Academic literature on the topic 'Politique et éducation'
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Journal articles on the topic "Politique et éducation"
Facon, Déborah. "Mixité sociale et scolaire : outil d’observation pour la politique de la ville." Diversité 199, no. 1 (2020): 114–17. http://dx.doi.org/10.3406/diver.2020.4951.
Full textEmin, Jean Claude, and Jaqueline Levasseur. "L’évaluation dans le système éducatif en France." Swiss Journal of Educational Research 29, no. 1 (June 1, 2007): 65–78. http://dx.doi.org/10.24452/sjer.29.1.4764.
Full textRodríguez Serrador, Sofía, and Coline Charbin. "Femmes, éducation et politique." Cahiers Sens public 29, no. 1 (February 7, 2022): 197–224. http://dx.doi.org/10.3917/csp.030.0197.
Full textBoukous, Ahmed. "Politique linguistique et éducation." Plurilinguismes 16, no. 1 (1998): 119–51. http://dx.doi.org/10.3406/pluri.1998.1090.
Full textBablet, Marc. "Éducation prioritaire et politique de la ville." Diversité 193, no. 1 (2018): 109–15. http://dx.doi.org/10.3406/diver.2018.4761.
Full textCoulon, Michèle, and Fabienne Federini. "Politique de l’éducation prioritaire et recherches en éducation." Diversité 192, no. 1 (2018): 120–25. http://dx.doi.org/10.3406/diver.2018.4710.
Full textDecreuse, Bruno, and Pierre Granier. "Sur-éducation dans un modèle de chômage d’appariement." Recherches économiques de Louvain 66, no. 4 (2000): 391–414. http://dx.doi.org/10.1017/s0770451800008368.
Full textOuellette, Monique. "Pédagogie militante : un regard sur deux démarches en éducation populaire." Formation et éducation populaire, no. 3 (February 1, 2016): 101–10. http://dx.doi.org/10.7202/1034994ar.
Full textWallenhorst, Nathanaël. "Politique et éducation en anthropocène." Raisons politiques 62, no. 2 (2016): 151. http://dx.doi.org/10.3917/rai.062.0151.
Full textChopin, Marie-Pierre, and Jérémy Sinigaglia. "L’esprit critique comme visée. Métamorphoses d’une ambition pédagogique dans les domaines de l’éducation aux arts et aux médias." Carrefours de l'éducation 56, no. 2 (December 11, 2023): 143–57. http://dx.doi.org/10.3917/cdle.056.0143.
Full textDissertations / Theses on the topic "Politique et éducation"
Gautier, Timothée. "Législation et éducation dans la politique d' Aristote." Electronic Thesis or Diss., Paris 1, 2022. http://www.theses.fr/2022PA01H214.
Full textIn the first lines of Book VIII of the Politics, Aristotle affirms: “That therefore the legislator should above all be concerned with the education of young people, no one can dispute it. And, indeed, in cities where this is not the case, it is damaging to the constitution.” For Aristotle, the fundamental and primary role of the legislator is to lead the members of the city for which they are responsible to virtue by thereby guaranteeing its stability, its durability and its justice. It is on this pedagogical function of the politician that the present work focuses, which tries to bring to light "the circle of political action" by which good education produces good rulers who, in return, establish a political and pedagogical system favoring the diffusion of virtue in the city. The main challenge of the reflection is to determine the purposes of the action of the true politician and the privileged modalities of his intervention in the city in order to understand how, for Aristotle, a man becomes virtuous. Our intuition is as follows: the pedagogical perspective that can be brought to bear on the political work of Aristotle, from the point of view of the nomothete, makes it possible to understand its coherence and, if not to dissipate, at least to enlighten a certain number of the traditional difficulties encountered by exegesis. This intuition unfolds through three main axes relating to the nature and meaning of Aristotle's political and philosophical project, the purpose of education and the means and modalities of a true paideia
Turet, Amélie. "L'impossible éducation critique et politique au numérique : territoires, dispositifs, métiers et acteurs." Thesis, Bordeaux 3, 2018. http://www.theses.fr/2018BOR30066.
