El objetivo del presente trabajo es analizar las iconografías que hacen referencia a la femme fatale dentro de la obra poética de Amalia Guglielminetti. En ellas se reflejan los deseos de ...emancipación y libertad femeninos, fruto de los cambios sociales que se dieron a principios del siglo xx en Italia. Se propone un método innovador de aplicación didáctica para las aulas, el Aprendizaje Basado en Proyectos (abp), en el que, a través de la investigación por grupos, los alumnos sean capaces de adquirir conocimientos sobre los estudios de género de manera autónoma para, después, ponerlos en común con los compañeros de clase.
Les difficultés liées à l’enseignement de l’oral s’expliquent en partie par le manque de critères bien définis permettant son évaluation (Nonnon, 1999, 2016) et par des gabarits de progression plutôt ...vagues (Gagnon, Bourhis & Bourdages, 2020). À l’aide d’un outil d’évaluation de l’oral narré reprenant les dimensions constitutives d’une production orale chez des élèves du primaire, nous avons analysé un corpus de narrations orales spontanées de 32 élèves de 6 à 10 ans, prises à deux moments : l’un avant une séquence d’enseignement sur le conte, et l’autre après. Des analyses quantitatives et qualitatives ont été menées afin de décrire les récits obtenus et de vérifier si la grille utilisée atteste de variations interindividuelles et de progrès, signes de son efficacité pour l’enseignement et la recherche. Les récits post-séquence s’avèrent plus longs et mieux construits sur le plan narratif, sans que le vocabulaire ne soit plus riche ou les structures grammaticales plus complexes. Nos analyses qualitatives rendent compte des croisements entre dimensions narratives et linguistiques, suggérant la présence de profils de conteuses et conteurs. Les résultats permettent d’élaborer certaines recommandations sur les objectifs d’apprentissage et l’organisation de l’enseignement de l’oral au primaire.
Evaluation and description of oral stories in primary school: some ideas for a didactic theory.
The difficulties associated with oral narrative teaching intervention can be explained in part by the lack of well-defined criteria for its assessment (Nonnon, 1999, 2016) and by rather vague progression standards (Gagnon, Bourhis & Bourdages, 2020). Using an oral narrative assessment grid that takes up the constituent dimensions of oral production in elementary school students, we analyzed a corpus of spontaneous oral narrations of 32 students aged 6 to 10, taken at two points in time: one before a didactic intervention on storytelling, and the other after. Quantitative and qualitative analyses were conducted to describe the after. Quantitative and qualitative analyses were conducted to describe the stories obtained and to verify whether the grid used shows inter-individual variations and progress, which could be interpreted as signs of its effectiveness for teaching and research. The post-intervention productions were found to be longer and better constructed narratively, although no increase in vocabulary or grammatical structure was observed. Our qualitative analyses show the intersection of narrative and linguistic dimensions, suggesting the presence of storytelling profiles. The results allow us to develop some recommendations on the organization of oral language teaching in primary school.
Les apports théoriques concernant les temps verbaux sont importants mais les travaux didactiques relatifs à l’emploi des temps dans les textes restent peu abordés. À partir d’une étude des théories ...linguistiques de l’opposition du passé simple et du passé composé nous constatons une importante hétérogénéité terminologique pour désigner les réalisations discursives qui emploient les différents systèmes verbotemporels. Il convient donc, d’un point de vue didactique, de nous interroger sur des termes à adopter avec les élèves pour qu’ils puissent construire une représentation de l’opposition entre les textes qui emploient le passé simple et ceux qui emploient le passé composé. En rappelant les enjeux de la question terminologique, nous posons les bases d’une réflexion qui peut permettre de choisir des termes à la fois acceptables par les élèves et valides scientifiquement. L’analyse de deux fragments de séquences d’enseignement testées par le groupe de recherche Grafe’maire nous renseigne sur les manières de désigner ou de dénommer cette mise en opposition qui sont les plus favorables ou les plus défavorables à la construction du concept d’opposition entre les deux sous-systèmes verbaux du passé.
