BSC-LT/ACAData huggingface dataset:
[en] The affective communication with the handicapped person ?as has socially and pedagogically agreed to be denominated? introduces a type of relationship based on a principle of difference. However, it is not possible to think of this difference from a theoretical frame that would intend to solve all the contradictions that such a relationship of ?alterity? implies. It is a matter loaded with enough consequences in every aspect as to require a narrative reflection rather than a cold conceptual analysis. Therefore, the current article couldn't have been written under the dictates of scientific writing, but is not a personal testimony either. Trying to avoid the possible arrogance derived from both expositions, what is shown here is the diary of an apprentice, of someone who in his daily contact with disability has been discovering the uniqueness of the other's emotions and has had to transform this relation into a language that would allow to dwell in the intimacy of a disquieting relationship.

[fr] La communication affective avec les personnes discapacit?s ?comme social et pedagogiquement elle a ?t? convenue le d?nominer?, pr?sente une modalit? de relation bas? sur une principe de diff?rence. N?anmoins, cette diff?rence n'est pas possible le penser sous une armature th?orique qu'il a essay? de laisser ? toutes les contradictions r?solue que la relation d'alterit? implique. Alors, on est un ?v?nement, charg? des cons?quences suffisantes dans tous les aspects, comme exiger une r?flexion narrative, au lieu de la seule et froide analyse conceptuelle. Cet article ne pourrait pas avoir ?t? ?crit, donc, sous le r?gime d'une ?criture scientifique, mais sous lui n'est pas un t?moignage personnel non plus. L'essai d'?viter l'arrogance possible d?riv?e des deux expositions, qui appara?t ici est le journal d'un apprenti, duquel dans le sien l'affaire quotidienne avec l'handicap il avait d?couvert la singularit? des ?motions de l'autre et a d? transformer cette relation dans une langage qui a laiss? habiter l'intimit? d'une relation inqui?tante.
[en] This article shares the experience related to the design of training materials for the subject Civic &amp; Ethical Education (C&amp;EE) in Mexico. It refers back to the case of Telesecondary, a learning approach based on the use of technologies covering more than one million students from 12 to 15 years old in semi-urban and rural zones. It presents a view on the process followed in 2006 and some aspect that resulted to be the most relevant when articulating a curricular proposal to be used nationwide, as well as a didactical proposal based in the use of technologies. Three elements are highlighted: the development of a theoretical and pedagogical positioning about the civics &amp; ethics education, the definition of core learnings to be promoted throughout the designed materials, and the challenges that involves the generation and implementation of technological resources in contexts of social exclusion and a wide digital gaps.

[fr] Dans l?article on expose l?exp?rience sur le conception de mat?riaux ?ducatifs qui soutiennent le cours de Formation Civique et Morale (FCYE) au Mexique. On examine le cas sp?cifique de la Telesecundaria, modalit? bas?e sur l?utilisation de technologies, qui s?occupe ? plus de un million d??tudiants entre 12 et 15 ann?es d??ge dans des zones semi-urbaines et rurales du pays. Il est ?tudi? le analyse rapproch?e durant l?ann?e 2006 et certains des aspects qui se sont av?r?s plus significatifs, en articulant une proposition curriculaire ? titre national et une proposition didactique bas?e sur l?utilisation de technologies. Ils sont soulign?s trois ?l?ments: la d?finition d?une approche th?orique et didactique sur la formation civique et morale, la d?finition d?apprentissages fondamentaux qui doivent ?tre promu au moyen des mat?riaux con?us, et des d?fis qui apparaissent en utilisant des ressources technologiques dans des contextes d?exclusion sociale et avec un importante foss? num?rique.
[en] This article presents a discussion of the proposal known as home-school continuity- discontinuity framework, designed to explain and to intervene on the educational experience of under-represented students. The main purpose of this article, grounded in sociocultural theory, is to describe the relationship between the home and school lives of students according to the funds of knowledge approach. Specifically, we suggest the concept of funds of identity in order to complement the funds of knowledge term. In doing so, we illustrate how teachers can document funds of identity to make direct links from students? lives to classroom instruction. Two qualitative strategies are presented: self-portrait and significant circle.

