BSC-LT/ACAData huggingface dataset:
[en] The Road Safety Education in the early ages can be implemented through stories, workshops, Kids? corner, playgrounds, school outings, psychomotor activities. However, it is important to emphasize the role of Information Technologies and Communication in the enrichment of the proposed class in relation to road safety education, taking them as a resource, in our context, the Webquest. Not forgetting the need to continue working with children related to real situations in their life experiences Driver Education, as the real world should never be displaced by the virtual world in any case, especially bearing in mind that this is Stage of Education. The overall objective of this paper is to confirm that the Webquest is a real opportunity to innovate in the field of road safety education, providing learning experiencies to students consistent with and complement from the stage of primary education. The methodology, quantitative and qualitative, was developed through the application of a questionnaire, interview, documentary analysis and triangulation, and ending with the analysis of the data. One of the conclusions states that the Webquest is a resource that provides us with the teaching-learning process and increases motivation in both students and educators.

[fr] L??ducation relative ? la securit? routi?re dans les ?ges pr?coces peut ?tre mise en oeuvre ? travers des histoires, des ateliers, coins de jeu, cours d?agr?ment, sorties parascolaires, activit?s de psychomotricit?. Toutefois, il est important de souligner le r?le des Technologies de l?Information et la Communication dans l?enrichissement des propositions de salle de classe par rapport ? l??ducation relative a la securit? routi?re, en les prenant comme ressource compl?mentaire, dans notre contexte, par la Webquest. Sans oublier la n?cessit? de continuer ? travailler avec les enfants dans situations r?elles li?es ? ses exp?riences vitales en mati?re d??ducation relative ? la securit? routi?re, parce que le monde r?el ne devrait jamais ?tre d?plac? par le monde virtuel dans aucun cas, principalement si nous tenons compte qu?il s?agit de l??tape d??ducation Infantile. L?objectif g?n?ral de cet article est de renforcer que la Webquest constitue une occasion authentique d?innover dans le cadre de l??ducation relative ? la securit? routi?re, en offrant ? l?effectif scolaire des exp?riences didactiques coh?rentes et compl?mentaires depuis l??tape d??ducation Infantile. La m?thodologie, ? caract?re quantitatif et qualitatif, a ?t? d?velopp?e ? travers l?application d?un questionnaire, d?une entrevue, de l?analyse documentaire et sa triangulation, en finissant avec l?analyse des donn?es obtenues. Une des conclusions obtenues expose que la Webquest est une ressource qui nous fournit le processus d?enseignement-apprentissage et augmente la motivation tant dans des ?l?ves comme dans des agents ?ducatifs.
[en] The aim of this article is to analyze some of the reasons for the current discrediting of pedagogical knowledge. First, some national and international examples of the cultural circumstances for the rejection of Pedagogy as an academic discipline and pedagogues as valid professionals are established. Secondly, a review of the main positions at stake on anti-pedagogism is presented. Thirdly, some of the reasons that may explain the current anti-pedagogim are analyzed. These reasons are based on possible mistakes or excesses of a certain kind of Pedagogy. There are political reasons; Pedagogy has allowed an excessive ideological polarization between traditional schools and progressive or new schools. There are gnoseological reasons as well; Pedagogy has separated way too much the educational perspective and the learning from the cultural content in the curriculum areas. And, finally, there are normative reasons too; Pedagogy has focused excessively on identifying education with life and subjective experiences.

[fr] L?objectif de cet article est d?analyser certaines des raisons du discr?dit actuel des connaissances p?dagogiques. Tout d?abord, quelques exemples nationaux et internationaux du contexte culturel du rejet de la p?dagogie en tant que discipline acad?mique et des p?dagogues en tant que professionnels valides sont pr?sent?s. Deuxi?mement, une r?vision des principales positions de l?antip?dagogisme est r?alis?e. Troisi?mement, certaines des raisons qui expliquent le courant anti-p?dagogique sont analys?es. Ce sont des raisons fond?es sur des possibles erreurs ou exc?s d?une certaine P?dagogie. Il y a des raisons politiques: la P?dagogie a favoris? une excessive polarisation id?ologique entre les ?coles traditionnelles et les ?coles progressistes ou nouvelles. Il y a des raisons gnos?ologiques: la P?dagogie a trop s?par? la perspective ?ducative et de l?apprentissage du contenu culturel dans les domaines du curriculum. Et, il y a enfin, des raisons normatives: la P?dagogie a excessivement identifi? l??ducation avec la vie et les exp?riences subjectives.
[en] This paper examines whether some changes associated with the European Higher Education Area (ehea) have affected the educational processes at the university, while also the reform involves a learning approach focused on the acquisition of skills by students. Its objective is to explore the possibilities for the training of students is the connection between university and community. To that end, after review of the thematic literature of recent years, we use an empirical study with ex-post-facto methodology. And we propose service-learning as a strategy able to favour a more experiential pedagogy at the university./n?

