BSC-LT/ACAData huggingface dataset:
[en] Researchs in education in general, and specifically in teaching, have not raised the shame consideration than other investigations in other areas, felt like more importants into the academic hierarchy. May be this situation has arranged in the low consideration of teaching inside brasilian society, where education has not been a priority in government plans. Investigates the docence in the Centre of Education in the Universidade Federal do Par? (UFPA), considerated under several points of view and expression forms. It trends to overpasse describing views to go ahead, in a collaborative perspective of the academic community, to rise improving proposals. It is a first aproximation to the theme, like a starting point for future developments. This is not a final work, wtih dogmatic proposals. It is an open one.

[fr] RESUME: La recherche de th?mes li?s ? l'?ducation g?n?rale, et pkis sp?cifiquement, ? l'instruction, ne re?oit pas le m?me prestige donn? aux ?tudes r?alis?s dans les autres orbites de la connaissance, consid?r?es plus ?lev?, en ce qui concerne ? l'hi?rarchie acad?miqLie. Peut-?tre, cette r?alit? se justifie, ? cause du discr?dit de la soci?t? br?silienne, o? l'?ducation n'est pas prioris? dans le cadre des planifications gouvernementaux. L'objet d'?tude de cette recherche f?t l'enseignement au Centre d'?ducation de l'Universit? F?d?ral du Par? (UFPA), realit? d?montr?e selon dif?rents point de vue, et ?galement, selon diverses fa?ons d'expression. Cet ?tude essaie d'aller au-del? d'une pratiqLie descriptif, pour adopter Line perspective de collaboration avec la communaut? acad?mique, en cherchant des proposicions de perfectionnement. C'est la premi?re approche au sujet, c?st un point de d?part pour que des nouvelles r?flexions et des approfondissements soient r?alis?s. Ce n'est pas Lin ?tude conclu, compos? par des proposicions dogmatiqLies. C'est, avant tout, une proposition transitoire et ouvert.
[en] This article begins by pointing out the importance of the political, social and technological changes which cali for a different kind of school with highly prepared teachers, a complex task owing to the variety of elements and conditions which define their work. Starting from an explanatory model of the network of relationships between some of those elements, the following are analysed: reflection and context (with reference to space and time) and collaboration (insisting on the goodness of the creation of true learning communities), intuition, routine, knowledge, beliefs and implicit theories. To these are added professional identity, emotion, inner power and commitment.

[fr] On signale tout d'abord l'importance des changements politiques, sociaux et technologiques qui r?clament une ?cole diff?rente avec des professeurs hautement prepares, ce qui repr?sente un travail complexe par la vari?t? d'?l?ments et de conditions, lesquels d?finissent son travail. ? partir d'un modele explicatif de la structure des relations existant entre certains de ees ?l?ments, on analyse les ?l?ments suivants: reflexi?n, contexte (avec la r?f?rence ? l'espace et le temps) et la collaboration (insistant dans la bont? de la creation des vrais communaut?s d'apprentissage), intuition, rutine, connaissance, croyances et theories implicites, auxquels il faut ajouter l'identit? professionnelle, le pouvoir int?rieur et l'engagement.
[en] Women have made enormous progress in their political incorporation. However, the pace of that incorporation has differed across countries. The present article analyzes the effects of party ideology and of the characteristics of electoral competition on the election of women in legislative seats in five Latin American democracies over three decades. The empirical results provide evidence of the effects of party (ideology) and institutional factors (type of ballot); and at the same time, call into question the effect of factors previously asserted in the literature, such as district magnitude y party magnitude.