Full textThis thesis aims to identify the degree of state involvement in critical and political digital literacy. It analyzes the public mechanisms linked to the dissemination of digital uses and the characteristics of the professional and volunteer actors responsible for their implementation: their titles, their places of practice, their qualifications and the representations of their priority missions. The research questions are: • How does the interweaving of action and training “devices” (dispositifs) help or hinder the work of actors to train people in a critical and political understanding of digital development?• Do these actors develop strategies to adopt or circumvent these devices to ensure their training and education activities? The corpus is composed of 5 complementary sources: regulatory texts at French and European level; 699 job vacancies and training skills benchmarks; a questionnaire survey of a sample of 140 digital mediators; 10 interviews of experts in digital mediation; 2 monographs from 2 periods of participant observation in 2 networks of digital public spaces. The thesis shows that critical and political digital literacy education is not prevalent, supplanted by the introduction of "good practices" concerning the uses of the Internet, based on the handling of tools. The top-down entanglement of the devices leads to an impediment of the training of the population to the stakes of the digital society: it produces an impenetrable double bind between the search for behavioural performances to answer the economic exigencies and the search for a critical stance in favour of the societal interest of the digital. Only some cases of subversion and militant commitment of individuals in particular those supporting free software, sustainable development and anti GAFAM policies, show a degree of resistance to this injunction of normative development. The thesis shows four major phases of this evolution, in connection with the diffusion modes of computer innovations among the French population: 1. from 1967 to 1984, the time of the genesis of the methods for the massification of the uses of informatics: the scientific and technical education and the computer clubs. 2. from 1985 to 1999, the time of the methodologies for the appropriation of the tools and the uses: the national education and the Minitel. 3. From 2000 to 2011, the time of public access to the Internet: youth jobs and Public Digital Spaces. 4. from 2012 to 2016, the time of reduction of the cultural and digital divide: digital jobs of the future, fablabs and third places. After initial trial and error (phase 1), the initiation system for digital uses leads to the disqualification of computer club leaders (phase 2); it prevents the supply of pre-existing systems of national education and popular education (phase 3); it provokes the self-censorship of local animators, who are not encouraged to think reflexively about the digital society (phases 3 and 4). However, it produces a critical education in resistance through certain figures, such as the multimedia animators for youth employment (phase 3), and the "hacker" or "systemist" animators (phase 4), who are more activist and entrepreneurial, as they are inspired by the free models that hijack devices with agile handling of social and digital innovations. As a result, critical and political digital literacy remains a blind spot of regulation (no text encourages or discourages it), without qualifications or financial flows to support it. The risk remains that the digital transition could be a new instrument at the service of social reproduction and cultural distinction
Babiker, Omer Abdelmagid. "La politique de l'enseignement au Soudan." Paris 2, 1987. http://www.theses.fr/1987PA022019.
Full textRoelens, Camille. "L'autorité bienveillante dans la modernité démocratique. Entre éducation, pédagogie et politique." Thesis, Lyon, 2019. http://www.theses.fr/2019LYSES007/document.
Full textThis thesis work adopts the point of view of educational political philosophy to contemplate a metamorphosis of authority in democratic modernity, in the light of the principle of individualist legitimacy. In this context, we acknowledge the major changes which occurred in modern democracies since 1945, as well as the path of the notion of authority over the same period of time. Then, we consider the syntagmatic articulation of authority and kindness concepts, to turn them into means serving autonomy of individuals. This conceptualization of benevolent authority allows to reconsider, from the very beginning, the link between authority, and the positioning in time and relationships between the beings within democratic modernity, that is to say redesigning the roman trinity authority – religion – tradition. Hence, one can also investigate jointly the questions of authority acknowledgment in its legitimacy, and of the role of authority relationships in everyone’s quest for individual reconnaissance. Thus, the praxis of benevolent authority in education can be explored, allowing to highlight its fruitfulness to face contemporary educational challenges. Considering authority in education as a praxis means renouncing to propose a frozen model of authority, applicable to any situation and for anyone. This approach can only strengthen the assumption of a place of authority. Setting individual authority as a goal of education requires this ethics to be neither moralistic, nor paternalistic nor abstentionist
Roelens, Camille. "L'autorité bienveillante dans la modernité démocratique. Entre éducation, pédagogie et politique." Electronic Thesis or Diss., Lyon, 2019. http://www.theses.fr/2019LYSES007.