[fr] Cet article pr?sent une discussion de la proposition connue sous le nom de cadre des continuit?s-discontinuit?s des maison-?cole, destin? ? expliquer et ? intervenir sur l?exp?rience ?ducative des ?tudiants sous-repr?sent?s. Le but principal de cet article, fond? sur la th?orie socioculturelle, est de d?crire la relation entre le foyer et la vie scolaire des ?l?ves en fonction des l?approche fonds du savoir. Plus pr?cis?ment, nous proposons le concept de fonds de l?identit? afin de compl?ter les fonds de la connaissance. Ce faisant, nous illustrons comment les enseignants peuvent documenter des fonds de l?identit? de faire des liens directs de la vie des ?l?ves ? l?enseignement en classe. Deux strat?gies qualitatives sont pr?sent?es : l?autoportrait et le cercle significatif.
[en] The post system of the Roman State, initially called vehiculatio, and later cursus publicus, was most probably created by Augustus between 27 and 20 BC. This service, operated through couriers who drove vehicles, served both for the transmission of news and messages between local authorities and the central State, and as a means for the emperor to obtain information and supervise the whole Empire. In spite of frequent misuse of this system and the burden it placed on municipalities, its ef?ciency was guaranteed by the proper maintenance of certain good roads ?the viae militares? used by couriers and high of?cials to travel between Rome and other provinces.

[fr] La poste de l?Etat romain, appel?e d?abord la vehiculatio, puis le cursus publicus, a ?t? organis?e par Auguste, vraisemblablement entre 27 et 20 av. J.-C. Service de transmission des nouvelles et de correspondance entre les autorit?s locales et le pouvoir central, assur? par des messagers circulant en voitures, elle fut aussi, pour l?empereur, un organe de renseignement et de surveillance de l?ensemble de l?Empire. Si elle a bien fonctionn?, malgr? son poids support? en grande partie par les municipalit?s et les abus dont elle a fait l?objet, c?est en raison de l?am?nagement et de l?entretien de quelques tr?s bonnes voies, les viae militares emprunt?es par les voitures qui transportaient les courriers et les hauts fonctionnaires entre Rome et toutes les provinces.
[en] Educational inclusion is a must for school effectiveness, which is directly related to the quality of the teaching staff and headmasters. The institutional self-assessment appears as a core process to lead struggling schools towards comprehensive goals of socio-educative inclusion. We present a collegial self-assessment process that was carried out between the university and the management teams in primary schools from areas with socio-educational issues. We aim to characterize and improve the leadership skills in those contexts. The methodology (action-research) makes it possible to approach the conditions faced by the management team from a participatory and self-managed perspective. The collegial self-assessment, a process weakly controlled by head teachers, allows the management teams to focus on other complex functions: the internal coordination of their schools, the family-school relationships and the collaborative networks between schools and community. This enables them to deepen into a distributed, pedagogical and contextualized leadership.

[fr] L??ducation inclusive est inh?rente ? l?efficacit? de l??cole et, ? son tour, celle-ci est directement li?e ? la qualit? des enseignants et de la direction. L?auto?valuation institutionnelle appara?t comme l?un des processus centraux de la direction scolaire pour mener les centres vers le succ?s de l?inclusion socio-?ducative, surtout dans des contextes de d?savantage social. Nous pr?sentons un processus d?auto?valuation collaborative d?velopp? entre la universit? et les ?quipes directifs des ?coles publiques d?une zone scolaire ayant des besoins ?ducatifs pr?f?rentiels pour caract?riser et d?am?liorer leur fonction directive. La m?thodologie (recherche-action) permet d?acc?der aux conditions de l?exercice du r?le de leadership ? partir d?une approche participative et d?autogestion. L?auto?valuation collaborative, faiblement utilis?e et contr?l?e, permet d?velopper des fonctions complexes: la coordination interne des centres, la relation famille-?cole, et les r?seaux collaboratifs entre les centres, ainsi que avec la communaut?. Tout ?a permet d?approfondir des formes d?un leadership p?dagogique, distributif et contextualis?.
[en] Drawing on analytical frameworks proposed in recent scholarship on women?s political representation, this article studies the archetypal case of the bancada femenina (women?s caucus) in the Uruguayan Parliament from 2000-2010 in order to identify and analyse the possibilities and challenges posed by multiparty initiatives among female members of Parliament for achieving women?s substantive representation. The article explores how the different dimensions of representation ?descriptive, substantive and symbolic? interact in the composition, functioning, actions and discourse of this collective actor, and evaluates how factors relating to both agency and institutional contexts and conjunctures inform the substantive representation of women in the Uruguayan case.