[fr] Les femmes ont fait d??normes progr?s dans leur incorporation dans l?ar?ne politique. Cependant, le rythme de cette incorporation a ?t? in?gal. Cet article analyse les effets de l?id?ologie partisane et ceux des caract?ristiques de la comp?tence ?lectorale sur l??lection des femmes en postes l?gislatifs, dans cinq d?mocraties latino-am?ricaines au cours de trois d?cennies. Les r?sultats mettent en ?vidence l?effet d?autres facteurs partisans (id?ologie) et institutionnels (types de liste) en m?me temps qu?il remet en question l?effet d?autres facteurs certifi?s par la litt?rature comme l?ampleur du district et l??tendue partisane.
[en] With the implementation of the LOGSE (Organic Law 1/1990, of 3th October, of General Arrangement of the Educational System), transversal topics, education for health among others, are intended to be promoted. As a consequence, teachers will have to endow themselves with the necessary means: a professional qualification. On the other hand, we may ask ourselves: are appropriate steps being taken from both initial and permanent training institutions? Answering this question would take us to survey, on the one hand, in the teachers' initial training, and on the other hand, in their continuous training. In this case, we have chosen one of the training periods: initial training, focusing ourselves on the research of the conceptions of the University teachers, who teach the different schoolteacher diploma. Within this paper, or intention in, first of all, to offer some brief reflections about the contents of cross-curricular teaching in general, and health education in particular. Finally, a global and critical analysis of the results obtained inurs the research undertaken will be offered.

[fr] RESUME: Avec l'implementation de la LOGSE (loi organique 1/1990, 3 Octobre, d'ordenation du sisteme ?ducatif) on pr?tend une potentiation des th?mes transversels dans les lesquels l'?ducation por la sant? en est une. Par cons?quent, les professeurs devront doter leur prope experience ?ducative des moyens qu'il leur faut: une nouvelle requalification professionnelle. Malgr? ?a, on peut se questioner: dans les institutions de formation, tant initie- Ile que permanente, est on en train de prendre les mesures opportunes? R?pondre ? cette question suppose une recherche d'abord la formation initielle des professeurs, d'autre part, la formation continuelle dans l'exercice de la profesi?n. Dans ce cas, on a d?cid? de choisir une de ces ?tapes de formation: la formation initielle, c'est-? dire, l'?tude des conceptions des professeurs universitaires qui ont leurs cours dans les diff?rents titres de ma?tre. Au long du pr?sent travail, nous essayerons d'abord d'offrir des petites reflexions sur les contenus des th?mes transversels et particulierment, ceux de l'?ducation pour la sant?, finalement, entrer dans l'analyse global et critique des r?sultats obtenus dans la recherche r?alis?.
[en] Generally, Roma people are viewed as being very different from those in mainstream society. The aim of this article is twofold. First, it explores these differences and attempts to make sense of the social practices of the Roma. To achieve this, the theoretical framework of meaning and social practices provided by Wittgenstein, Winch and others is applied to this subculture. Secondly, this ?extreme case? stretches the theoretical framework to its limits, but it is argued that it is nevertheless possible to give expression to this far-reaching experience of difference. The Wittgensteinian notion of ?knowing how to go on? prompts educational research to surpass ?what is the case? and get to ?what needs to be done?. By means of empirical examples taken from research into the education of Roma children, we argue for the need to take this further step. Answers are provided as to ?how to go on? with regard to the case investigated, and the feasibilities and constraints of both the theoretical framework and educational research are explored.

[fr] G?n?ralement, le peuple Rom est consid?r? comme un peuple tr?s diff?rent de ceux au grand courant de la soci?t?. L?objectif de cet article est double. Tout d?abord, il explore ces diff?rences et tente de donner un sens aux pratiques sociales des Roms. Afin d?y parvenir, il applique ? cette sous-culture le cadre th?orique de la signification et des pratiques sociales pr?vues par Wittgenstein, Winch et autres. Deuxi?mement, bien que ce ?cas extr?me? pousse ? ses derni?res limites ce cadre th?orique, on pr?tend qu?il est n?anmoins possible d?exprimer cette vaste exp?rience de la diff?rence. La notion de Wittgenstein de ?savoir comment continuer? invite la recherche ?ducationnelle ? d?passer ?ce qui est le cas? et ? arriver ? ?ce qu?il faut faire?. Par l?interm?diaire d?exemples empiriques tir?s de recherches sur l??ducation des enfants Roms, nous plaidons pour la n?cessit? de franchir cette nouvelle ?tape. Des r?ponses sont fournies quant ? ?comment continuer? en ce qui concerne le cas ?tudi?, et les possibilit?s et les contraintes du cadre th?orique et de la recherche ?ducationnelle sont explor?es.
[en] In modern times, various theoretical elaborations around the concept of ?artifact?, arose from different areas and paradigms in the social sciences and humanities. Without attempting to exhaust the multidisciplinary theoretical review, the article describes some axes of conceptual arguments and criteria for possible didactic interventions in educational practices. The concept of ?literate culture? has been put in value by Roger Chartier and other authors. The notion of ?cultural artifact? has been discussed by authors such as Holland and Cole. This article suggests several applications of these concepts to the educational reality, taking into account the social and technological changes, with particular emphasis on the artifactual approach of literacy by Pahl and Rowsell.

