Française de Médecine Périnatale (Montpellier 17–19 octobre 2012), 81–99. Paris: Springer Paris, 2013. http://dx.doi.org/10.1007/978-2-8178-0385-2_8.
Texto completo da fonteArneton, Mélissa, Morgan Kitzmann, Xavier Thierry e Bertrand Geay. "Éthiques inclusives en éducation". In Éthiques inclusives en éducation, 199–212. Champ social, 2023. http://dx.doi.org/10.3917/chaso.kohou.2023.01.0200.
Texto completo da fonteIssaïeva, Élisabeth, Esteban Giron Mercedes e Yannick Garime. "Éthiques inclusives en éducation". In Éthiques inclusives en éducation, 185–97. Champ social, 2023. http://dx.doi.org/10.3917/chaso.kohou.2023.01.0186.
Texto completo da fonteNiedzwialowska, Nathalie. "Une éducation physique française « terriblement sportive » ?" In Études sur l’EPS du Second Vingtième Siècle (1945-2005), 215–30. Artois Presses Université, 2009. http://dx.doi.org/10.4000/books.apu.8311.
Texto completo da fonteBozec, Géraldine. "8. Nationalisme cognitif et représentations ethnicisées des publics scolaires à l’école primaire française". In Éducation et diversité, 149–62. Presses universitaires de Rennes, 2021. http://dx.doi.org/10.4000/books.pur.147235.
Texto completo da fonte"Orientation bibliographique (en langue française)". In Une introduction à la pensée économique en éducation, 211–13. Presses Universitaires de France, 1998. http://dx.doi.org/10.3917/puf.delam.1998.01.0211.
Texto completo da fonteKaci, Maxime. "Citoyenneté modelée, citoyenneté modulée : les rites et cérémonies publics durant la Révolution française". In Citoyenneté et éducation par la société, 73–84. Presses universitaires de Franche-Comté, 2019. http://dx.doi.org/10.4000/books.pufc.12272.
Texto completo da fonteMathieu, Lilian. "13. Soutenir les familles sans papiers. L’engagement dans le Réseau éducation sans frontières". In Les nouvelles frontières de la société française, 317–38. La Découverte, 2012. http://dx.doi.org/10.3917/dec.fassi.2012.03.0317.
Texto completo da fonteHUMBERT, Philippe. "Documenter les variations du français pour mieux promouvoir l’enseignement de la norme en Afrique". In L’expansion de la norme endogène du français en francophonie, 143–60. Editions des archives contemporaines, 2023. http://dx.doi.org/10.17184/eac.7151.
Texto completo da fonteTrabalhos de conferências sobre o assunto "Éducation française"
Díaz Rodríguez, Cristian. "L’eau : inodore, incolore et insipide ? Un mensonge phraséologiquement inacceptable". In XXV Coloquio AFUE. Palabras e imaginarios del agua. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/xxvcoloquioafue.2016.3146.
Texto completo da fonteCatros, S., M. Fenelon, A. Rui, K. Ross, D. Marcio, B. Angel, M. D. S. Luis et al. "Création d’un site internet Européen de formation au sevrage tabagique". In 66ème Congrès de la SFCO. Les Ulis, France: EDP Sciences, 2020. http://dx.doi.org/10.1051/sfco/20206603002.
Texto completo da fonte