[fr] Dans le cadre des d?bats contemporains sur la repr?sentation politique des femmes, cet article propose d??tudier le groupe parlementaire f?minin dans le parlement uruguayen de 2000 ? 2010 pour identifier et analyser, ? partir de ce cas arch?type, les possibilit?s et les d?fis qu??tablissent les incitatives d?articulation multipartite pour r?ussir la repr?sentation substantive des femmes dans la r?gion. L?analyse explore comment les diff?rentes dimensions de la repr?sentation - descriptive, substantive et symbolique - s?articulent dans la composition, le fonctionnement, le r?le et le discours de cet acteur collectif et ?value comment aussi bien l?agence des diff?rents acteurs et diff?rentes actrices comme les facteurs contextuels institutionnels et conjoncturels ont une incidence sur la repr?sentation substantive des femmes dans le cas uruguayens.
[en] Boredom as a feeling of apathy and indifference is normally lived as a negative experience. On fact, from an educational point of view, the necessity of eradicating it has been traditionally considered. However, this is not the only way of understanding it. A deeper analysis can lead us to find some positive aspects on it. From a philosophical-educational perspective, and thus by means of critical analysis of texts, this paper will analyze in detail these aspects. We will show that boredom is nothing but time for oneself, which it is essential for the authentic subjectivity deve?lopment. The knowledge society demands autonomous and responsible individuals, but it is always paradoxically occupying our time. So in order to solve this paradox, we conclude that boredom must be currently considered as a basic and fundamental competence.

[fr] L?ennui, ce sentiment d?apathie et d?indiff?rence, est g?n?ralement v?cu comme une exp?rience n?gative. D?ailleurs, d?un point de vue ?ducatif, on a souvent consid?r? n?cessaire son ?radication. Pourtant, ce n?est pas la seule mani?re de l?entendre: une analyse plus profonde de l?ennui peut nous mener ? identifier certains aspects positifs. Depuis une perspective philosophico-?ducative, donc fondamentalement par le biais de l?analyse critique de textes, cet article propose d?approfondir certains de ces aspects. Il s?agit de montrer que l?ennui n?est autre chose que du temps pour soi, essentiel au d?veloppement d?une subjectivit? authentique. La soci?t? de la connaissance r?clame des individus autonomes et responsables, mais paradoxalement elle occupe tout notre temps. Ainsi, dans le but de r?soudre ce paradoxe, nous conclurons que l?ennui doit ?tre consid?r? de nos jours en tant que comp?tence basique et fondamentale.
[en] The aim of this work is to offer an inventory of the beliefs and opinions of teachers who act as supervisors, guides and orientors for novice teachers as an important aspect in the training programs for such professionals. The inventory discloses the predominant supervisory styles of such mentor teachers when they are working with teachers in the first years of their duties. The work assumes that mentor teachers hold beliefs and act in accordance with one of three supervisory orientations: Directive, Collaborative and Non-Directive The paper describes the I.S.B. and the process of validation and the findings obtained after application to a group of teachers with experience who participated in a course on Training in Supervisory Strategies.

[fr] L'objectif de ce travail est de dresser un inventaire -? l'int?rieur des programmes de formation- des croyances et des opinions des professeurs assumant le role d'aide, de guide et d'orientation envers les professeurs d?butants . I/inventaire nous permet de savoir quel type d'inspection predomine chez ees professeurs mentors lorsqu'ils travaillent avec de jeunes enseignants. Le document atteste que les professeurs mentors croient et agissent suivant Tune de ees trois orientations de controle: Directive, Collaboration et Non Directive. L'article d?crit Llnventaire des Croyances du Contr?leur ainsi que le processus de validation et les r?sultats obtenus apr?s son application ? un groupe de professeurs experimentes qui particip?rent a un cours de Formation en Strat?gies de Controle.
[en] In this paper we try to show the organizational aspects used to care students with special educational needs in Galician Community. For it, in the first part, starting with the constructs' concept ?special education? and ?diversity? we end with the need of an ?institutional learning? so that it is Consolidated an authentic ?culture of diversity?. Then, in a second part, to give the answer to this intention we approach a descriptive transverse research through statistical survey method, using as information source a representative sample of princip?is' teaching institution. We end this work deducing, first, the conclusions that derive from the data analysis; second, inferring the organizational aspects that can to facil?tate the progress to the idea of ?comprehensive education? as soon as it propose new challenges towards a ?school to all?. And, third, we make clear the limitations to these investigations models.