[fr] Dans les temps modernes, des ?laborations th?oriques diverses autour du concept de ?artefact?, sont n?es de diff?rents domaines et de paradigmes dans les sciences sociales et humaines. Sans chercher ? ?puiser l?examen th?orique multidisciplinaire, l?article d?crit certains axes des arguments conceptuels et des crit?res pour les possibilit?s d?interventions didactiques dans les pratiques ?ducatives. La notion de ?culture ?crite? a ?t? mise en valeur par Roger Chartier et d?autres auteurs. La notion de ?artifact culturel? a ?t? examin?e par des auteurs tels que Holland et Cole. Cet article sugg?re plusieurs applications de ces concepts ? la r?alit? ?ducative, en prenant en compte les changements sociaux et technologiques, l?accent ?tant mis sur l?alphab?tisation des approche art?factuelle Pahl et Rowsell.
[en] This paper shows the results of a research study conducted in Catalonia with migrant students. This study aims at obtaining further knowledge of the language competence, both in Catalan and Castilian Spanish, of migrant students and comparing these results with the results obtained from a similar analysis with native students. Another goal is to explain the processes of interdependence and linguistic transfer depending on the source language, and to raise the pedagogical implications. Two tests of linguistic competence, in Catalan and Castilian Spanish, were used. The sample was 533 migrant students of the second and fourth years of Secondary Education. The outcomes point out that the interdependence and transfer processes occur following Cummings? lines of thought and they reveal the linguistic difficulties of students. The conclusions show that the linguistic closeness to the language spoken in the family should not be considered a determining factor to learn and know either Catalan or Castilian Spanish. The survey offers some pedagogical alternatives to improve the described situation, specially from an intercultural perspective.

[fr] Ce rapport projette les r?sultats d?une recherche r?alis?e en Catalogne avec des ?l?ves immigrants. Les objectifs de l??tude sont: conna?tre la comp?tence linguistique dans catalan et castillan et comparer ces r?sultats ? ceux-l? des ?l?ves autochtones, expliquer les processus d?interd?pendance et de transfert linguistique g?n?r?s en fonction de la langue d?origine et projeter quelques implications p?dagogiques. Deux preuves de comp?tence linguistique (catalan-castillan) ont ?t? utilis?es. L??chantillon a ?t? de 533 ?l?ves immigrants du deuxi?me et quatri?me cours d??ducation Secondaire. Les r?sultats indiquent que les processus d?interd?pendance et de transfert produisent en suivant les principes th?oriques de Cummins, mais ces r?sultats expriment aussi les difficult?s linguistiques des ?l?ves. Les conclusions montrent que la proximit? linguistique de la langue maternelle n?est pas un facteur d?terminant dans la connaissance linguistique de la langue catalane et du castillan. L??tude offre des alternatives p?dagogiques pour am?liorer la situation d?crite avec une perspective interculturelle.
[en] The application in the De Architectura of the concept of auctoritas to the great achievements of public architecture is certainly in touch with the new ideological expression of the principate. It composes however one aspect only of the treatment by Vitruvius of his notion, useful for increasing the prestige of architectural art, connected with the contemporary political and social realities, but, above all, rooted in the cultural and moral val?es of the o?d rom?n tradition and finding in writing its necessary and sublimated expression.

[fr] L'application, dans le traite vitruvien, de la notion d'auctoritas aux grandes r?alisations de 1'architecture publique participe sans doute des formules nouvelles de l'id?ologie du principat. Elle ne constitue cependant qu'un des aspects du traitement par Vitruve de cette notion, apte a accroitre le prestige de l'art architectural, ouverte sur les r?alit?s contemporaines, mais ancr?e surtout dans des valeurs, culturelles, morales, de vieille tradition romaine, trouvant dans l'?crit leur expression n?cessaire et sublimante.
[en] Handling as a resource the results obtained by Prof. Rodr?guez Di?guez and his team, this paper deepens in one of the board of directors' most conclusive function: the directive function, also contrasting those results with other researchs' conclusions./n However, this approach is taken from a new and current perspective: leadership as a cross-competence or as the key for the board of directors, which is integrated by other more specific and particular competences as well. This framework also provides a strong base for certain number of activities belonging to the board of directors as leadership.

