Na França, a questão da educação para a igualdade entre meninas e meninos na escola e da luta contra as desigualdades entre as categorias de sexo é muito presente, e esta pesquisa deve ser contextualizada tendo em vista o combate aos estereótipos no contexto escolar. Nosso interesse são os conhecimentos que as crianças desenvolvem, ao longo da primeira infância e da infância, a respeito dos brinquedos, vistos aqui como meios de socialização de gênero. Os resultados indicam um conhecimento precoce dos estereótipos associados a certos brinquedos, mas também variações segundo o tipo de brinquedo e a idade das crianças. As experiências de socialização no contexto escolar podem fornecer, por intermédio da ação dos professores através de interações pedagógicas e suportes lúdicos, experiências mais heterogêneas.
La formation et le genre L'éducation à l'égalité « filles-garçons » dans la formation des enseignant-e-s Amorce par l'exemple des biais perceptifs d'étudiant-e-s de Master 2 enseignement Education to gender equality in teacher training Erziehung zur Geschlechtergleichheit in der Lehrerausbildung La educación a la igualdad chicas/chicos en la formación de los/las docentes
International audienceThis study aims to examine primary school teachers’ representations of boredom in function of the two most salient and significant variables : the student’s scholastic position and sex. After evaluating a grade sheet, teachers were asked to cite five terms for which we have put forward a differentiated causal explication. Boredom, for male students, is particularly significant in the context of scholastic difficulty and less so for scholastic success. Teachers tend to dichotomize boys as successful, and girls as having difficulties, under the influence of essentialist references. Boredom thus takes a sense in a scholastic context in which teachers tend to disengage both from students with the highest levels of social prestige in addition to those with the lowest levels of social prestige.Cette étude se propose d’observer les représentations que les enseignant-e-s de primaire se font de l’ennui, en fonction de deux variables, les plus saillantes et significatives : la position scolaire de l’élève, et le sexe de l’élève. En proposant aux enseignant-e-s, après la lecture d’un relevé de notes, de citer cinq termes, nous avons mis en évidence un système d’explication causale différencié. L’ennui est particulièrement significatif en contexte de difficulté scolaire, et dans une moindre mesure en réussite scolaire lorsqu’il s’agit du relevé d’un garçon. Un rapprochement est réalisé de la part des enseignant-e-s entre les groupes réussite/garçon et difficulté/fille, sous l’impulsion de références de type essentialiste. L’ennui prend alors sens en contexte scolaire dans des situations de profils d’élèves à fort prestige social versus faible prestige, et comme moyen de se désengager
Influence de l'utilisation de formes épicènes et plurielles sur les représent... L'orientation scolaire et professionnelle, 48/4 | 2019 Influence de l'utilisation de formes épicènes et plurielles sur les représent... L'orientation scolaire et professionnelle, 48/4 | 2019
Objective: In the COVID-19 crisis context, the main objective of the study is to investigate factors associated with perceived concerns of change in long-term cancer care in patients currently under treatment. Methods: A French population-based cross-sectional study was performed using an online questionnaire in April 2020. All persons currently receiving cancer treatment and belonging to the Seintinelles Association (https://www.seintinelles.com) were included in this present analysis. Individual sociodemographic characteristics, medical status and information regarding cancer care were collected. Multivariate binomial logistic regression analysis was performed. Results: We included 298 women in the analysis. Younger participants (OR = 0.96 [0.94-0.99]), the need to visit healthcare facilities to receive treatment (OR = 2.93 [1.16-8.52]), deterioration in the quality of communication with the medical team since the beginning of the COVID-19 crisis (OR = 3.24 [1.61-7.02]) and being cared for by a university hospital or a public hospital (OR = 2.19 [1.16-4.23] versus comprehensive cancer centre) were associated with a perceived fear of change in long-term cancer care. Conclusion: To address patients' concerns regarding changes in their long-term cancer care, medical teams should consider the patients' own perceptions of the situation and provide clear, appropriate, precise information on cancer care, especially in the centres mostly affected by the COVID-19 crisis.
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