Culture enfantine et règles de vie

Delalande, Julie

doi:10.4000/terrain.1555

Cited by 13 publications

(4 citation statements)

References 3 publications

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“…The first was social participation, since children want to be involved, participate in, and be part of a group. The second is sharing, since "children want to gain control of their lives and they want to share that sense of control with each other" (Corsaro 2003: 37; see also Delalande 2003). Furthermore, ethnographic studies of children's language acquisition have shown that the processes of acquiring language and becoming a competent member of society, or acquiring culture, are deeply intertwined (see Garrett & Baquedano-Lopez 2002;Ochs & Schieffelin 1984).…”

Section: Culturesmentioning

confidence: 99%

“…Instead, children are actors in the social world and are involved as active and creative participants in the learning process of culture acquisition (Ingold 2007;Corsaro & Rizzo 2008). Here, other children, peers, and siblings are even more important than adults (Delalande 2003). According to William Corsaro, preschool children's production of peer culture marks a major shift in their social development when they recognise that they have the ability to produce their own shared world without direct dependence on adults (2003: 162).…”

Section: Culturesmentioning

confidence: 99%

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Untitled

2022

FEJF

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The current issue of the journal Folklore: Electronic Journal of Folklore was created as a collaboration between Estonian and Slovenian folklorists and ethnologists within the joint bilateral project, "Slovenian and Estonian Contemporary School Lore". The main objective of the project was to analyse and compare the contemporary school lore, its collecting, use, and dynamics in two European countries with different geographical positions and characteristics, with a similar history, and no direct contact. The project focused on tradition and transformations of the folklore material, playfulness, and creativity in (new) formats, and on how they reflect the social reality that produces them. The project aimed to apply a new dynamic comparative approach from an intercultural as well as diachronic and synchronic point of view, which offers a unique and innovative perspective in folklore studies of Slovenia and Estonia.School lore is folklore material that circles among schoolchildren mainly on the school (indoor and outdoor) premises, as well as folklore material that thematises school life. This material reflects the lifestyle, worldviews, and everyday issues of schoolchildren. It also shows what material transfers from one generation to another and has a potential to continue in time. Knowing that https://www.folklore.ee/folklore/vol86/introduction.pdf Contemporary School Lore" BI-EE/20-22-009, and the project "Ethnological, Anthropological, and Folklore Studies Research on Everyday Life" ARRS P6-0088). The issue is also related to the research project EKM 8-2/20/3, "Narrative and Belief Aspects of Folklore", of the Estonian Literary Museum.

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Section: Culturesmentioning

confidence: 99%

Section: Culturesmentioning

confidence: 99%

Untitled

2022

FEJF

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“…9. Tanto el educador como el alumno aislado son vulnerables a la violencia (Lalande, 2003). En el caso del primero, es necesario actuar como equipo, con formas coherentes de valorar, juzgar y actuar.…”

Section: Recomendaciones Para La Acciónunclassified

Aprendizaje de la convivencia: Un caso de apoyo de una universidad a una escuela

Gomes,

Lira,

Lopes

2016

RIEE

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Este trabajo describe una experiencia de apoyo de una Universidad a una escuela pública de un área socialmente desfavorecida de la capital brasileña en el campo del aprendizaje de la convivencia. Se seleccionó una clase de quinto grado que reunía preadolescentes y adolescentes, muchos de ellos con retraso escolar resultante de reprobaciones anteriores. La investigación se caracteriza como un estudio de caso, de carácter exploratorio. Se utilizó el diario de campo para registrar las observaciones y se aplicó, además del test sociométrico, un cuestionario de caracterización a todos los discentes de la clase. Se realizaron también entrevistas con el maestro y otros educadores y se analizaron documentos, como el proyecto educativo de la escuela. El trabajo se demostró para la escuela útil, sencillo y de bajo coste para retratar la tela de relaciones sociales e identificar problemas de convivencia y sus factores, que en gran parte eran desconocidos para los educadores. En los debates, los educadores, con el apoyo de los investigadores, trazaron planes de acción para el aprendizaje de la convivencia y medidas a medio y largo plazo con el intento de superar la violencia en la escuela. Las conclusiones apuntan cuestiones de política educativa, de modo que la transición de la escuela de la infancia para la de la adolescencia no sea un agravante para los cambios de vida de los alumnos y favorezca el éxito escolar.Palabras clave: Violencia escolar, Bullying, Convivencia, Sociometría, Relaciones interpersonales, Formación del profesorado.This paper reports an experience of technical support to a public school located in a socially underprivileged neighbourhood of Brazil’s federal capital. We selected a class in the final year of primary education (5th grade) composed of preadolescents and adolescents, many of them repeaters in previous grades. The research is structured in the form of an exploratory case study making use of a field log for live observations, the sociometric test itself and a questionnaire designed determine the profile of all student class members. Interviews were held with the class teacher and other educators and documents associated to the school’s educational project were analysed. The research work proved to be sensitive, low cost and useful to the school insofar as it provided a portrait of the web of social relations and identified sociability problems and their driving forces, most of which were unknown to the educators. In the discussions with educators the researchers assisted them to delineate action plans for sociability learning and medium and long-term measures for overcoming violence in school. Conclusions identify education policy issues to be addressed by schools to ensure that the transition from primary to secondary education does not aggravate the changes students are experiencing in their lives and favours their successful schooling.Keywords: School violence, Bullying, Living together, Sociometrics, Interpersonal relations, Teacher training.

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“…Nos travaux sur les relations entre enfants dans les cours de récréation, de la maternelle au collège, nous ont amenée à observer l'attitude des enseignants à l'égard des interactions entre élèves. De manière générale, nos recherches donnent à voir comment ces relations participent à les construire en tant qu'individus pris dans les enjeux qui s'y déroulent (Delalande, 2001(Delalande, , 2003.…”

Section:  Regards D'enseignants Sur L'entre-enfantsunclassified

Des enfants acteurs de leur vie ? Représentations des enfants par les adultes et conséquences sur leur modèle d’autonomie

Delalande¹

2014

ree

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L’enfant est-il un être à modeler ou bien l’éducation consiste-t-elle à lui offrir les conditions de son accomplissement personnel ? Les acteurs sociaux apportent des réponses différentes à ces questions en fonction des valeurs qui dirigent leurs comportements et qui proposent des manières multiples d’intégrer un enfant dans un groupe social. Dans le modèle communautaire, il est attendu que l’enfant mobilise son jeu d’acteur au service du groupe. Dans le modèle individualiste, l’enfant est valorisé s’il suit son propre chemin, en fonction de ses intérêts personnels. Ces grilles d’analyse nous aident à décoder l’attitude de parents au moment où leur enfant intègre le collège et gagne en autonomie, du fait d’un contexte scolaire et social qui change et sollicite une nouvelle maturité de sa part. Elles nous aident aussi à comprendre la place que les adultes, parents et enseignants donnent au groupe de pairs. Comment l’enfant est-il acteur de sa vie, entre les attentes des adultes et celles du groupe de pairs ? Alors que notre société prône une autonomie des individus à construire dès l’enfance pour correspondre à son idéal individualiste qui conçoit l’enfant comme personne, la co-présence de cette représentation avec le modèle de l’enfant du lignage et de l’enfant de la Nation complique le jeu des acteurs.

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Culture enfantine et règles de vie

Cited by 13 publications

References 3 publications

Untitled

Untitled

Aprendizaje de la convivencia: Un caso de apoyo de una universidad a una escuela

Des enfants acteurs de leur vie ? Représentations des enfants par les adultes et conséquences sur leur modèle d’autonomie

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