[fr] En traitant comme un support les r?sultats obtenus par l'?quipe du professeur Rodr?guez Di?guez, l'article approfondit, en le contrastant avec d'autres recherches et travaux, dans une des fonctions du staff de direction les plus concluants de cette derni?re: la fonction directrice./n Toutefois, le rapprochement est fait dans une perspective nouvelle et actuelle: le leadership compris comme une comp?tence transversale ou ci? de la direction et qui est, ? son tour, int?gr?e par d'autres competences sp?cifiques ou plus concretes. Ce cadre permet aussi de fonder un certain nombre d'activit?s comme propres de la direction comprise comme leadership.
[en] Our aim is to investigate the complex relationship between digital technologies in schools and the decentralization policies, as well as the implications of the resulting pedagogical model. The theoretical framework is grounded in the field of ?new public management? which emphasizes the application of indicators, assessments, regulations and self-directed learning as the ?management? instruments of organizations. To what extent these policies influence the restructuring of the teaching model? The materials and data of an research project, in which we employ fieldwork survey, observation in schools, interviews, documental analysis and discussion groups, allow us to empirically substantiate the discussion about the three issues which we break down the main objective in. We conclude that decisions on equipment are decentralized, management tasks are increased at the expense of teaching tasks and management is recentralized by the imposition of standards.

[fr] ?/nNotre objectif est d??tudier la relation complexe qui s??tablit entre les technologies num?riques aux ?coles et les politiques de d?centralisation, de m?me que les implications du mod?le p?dagogique qui en r?sulte. Le cadre th?orique est inscrit dans le domaine qui correspond ? la ? nouvelle gestion publique ?, laquelle met l?accent sur l?application d?indicateurs, d??valuations, de r?glages et d?apprentissages autodirig?s, consid?r?s comme instruments li?s au ? management ? des organisations. Dans quelle mesure ces politiques influent sur la restructuration du mod?le d?enseignement ? Les donn?es et les mat?riels d?un projet de recherche, travail de terrain dans lequel on a employ? l?enqu?te, l?observation dans les ?tablissements scolaires, les interviews, l?analyse de documents et les groupes de discussion, nous ont permis de fonder empiriquement la discussion sur les trois questions qui d?coupent l?objectif principal. On conclut donc que les d?cisions sur les ?quipements se d?centralisent, que les t?ches de gestion augmentent au d?triment des didactiques et que la gestion se r?centralise gr?ce ? l?imposition de standards.
[en] Discussion groups form a technique for the collection of data of a qualitative nature which has been widely used in different fields of sociological research and its possibilities in the ?rea of education are beginning to be considered by researchers. This article starts from a conceptual delimitation of discussion groups versus other group techniques, presenting its origin, foundation and characteristic features. Taking this as a basis, we focus on the analysis of the different points of decisi?n that define its methodological concretion. We conclude by affirming the adequacy of group discussions in the obtaining of data on the perceptions, opinions, attitudes, feelings or behaviour of the subjects in relation to a certain topic or reality under study. The use of this technique, either alone or in combination with other techniques, would lead to interesting results, thus a progressive increase in its use in educational research is to be expected.