[fr] En cette recherche nous pretendons mettre en relief les aspects utilis?s pour s'occuper des ?tudiants avec n?cessit?s ?ducatives sp?cials en Galice. Pour ca, premi?rement, en partant de la conceptualisation des constructs ?education special ? et ?diversit?? nous finissons avec la n?cessit? d'un ?apprentissage institutionnel? a fin de consolider une authentique ?culture de la diversit??. Ensuite, deuxi?mement, pour repondr? ? ce propos nous projetons une recherche descriptive transversal ? travers du m?thode d'enqu?tes, utilissant comme source d'information un ?chantillonnage r?pr?sentatif de directeurs d'?tablissements scolaires. Nous finissons cette recherche d?duissant, premi?rement, les conclusions que se d?rivent des donn?es analys?es; deuxi?mement, d?duissant les aspects organizatifs qui peuvent faciliter l'?volution vers l'id?e de ?l'inclusion ?ducative? en proposant nouveaux d?fis vers une ??cole pour tous?. Et, en troisi?me lieu, nous mettons en ?vidence les limitations de ce type de recherches.
[en] Defining the noun as a part of speech meaning a body or a ?thing? {corpus aut rerri) appears to be an innovation of the Ars Donati, linked to the Techn? written by Dionysius Thrax, since the artes being derivative of Sacerdos' all use the expressions res corporalis vs. res incorporalis, instead of corpus vs. res used by Donatus. Moreover, only one tradition refers to seeing and touching to caracterize the bodies; this is what is read for the first time in the Ars Charisiii, a Rom?n grammar independant from the Ars Donati, which assumes a link between being corporeal and being sensible. From the VIIth c, the definition of Ars maior II 2 provided the commentators with the opportunity to develop about what Donatus meant when saying corpus aut rem, ?a body or a thing?. To clarify his definition, commentators will have to explain what a body is and what a ?thing? is, more or less borrowing from Charisius' definition (what can be seen and touched, or what can be seen or touched), as well as to invest?gate a very particular sort of nouns, ?things having a proper ?ame?.

[fr] Definir le nom comme une partie du discours qui signifie soit un corps soit une ? chose ? (corpus aut rem) parait ?tre une innovation de YArs Donan, a mettre en relation avec la Techn? de Denys le Thrace, car toutes les artes qui d?rivent de l'enseignement de Sacerdos emploient les expressions res corporalis vs. res incorporalis, au lieu de corpus vs. res utilis?e par Donatus. De plus, une seule tradition fait r?f?rence a la vue et au toucher pour caract?riser les corps, celle qui remonte a l'Ars Charisii, une grammaire romaine ind?pendante de l?Ars Donan, qui fait le lien entre ?tre corporel et ?tre sensible. A partir du viie si?cle, la definition de l'Ars maior II 2 fournit aux commentateurs l'occasion de d?velopper ce que Donat voulait dir? par corpus aut rem, 'un corps ou une chose'. Pour clarifier sa definition, les commentateurs devront expliquer ce qu'est un corps et ce qu'est une chose, en s'inspirant plus ou moins de la definition de Charisius (ce qui peut ?tre vu et touch?, ou ce qui peut ?tre vu ou touch?), et aussi s'interroger sur un genre de nom tres part?culier, celui des ? choses a nom propre?.
[en] The human relationship between Belgium and Italy, so as also the following immigration flow from Morocco, Turkey, Spain, Greece after the sixties, were more strengthened and enriched after the immigration of women and their children. The exile was a response to build a better future, providing in this way also to a vital contribution for the economic development of Belgium. The immigration experiences are told through personal life stories. Many of these life stories can be read in books about how their ancestors managed their experiences in a new country. Especially the Italian stories include a reflection on the departures of the first generation concerning the adaptation, transformation and identity demonstrated by gestures and habits that still nestles Italianicities of the old migrants of the first immigration inherited by the following generations of immigration children.