[fr] Cet article analyse si certains des changements li?s ? l?Espace Europ?en de l??ducation Sup?rieur (eees) ont eu des effets sur les processus ?ducatifs ? l?Universit?, alors que la r?forme implique une approche d?apprentissage concentr?e sur l?acquisition des connaissances de la part des ?tudiants. L?objectif est d??tudier les possibilit?s que le lien entre l?Universit? et la communaut? offre pour la formation des ?tudiants. Pour cela, avoir r?vis? la litt?rature th?matique des derni?res ann?es, nous utilisons un travail empirique avec m?thodologie ex-post-facto. On propose l?apprentissage-service comme une strat?gie capable de favoriser une p?dagogie plus exp?rientielle ? l?Universit?.
[en] The present article analyses why the change of the organizational culture and the creation of a positive school climate that cause -through a new approach to the school leadership- the restructuration of the professional activities, the assumptions of risks of innovations and the collaborative work are necessary when developing a professional community. There are no many researches about the creation of professional communities at both elementary and high schools, as well as those performed about the teachers' professional development inside the school building; several of these researches are analysed in this article; they are valuable, but insufficient. Therefore, it is necessary to carry out new research projects in this field.

[fr] Le but de cet article est d'analyser comment le d?veloppement d'une communaut? professionelle est li? ins?parablement au changement de la culture organisationnelle et ? l'obtention d'un climat positif qui permette, ? travers d'une nouvelle approche du r?le du directeur scolaire, la restructuration des activit?s professionnelles, l'acceptation par les professeurs des risques de l'innovation et du travail collaboratif. Il n'y a pas beaucoup de recherches faites jusqu' ? pr?sent sur la cr?ation de communaut?s professionnelles dans les ?tablissements scolaires et sur le d?veloppement professionnel de l'enseignant dans l'etablisement scolaire m?me; certains de ces recherches sont analys?es dans cet article; elles sont de grande valeur, mais insufficientes. Donc, il faut r?aliser de nouveaux travaux dans ce domaine.
[en] The Moodle virtual platform is a tool that complements on-site teaching at all levels of the education system because it enables the use of graphs and web sites, broadcast videos and the use of Java and ActiveX technologies to reinforce on-site lessons. Despite its potential, it has often been used as a mere repository, its possibilities and interactive potentials being ignored. This article gathers the initial results of a wider study. Its main objective is to describe how professors and students use the Moodle platform in a context of onsite teaching in higher education, and to assess the impact of this tool on students? learning. The research methodology used was non-experimental, ex-post-facto and descriptive. Specifically, the study was carried out by means of a survey which used an instrument of quantitative data collection, built ad hoc and composed of 20 multiplechoice items, with a structured electronic survey format. The results show that, on the one hand, the use of the platform by students focuses on tools that facilitate file exchange. On the other hand, the effects of the use of Moodle on learning are valued positively, allowing greater involvement in the material in hand and the acquisition of new knowledge. In conclusion, Moodle is a resource of interest in teaching. Its benefits for learning need to be studied further because students see the platform in a very positive light.