Full textThis thesis work adopts the point of view of educational political philosophy to contemplate a metamorphosis of authority in democratic modernity, in the light of the principle of individualist legitimacy. In this context, we acknowledge the major changes which occurred in modern democracies since 1945, as well as the path of the notion of authority over the same period of time. Then, we consider the syntagmatic articulation of authority and kindness concepts, to turn them into means serving autonomy of individuals. This conceptualization of benevolent authority allows to reconsider, from the very beginning, the link between authority, and the positioning in time and relationships between the beings within democratic modernity, that is to say redesigning the roman trinity authority – religion – tradition. Hence, one can also investigate jointly the questions of authority acknowledgment in its legitimacy, and of the role of authority relationships in everyone’s quest for individual reconnaissance. Thus, the praxis of benevolent authority in education can be explored, allowing to highlight its fruitfulness to face contemporary educational challenges. Considering authority in education as a praxis means renouncing to propose a frozen model of authority, applicable to any situation and for anyone. This approach can only strengthen the assumption of a place of authority. Setting individual authority as a goal of education requires this ethics to be neither moralistic, nor paternalistic nor abstentionist
Babonnaud, Marc. "Censure et politique de l'image." Caen, 2008. http://www.theses.fr/2008CAEN1509.
Full textRossatanga-Rignault, Guy. "La Jeunesse scolarisée et l'État en Afrique : l'exemple gabonais." Paris 1, 1991. http://www.theses.fr/1991PA010284.
Full textThe construction (or the strengthening) of the state in Africa reveal a number of actors (political parties, armies, churches. . . ). Can one say that the youth in school attendance is an actor of the African political scene ? What are its roles ? Which functions are its ? The examination of the gabonese situation shows that the state produces more than one public policies towards these youth who respond to is, in time and space, by various attitudes (opposition, contesting, integration) reaveling their statute and their longings. Thus, it seems that the "sacralisation" of the youth has been translated in the facts, by a real "sacrifice" materialized by the collapse of the school system. A privileged group, the youth in school attendance has carried out an opposition mission within the monopartising systems before satisfying itself, for various reasons, with the defense of its corporatist interest until this defense questions the system acting as a catalyst in the shaking of the continent since 1990. But, doesn't the escaping from this crisis depend on a post-modern synthesis which goes beyond tradition and modernity ?
Bastos-Ambrosio, Maria Teresa. "Aspirations sociales, projets politiques et efficience socio-culturelle (le cas de la politique d'éducation au Portugal) : contribution à une psycho-sociologie du fait politique." Tours, 1987. http://www.theses.fr/1987TOUR2002.
Full textMatabishi, Namashunju Samuel. "Langues, éducation et développement durable en République Démocratique du Congo." Rouen, 2016. http://www.theses.fr/2016ROUEL019.
Full textThis thesis is about languages, education and sustainable development in the Democratic Republic of Congo. As far as linguistics and Culture are concerned, the D. R C. Is one of the countries most multilingual and multicultural in Africa. To that socio-cultural wealth is added the natural wealth (resources) that make some Geologists say the D. R. C is a “geological scandal”. This should be of great advantage to the welfare of the inhabitants of this country; one of the aims of a durable development. However, on social plan there is a great contrast between this geological scandal and the human development and welfare of Congolese because the D. R. C. Remains one of the poorest countries in the world. How can the socio cultural wealth and the natural wealth be combined to impulse the durable development in the D. R. C. ? Which are the necessary strategies to apply so as to make Congolese languages become instruments to the durable development? The aim of this thesis is to study the relationship between languages, education and durable development in D. R. C. In other words it consists of studying the impact of the learning of the Congolese languages on the durable development in the D. R. C. For this purpose one of the methodological approaches of our study is interviewing people. It contains 38 interviews completed by the transcription of radio emissions and the reading of appropriate literature on the topic. According to the interdisciplinary approaches applied to the interviews to five types (civil, society, politics and enterprise) of Congolese people we came to the following results: languages, education and durable development are linked and interdependent. Languages as ways of transmission of information on durable development have an impact on the education of people. Education on its hand promotes durable development. Depending on how people are educated and informed the durable development contributes to the improvement of education such as improving the tools of education in schools. It contributes as well to the enrichment and protection of languages. We have therefore shown that by protecting people assuring them good standard of life we also protect their languages so that they do not disappear. It is good to sensitize, form and inform people in their own languages, those that they control very well. The language is not the only factor to impulse lasting development though it contributes a lot. There is need to involve others such as political, economical, environmental factors… Thus the need to an interdisciplinary approaches to address the relationship between languages, education and durable development in a multilingual and multicultural context of the D. R. C
Pérez, Xavier. "Entre culture et politique : concevoir l'armée et l'école entre 1936 et 1946 en France." Bordeaux 2, 2008. http://www.theses.fr/2008BOR21559.