The value of French Past Tenses: Teaching the Opposition between the “passé simple” and the “passé compose”.
The theoretical contributions concerning verb tenses are important but didactic work relating to the use of tenses in texts remains little discussed. From a study of the linguistic theories of the opposition of the “passé simple” and the “passé composé” we find an important terminological heterogeneity to designate the discursive realizations that use the different tense systems. It is therefore appropriate, from a didactic point of view, to ask ourselves about the terms to adopt with the pupils so that they can construct a representation of the opposition between the texts which use the past simple and those which use the past tense. By recalling the stakes of the terminological question, we lay the foundations for a reflection that can make it possible to choose terms that are both scientifically valid and acceptable for the pupils. The analysis of two fragments of teaching sequences tested by the Grafe’maire research group informs us about the ways of designating or naming this opposition which are the most favorable or the most unfavorable to the construction of the concept of opposition between the two verbal subsystems of the past.
El objetivo de este estudio es saber cómo se hace presente el hedonismo en el aula universitaria. Esta es una investigación educativa con enfoque rizomático que amplía e intensifica la experiencia ...de enseñar y aprender con placer, goce, lúdica. La experiencia educativa revela un plano de composición (hetero)didáctica para una Educación Corporal Hedonista. Entre los placeres que se encuentran en el aula está la curiosidad, el asombro, la sorpresa, lo imprevisto, las variaciones, la fantasía, la novedad y la aventura. Estas son aulas que adquieren como rasgo intensivo la fuerza vital o experiencias de modo vitalista cuyos acontecimientos educativos aumentan la vida, la potencian, la intensifican y la vitalizan.
Abstract. The aim of this study is to know how hedonism is present in university classrooms. It is educational research with a rhizomatic approach that broadens and intensifies the experience of teaching and learning with pleasure, enjoyment, and ludic. Educational experience reveals a plan of (hetero)didactic composition for a Hedonist Corporal Education. Among the pleasures found in the classrooms are curiosity, amazement, surprise, the unexpected, variations, fantasy, novelty, and adventure. These are classrooms that acquire as an intensive feature the vital force or vitalist experiences whose educational events increase life, enhance it, intensify it, and vitalize it.
Cet article présente le processus d’élaboration des ressources didactiques dans le cadre du projet INTERFARE : interagir plus facilement en réunion. Ce projet se fonde sur l’analyse des interactions ...verbales et des pratiques langagières en usage dans les réunions de travail. Il cherche à proposer des visualisations thématiques de la variété de ces pratiques comprenant des extraits de réunions authentiques analysés et expliqués afin de les rendre directement exploitables par les enseignants et les formateurs. Les publics visés concernent des apprenants de français, des personnes natives ou non natives en reconversion professionnelle ou encore en insécurité langagière ayant besoin de maitriser la part langagière de leur travail. Nous illustrons ici notre démarche avec deux exemples d’activités fréquemment réalisées en réunion : changer de sujet et faire référence au temps.
Interacting during work meetings: from the study of practices to the development of didactic materials.
This article aims at presenting the development process of didactic materials within the framework of the INTERFARE project (interacting more easily during meetings). This project is based on the analysis of verbal interactions and the analysis of language practices used in work meetings. It presents data visualizations of the variety of these practices, including excerpts of authentic meetings analyzed and explained in order to make them directly exploitable by teachers and language trainers. The target population is made up of native or non-native French speakers who are prone to language insecurity, and thus need to be trained to master the linguistic component of their work. In this article, our approach is illustrated by two examples of activities frequently used during meetings: changing topics and referring to a timeline.