[fr] Les groupes de d?bat constituent une technique de qu?te de donn?es de nature qualitative qui a ?t? largement utilis?e dans de divers domaines de la recherche sociologique et dont les possibilit?s dans le domaine de l'?ducation commencent a ?tre envisag?es par les chercheurs. Dans cet article nous partons d'une d?limitation conceptuelle des groupes de d?bat face a d'autres techniques de groupe, pr?sentant son origine, ses fondements et traits caract?ristiques. Par la suite, nous nous centrons sur l'analyse des diff?rents points de decisi?n qui d?finissent son concr?tion m?thodologique. Finalement, nous affirmons l'ad?quation de la technique des d?bats de groupe pour l'obtention de donn?es a propos des perceptions, des opinions, des attitudes, des sentiments ou des conduites des sujets en ce qui concerne un th?me donn? ou une r?alite ?tudi?e. Son utilisation de maniere isol?e ou associ?e a d'autres techniques menerait des r?sulats int?ressants, de sorte qu'il faut en esp?rer un emploie croissant dans le domaine de la recherche sur l'?ducation.
[en] The article aims to analyse the concept and official strategies of ?Buen Vivir? through the lens of the main ideological definitions adopted by the Marxist, psychoanalytic and cognitive traditions as a false conscience, mobilizing programme or hegemonic discourse and as a cognitive mechanism to reduce complexity, respectively. To that purpose, the official discourse of ?Buen Vivir?, as expressed in the 2008 Constitution, the National Development Plans of 2009-2013 and 2013-2017, as well as in the interventions and declarations of Ecuadorian political authorities, will be compared against the orientation and results of public policy, which appears to lead to a developmental process based on an as of yet still unachieved diversification of the productive structure.

[fr] L?objectif de cet article est d?analyser le concept et les strat?gies de ??Buen Vivir?? ? travers le filtre des principales d?finitions d?id?ologie des traditions marxiste, psycho-analytique et cognitive, comme fausse conscience, programme mobilisateur ou discours h?g?monique et comme m?canisme cognitif de r?duction de la complexit?. Pour cela, on confronte le discours officiel de ??Buen Vivir?? (recueilli dans la constitution de 2008, les plans nationaux pour le ??Buen Vivir?? 2009-2013 et 2013-2017 et dans la relation publique et les interventions publiques des autorit?s les plus importantes d??quateur) avec l?orientation et les r?sultats des politiques publiques, qui, en r?alit? aspirent ? r?ussir un processus de d?veloppement bas? sur une diversification de la structure productive du pays jusqu?ici in?dite.
[en] The overall objective of this paper is to explore the role of the activities of the House of Argentina in Paris as a means of Argentine cultural diplomacy in France between 2016-2022. To meet this objective, the concept of cultural diplomacy has been operationalised in three dimensions: bilateral agreements, academic exchanges, and cultural promotion. Based on these dimensions, three specific objectives have been developed. The first is to examine the role of the House as a site for cultural exchanges between 2016 and 2022. The second is to describe the House's role as a promoter of Argentine culture to foreign audiences between 2016 and 2022. Finally, the third is to analyse the role of the House of Argentina in Paris as a site of Argentine political representation between 2016 and 2022. In order to carry out this research, surveys and unstructured interviews will be conducted with residents of the House of Argentina in Paris, as well as with the authorities of this institution and the general public. In addition, both primary sources, such as bilateral agreements, and secondary sources, such as pre-existing literature, will be analysed. This thesis concludes with an explanation of the limited role of the aforementioned institution as a means of Argentine cultural diplomacy

[fr] L'objectif g?n?ral de ce document est d'explorer le r?le des activit?s de la Maison de l'Argentine ? Paris comme moyen de la diplomatie culturelle argentine en France entre 2016-2022. Pour atteindre cet objectif, le concept de diplomatie culturelle a ?t? op?rationnalis? en trois dimensions: les accords bilat?raux, les ?changes universitaires et la promotion culturelle. Sur la base de ces dimensions, trois objectifs sp?cifiques ont ?t? ?labor?s. La premi?re consiste ? examiner le r?le de la Maison en tant que site d'?changes culturels entre 2016 et 2022. La seconde consiste ? d?crire le r?le de la Maison en tant que promoteur de la culture argentine aupr?s des publics ?trangers entre 2016 et 2022. Enfin, la troisi?me consiste ? analyser le r?le de la Maison de l'Argentine ? Paris en tant que site de repr?sentation politique argentine entre 2016 et 2022. Pour mener ? bien cette recherche, des enqu?tes et des entretiens non structur?s seront r?alis?s aupr?s des r?sidents de la Maison de l'Argentine ? Paris, ainsi qu'aupr?s des autorit?s de cette institution et du grand public. En outre, les sources primaires, telles que les accords bilat?raux, et les sources secondaires, telles que la litt?rature pr?existante, seront analys?es. Ce m?moire conclut en expliquant le r?le limit? de l'institution en tant que moyen de la diplomatie culturelle argentine