[fr] Le rapport humain entre la Belgique et l?Italie comme aussi les rapports avec l?immigration du Maroc, la Turquie, l?Espagne, la Gr?ce apr?s les ann?es soixante, ont ?t? plus renforc?s et enrichis de fa?on d?terminante par le flux d?hommes, de femmes et de familles qui dans l??migration ont trouv? une r?ponse ? leurs exigences et difficult?s offrant en m?me temps une contribution essentielle au d?veloppement de la Belgique. Les t?moignages v?cus racontent des tranches de vie toutes personnelles. Beaucoup y retrouveront pourtant l??cho de leur propre aventure ou de celle de leurs a?eux. Car les choses sont partag?es dans les pages de livres, en toute sensibilit?, telles de touchantes histoires o? les italiens ses racontent avec sensibilit?. Chacun d?eux nous livrent une r?flexion subtile sur les d?parts de la premi?re g?n?ration, le d?racinement, l?adaptation, les transformations et r?inventions identitaires, les gestes et les habitudes o? se niche encore l?italianit? des vieux migrants.
[en] The main goal of this work is to analyze if the biographical perspective, through the real life stories, allows you to analyze the processes of construction of pedagogical knowledge of the teaching, since we think that teacher training exceeds the limits of formal training periods. Some of the objectives that justify such studies are presented and, finally, we defend the thesis that the biographical perspective allows you to meet those objectives. So we present a study of phenomenological court on the case of M. Ant?nia Canals, based on qualitative data through open interviews recordings, and in turn we present a method of analysis of 4 phases which has wide acceptance in the framework of qualitative social research.

[fr] L?objectif principal de cet article est d?analyser si la perspective biographique, ? travers des histoires de vie, permet d?analyser les processus de construction des connaissances p?dagogiques des enseignants, puisque la formation des professeurs va bien au-del? des limites impos?es par les p?riodes de la formation officielle r?gl?e. On pr?sente aussi, quelques-uns des objectifs qui justifient ce genre d??tudes. Finalement on d?fend la th?se que c?est justement la perspective biographique celle qui permet d?atteindre ces objectifs. Pour cela, nous proposons une ?tude ph?nom?nologique sur le cas de M. Ant?nia Canals, bas?e sur des donn?es qualitatives obtenues au moyen d?entrevues ouvertes enregistrements. Dans le m?me temps, on pr?sente une m?thode d?analyse de 4 phases qui est largement accept?e dans le cadre de la recherche sociale qualitative.
[en] The article analyses the renewed importance of culture?s transcendent meaning, as perfection, as understood in the context of globalisation, making reference to the social role played by art and more poignantly by music and classical musicians, as the chosen and preffered area of stating a universal cultural ideal.

[fr] L?article analyse l?importance renouvel?e du sens transcendant de la culture, entendue comme perfection, dans le contexte de la globalisation, en faisant r?f?rence au papier social jou? par l?art et d?une mani?re plus pointue par la musique et les musiciens classiques comme espace pr?f?r? de son affirmation.
[en] The experience of comedienne-singer Rosa Rodr?guez from 1720 to 1749, especially in Madrid, shows in a original way the stablishment of comic elements as the main characteristic of Spanish opera ?in Castilian? during the first part of the 18th century. The study of Rosa Rodr?guez? life and practice allows us to consider her as one of the best comediennes-singers of that time, heir to the Baroque music tradition, who also created the comic Operatista and stablished the recognition of female comic opera artists for their social consideration both in theatre and in Iberian society of the time.

[fr] L?exp?rience de la com?dienne-chanteuse Rosa Rodr?guez entre 1720 et 1749, plus sp?cifiquement ? Madrid, illustre de fa?on in?dite l?affirmation du comique comme l?une des principales caract?ristiques de l?op?ra espagnol ?en langue castillane? durant la premi?re moiti? du XVIIIe si?cle. L?analyse de la vie et de la carri?re tr?s particuli?res de cette interpr?te permet de consid?rer l?une des plus grandes comediennes-chanteuses de son ?poque, h?riti?re de la M?sica baroque et cr?atrice de la fonction de d?Operatista comique, mais ?galement instigatrice du statut majeur d?artiste lyrique feminine et de sa reconnaissance tant par les gens de th??tre que par la soci?t? ib?rique de son ?poque.