There is international emphasis on the right that all individuals should have to comprehensive education with learning opportunities tailored to their educational needs, and Colombia is no exception. ...Thus, the work reported here aims to (a) propose a curricular structure that allows addressing diversity in mathematics class, enabling flexibility and adaptation according to students’ particularities and (b) construct didactic designs of mathematics adjusted to a flexible and adaptable curricular structure, addressing diversity in the mathematics classroom in Colombia. This article partially addresses these objectives by exploring the question: What conceptual elements need to be considered to construct didactic designs of mathematics that address diversity in the classroom? Consequently, the study presents elements of a curricular proposal based on universal design for learning (UDL) to address diversity in mathematics classes. This is exemplified through a didactic design created for the study of sequences and patterns, promoting, in basic and middle education, the development of algebraic thinking through activities involving generalization and the study of patterns.
This article initiates research into the underlying reasons for the disappearance of late medieval moral-didactic texts in Middle Dutch, such as Dat Scaecspel and Kaetspel ghemoraliseert, by ...examining their developments on the printing press. Despite enjoying substantial circulation between 1400 and 1540, many of these cultural significant texts ceased to be published after the press was fully established (c. 1540). This study adopts a receptionoriented approach to explore the shift of several moral-didactic texts from manuscript to print, as well as the developments during the early period of print (c. 1450-1540). The reception of the printed book implied an expansion of the initial target audience to include lower social classes, combined with a slow conversion from collective listening to more individualized reading practices. Consequently, printer-publishers introduced structural elements to facilitate independent reading processes. This article aims to analyze these renewed reader’s aids and to contextualize the developments of late medieval moral-didactic texts. Therefore, this article focuses on the formatting of such texts and its reception, examining the presence and use of tables of content, columns, illustrations, prose, and punctuation.
This article presents parts of the doctoral study "Spielend (be)schreiben", in which performative methods for promoting descriptive writing skills were examined for their possible effectiveness using ...picture descriptions. The writing-related promotion took place in the context of language-aware subject teaching in linguistically heterogeneous primary school classes. After a look at the initial situation, descriptive language action is considered from a theoretical perspective and the methodological approach used in the study is then outlined. The article focuses on the presentation of the specific performative setting investigated and the performative working techniques used in it in order to provide an insight into the language didactic approach of the study. After presenting and discussing the results, the article concludes with an outlook on language didactic possibilities.
The aim of the study was to form and prove in practice the effectiveness of the model for the development of the information culture of schoolchildren in educational and extracurricular activities in ...the information and educational space. In this article, we have summarized the theoretical provisions on the formation of the information culture of students in the educational environment. The process of development of the information culture of schoolchildren in the modern education system, a model for the development of the information culture of schoolchildren in educational and extracurricular activities are presented. The theoretical and methodological base has been determined, which allows using technological, axiological, cultural, systemic and activity approaches to establish principles and structure meaningful and organizational and didactic tools for methodological support of this process; the content of the cognitive-procedural, value-motivational, reflexive-activity and personality-developing components and coefficients, their corresponding levels and diagnostic tools; program and methodological materials display the relevant content of training, the use of information and communication technologies in educational and extracurricular activities; a model with didactic conditions has been formed, elements of the information and educational space of the school have been consistently, purposefully and structuredly included in the development of the information culture of students.
Fundada em 1939, a revista Sociologia consagrou-se como veículo de difusão de teorias e pesquisas das Ciências Sociais, tendo sido o primeiro e, por muito tempo, o mais duradouro periódico da área no ...Brasil. Aspecto silenciado na história do pensamento sociológico e pouco explorado, contemporaneamente, nos estudos sobre o ensino de Sociologia, a preocupação com a didática das Ciências Sociais esteve no cerne do projeto fundador do periódico. Qual foi a influência de seus idealizadores na conformação do projeto original da revista? Como se caracterizava a proposta didática? Qual o perfil dos primeiros colaboradores? Essas são questões abordadas neste trabalho, o qual compilou os textos publicados entre 1939 e 1950 para, recorrendo à análise de conteúdo, caracterizar a fase didática da revista.