[fr] La plate-forme virtuelle Moodle est un outil qui compl?te l?enseignement ? tous les niveaux du syst?me ?ducatif. Il permet en effet d?utiliser des graphiques, des pages web, des vid?os, ainsi que les technologies Java et ActiveX pour renforcer les cours en classe. Malgr? son grand potentiel, elle a ?t? bien souvent utilis?e comme un simple r?f?rentiel sans tenir compte de ses possibilit?s et de son potentiel interactif. Cet article reprend les premiers r?sultats d?une ?tude plus ample dont l?objectif est de d?crire l?utilisation faite par les enseignants et les ?tudiants de la plate-forme Moodle dans un contexte d?enseignement en classe dans l?enseignement sup?rieur, et aussi d??valuer l?impact de ce tout il sur l?apprentissage des ?l?ves. La m?thodologie de recherche utilis?e n?a pas ?t? exp?rimentale, ex post facto, descriptif. On a choisi une ?tude d?enqu?te ? partir d?un instrument de r?colte de donn?es de nature quantitative, construit ad hoc et compos? de 20 questions ? choix multiples, et avec un format ?lectronique structur?. Les r?sultats indiquent, d?une part, que l?utilisation de la plate-forme par les ?tudiants se concentre sur les outils facilitant l??change de fichiers. D?autre part les r?sultats de l?utilisation de Moodle dans l?apprentissage sont positifs, permettant une plus grande implication dans la mati?re et l??laboration de nouvelles connaissances. On peut donc conclure que Moodle est un outil d?int?r?t majeur dans l?enseignement et pr?sente des avantages pour l?apprentissage. On doit continuer ? approfondir l??tude de ces derniers car les ?tudiants leur conf?re un grand int?r?t.
[en] The following article aims to conceptualise dialogue as a teachable strategy that allows to generate active processes of listening, problem-solving tasks, ethical formation, and acceptance of the other within the context of pluralist schools. Dialogue is identified as a key space for reflection and communication, comprehending that this entails particularities such as resistance and asymmetry in terms of power. On the other hand, pluralist schools base their structure on the coexistence of diverse cultures which are mutually benefited through dialogue. Nevertheless, it is necessary to understand that the others? culture?s validation and acceptance move through the ethical perspective from which the communication between the actors occur. All in all, dialogue constitutes a crucial strategy for diversity and coexistence in the pluralist and democratic schools./n?

[fr] L?article suivant vise ? conceptualiser le dialogue comme strat?gie enseignable qui g?n?re des processus de l??coute active, r?solution de probl?mes, la formation ? l??thique et l?acceptation des autres dans le contexte des ?coles pluralistes. Il identifie le dialogue comme un espace cl? pour la r?flexion et pour la communication, la compr?hension de ce que cela implique notamment de la r?sistance ou de l?asym?trie en termes de puissance. D?autre part, la structure de l??cole pluraliste fond?e sur la coexistence de diff?rentes cultures qui b?n?ficient du dialogue entre eux. Cependant, il est n?cessaire de comprendre que la validation et l?acceptation de la culture de l?autre passe aussi par la perspective ?thique ? partir de laquelle la communication entre les acteurs est originaire. En bref, le dialogue est une strat?gie cruciale pour la diversit? et la coexistence dans les ?coles d?mocratiques et pluralistes.
[en] Two research goals were proposed: 1. To describe narrative skills in text written by pupils of second cycle in Spanish Elementary School; 2. To detect differences in these skills, related to age, gender and social status of children. A psycholinguistic method, derived from story grammar, was applied to corpus analysis (72 written texts), stablishing some textual categories at micro-structural level. The results are interpreted as narrative text structures caracteristics of pupils in second cicle of Spanish Primary Education. The ?learning disability? wash a differential factor more significative than age, gender or social status.

[fr] Dans cette recherche deux objectives ont ?t? propos?s: 1. D?crire les capacit?s narratives d' ?l?ves du second cycle de l'?ducation Primaire; 2. D?couvrir differences dans cettes capacit?s en fonction de l'?ge, le genre et la classe social. Dans le cadre de la grammaire narrative, on a appliqu?e une m?thode psycolinguistique pour analyser le ?corpus? (72 texts ?crits), dont les variables sont les cat?gories textuelles dans le niveau macro-structurel. Les donn?s permettrent ?tablir quelques caracteristics textuels des ?l?ves du second cycle de l'?ducation Primaire. ?Les difficult?s d'apprentissage ? a ?t? un facteur plus significative que Y ?ge, le genre ou la classe-social.
[en] The study investigates the history of the word-class of participle through a closestudy of a corpus of French, Spanish, Portuguese and Italian grammars which werepublished between the 15th and 18th centuries. The comparative approach is based on themethodological principle of ?series of texts?, by grouping and collating a hundred worksaccording to several variable parameters: the chronology, the theme or the grammaticaltradition of the language in question. The first part of the study deals with the linguistic categorization and questions thenature of the non-finite verbal forms, especially the participle and its use in an analyticalverbal form. The second part deals with the history of the participle from a more generalpoint of view. Thus, after an overview of the problematic aspects of Greek and Latingrammarians, the analysis focuses on the treatment of the word-class in the grammars ofthe Romance languages. The third part focuses on the approaches and concepts used bythe Renaissance grammarians to deal with compound tenses and on how they describedand (re)-categorized the participle forms of these verbal tenses.

[fr] L??tude pr?sente l?histoire de la classe du participe ? travers un corpus de grammaires del?espagnol, du fran?ais, de l?italien et du portugais parues entre le xve et le xviiie si?cle.La d?marche comparative s?appuie sur le principe m?thodologique de la mise en s?ried?une centaine d?ouvrages regroup?s et confront?s selon des param?tres variables :la chronologie, le th?me ou la tradition grammaticale de la langue-objet. La premi?re partie aborde la question de la cat?gorisation en linguistique ets?interroge sur la nature des formes non finies du verbe, tout particuli?rement duparticipe et de son emploi dans les formes verbales analytiques. La deuxi?me partietraite de l?histoire du participe sous un angle g?n?ral. Ainsi, apr?s avoir donn? un aper?u des aspects probl?matiques qui int?ressent les grammairiens grecs et latins, l?analysese centre sur le traitement de la classe dans les grammaires des langues romanes. Latroisi?me partie s?attache ? ?tudier les approches et les concepts dont se servent lesgrammairiens de la Renaissance pour traiter les temps compos?s ainsi que la fa?on dontils d?rivent et (re)cat?gorisent les formes participiales de ces temps verbaux.
[en] This article aims to build bridges between didactics empiricism and its theoretical reflection. We understand that the search for a didactic ontology is essential to give an epistemic basis to didactic knowledge. Therefore, this task needs philosophical bases that help to comprehend education from ontological perspectives. For this purpose, we will approach the nature as a substrate where the relational and the rational are shaped. We will see how rationality and the justification operate at the individual level (adjectival) and inter-subjective (shared), to sketch the idea of trans-subjectivity as a rational meta-structure linked to the cultural and, therefore, to educative. Finally, we will analyse how natural and rational ontological elements are conjugated with the didactic process, to try a metadidactic comprehension.

[fr] Cet article tente de jeter des ponts entre l?empirisme didactique et sa r?flexion th?orique. Nous comprenons que la recherche d?une ontologie didactique est fondamentale pour donner aux connaissances didactiques une base ?pist?mique. Par cons?quent, cette t?che a besoin de bases philosophiques qui aident ? comprendre l??ducation depuis des perspectives ontologiques. ? cette fin, nous aborderons la nature comme un substrat o? le relationnel et le rationnel sont form?s. Nous verrons comment la rationalit? et la justification fonctionnent aux niveaux individuel (adjetiv?) et intersubjectif (partag?), pour d?crire l?id?e de trans-subjectivit? comme une m?ta-structure rationnelle li?e ? la culture et donc ? l??ducation. Enfin, nous analyserons comment les ?l?ments ontologiques naturels et rationnels sont conjugu?s avec les processus didactiques, pour essayer une compr?hension metadidactique.
[en] The altruistic donation of blood recommended by the World Health Organisation and carried out through blood banks not only contributes to providing the health system with an indispensable therapeutic element, it is also a means of fostering social integration and educating for citizenship. Within this general context, the article begins by arguing why altruistic donation is better than buying and selling blood and why the gift theory ? developed by sociology on the basis of the work by Marcel Mauss ? more than justifies the possibility of meeting the demand for blood in this way. On the basis of these considerations it can be said that blood banks are social institutions that perform three basic functions: technical, civic and educational. The article continues by examining the educational project undertaken by the Blood and Tissue Bank of Catalonia, which consists in a programme based on the methodology of service learning and which invites young people to cultivate and develop a communicative approach to promoting the altruistic donation of blood in their neighbourhood. The article concludes by evaluating the consolidation, effectiveness and degree of satisfaction of the project, and suggesting that this model can be used to form the basis of ideas for educational proposals of other social institutions.

[fr] Le don de sang volontaire recommand?e par l?Organisation Mondiale de la Sant? et qui est effectu? par des banques de sang, en plus de contribuer au syst?me de sant? avec un ?l?ment th?rapeutique essentiel, est un dispositif qui r?g?n?re l?interaction sociale et de l??ducation ? la citoyennet?. Dans ce cadre, l?article commence en affirmant pourquoi la donation altruiste est mieux que la comercialization et pourquoi la th?orie du don ? ce que la sociologie a d?velopp? ? partir de l??uvre de Marcel Mauss ? justifie ainsi la possibilit? de r?pondre ? la demande de sang de cette fa?on. A partir de ces consid?rations, il est indiqu? que les banques de sang sont des institutions sociales qui effectuent trois fonctions de base: technique, civique et p?dagogique. L?article poursuit en d?veloppant la proposition ?ducative de Banc de Sang i Teixits de Catalunya. Un programme bas? sur la m?thode d?apprentissage par le service qui invite les jeunes ? se former et d??laborer une proposition de communication pour promouvoir le don de sang volontaire dans leur environnement. Le document conclut en ?valuant la consolidation, l?efficacit? et la satisfaction du projet, et en sugg?rant que ce mod?le peut ?tre utilis? pour ?laborer des propositions ?ducatives des autres institutions sociales.
[en] The aim of the work presented is to highlight the new scientific approach to emotional dimensions and their functions for personal and social development, as well as the new theoretical and practical consideration of education that this approach requires. The absence of structured and continuous training of emotions in the current educational system reduces the scope of integral education, which is proposed as an objective. The integration of thought, emotion and action is an essentially human characteristic, and must therefore be the basis of the educational act. The paradigm of emotional intelligence, through the theory of multiple intelligences, the contributions of neuroscience and the cognitive and humanistic tradition, has deep pedagogical implications and is highly important to guide educational renovation. Emphasizing this change, which we consider fundamental for education, it is indispensable to reconsider teacher training.

[fr] Le travail que nous pr?sentons a pour objectif de pr?senter la nouvelle approche scientifique des. dimensions ?motionnelles et ses fonctions dans le d?veloppement personnel et social, ainsi que la remise en question th?orique et pratique de l'?ducation que cette approche implique. L'absence d'une formation structur?e et continue des ?motions dans le syst?me ?ducatif actuel r?duit la port?e de l'?ducation int?grale ?tablie comme objectif. L'int?gration de la pens?e, de l'?motion et de l'action, caract?ristique essentielle de l'?tre humain, doit par cons?quent constituer la base de l'acte d'?ducation. Le paradigme de l'intelligence ?motionnelle, par le biais de la th?orie des intelligences multiples, les apports des neurosciences et la tradition cognitive et humaniste ont des implications p?dagogiques profondes et permettent d'orienter la r?novation de l'?ducation. Pour mettre la mise en place de ce changement qui nous semble fondamental pour l'?ducation, il est indispensable de remettre en question la formation des professeurs.
[en] This article defends the idea that teachers are the central element of pivot in the construction of the emotional climate of the classroom; because they are who generate the system of work, the kind of human relations and the basic codes of communication and interaction in the classroom. Between the keys for the study of the emotional climate of the classroom the role of the teachers is studied from there own professional identity and the emotional messages they send to students through the channels of communication they use, particularly through the non verbal communication. Those are the basic elements for the construction of empathy.

[fr] Cet article d?fend l'id?e que les enseignants sont l'?l?ment central dans la construction du climat ?motionnel de la classe; en tant qu'ils sont l'axe du system de travail, du type des relations humaines et des codes d'interaction et de communication dans la classe. Parmi les clefs pour ?tudier le climat ?motionnel dans la classe on ?tude le r?le que les enseignants jouent ? partir de sa propre identit? professionnelle, et les messages ?motionnels qu'envoient aux ?l?ves parmi les cha?nes de communication qui emploient, surtout parmi la communication non verbal. Ce sont les ?l?ments centrales pour construir l'empatie.