Full textIn 1940, the marshal Pétain, comes to power, and indicts the school to be responsible for the defeat in front of Germans. The school is accused of having diffused the ideal of the French Revolution, which for the marshal, led to the advent of Universal eradicating one. It is thus necessary to stop this irresponsible popular sovereignty, and to build a nation of the duties as would have protected it, on the other hand, the ramy. The army and the school are then bound in their fate, but how did we arrive at this indictment ? And what we really blame the French people ? All the more, as France is taken in a wider and more European debate, it becomes then difficult to understand war years without understanding the desire of a part of the ruling society to integrate new nazi Europe. This dive in our past has to have one beginning of answer from 1936 with the development of a politics youth and of leisure, but also we can go until 1946 and the exit of this world conflict. The power in Vichy would be kind a local regulation, it was without considering on the Resistance so internal as outside which reinstates France in the world. It puts all the problem of the relationship between the culture, the longlasting phenomenon, and the politics, the momentary event
Books on the topic "Politique et éducation"
Institut universitaire de formation des maîtres de Poitou-Charentes, ed. Art, éducation et politique. Paris: Editions du Sandre, 2010.
Find full textRaepenbusch, Sean Van. Politique sociale, éducation et jeunesse. 2nd ed. Bruxelles: Editions de l'Université de Bruxelles, 1998.
Find full textToulemonde, Bernard. Éducation et décentralisation. Paris: La documentation française, 2007.
Find full textEstripeaut-Bourjac, Marie. Usages et mésusages de la laïcité: Éducation et politique. Limoges: PULIM, 2017.
Find full textMbembé, J. A. Les jeunes et l'ordre politique en Afrique noire. Paris: L'Harmattan, 1985.
Find full textP, Trudeau Michel, ed. Indices: Éducation économique : 5e secondaire : Cahier d'activités. [Saint-Laurent, Québec]: ERPI, 1996.
Find full textJoutard, Philippe. Réussir l'école: Pour une politique éducative. Paris: Seuil, 1999.
Find full textQuébec (Province). Ministère de l'éducation. Une école d'avenir: Intégration scolaire et éducation interculturelle : projet de politique. Québec: Le Ministère, 1997.
Find full textGisèle, Ampleman, and Collectif québécois d'édition populaire, eds. La Conscientisation: Définition et principes d'action. Québec: Collectif québécois d'édition populaire, 1994.
Find full textBook chapters on the topic "Politique et éducation"
Assimacopoulou, Fotini, and Konstantinos Chatzis. "Éducation et politique au XIXe siècle: Les élèves Grecs dans les grandes écoles d'ingénieurs en France." In Multicultural science in the Ottoman empire, 121–37. Turnhout: Brepols Publishers, 2003. http://dx.doi.org/10.1484/m.dda-eb.4.00530.
Full textRoelens, Camille. "Éthiques inclusives en éducation." In Éthiques inclusives en éducation, 69–82. Champ social, 2023. http://dx.doi.org/10.3917/chaso.kohou.2023.01.0070.
Full textDalisson, Rémi. "Exil et éducation politique (1815-1825)." In Hippolyte Carnot - 1801-1888, 35–56. CNRS Éditions, 2011. http://dx.doi.org/10.4000/books.editionscnrs.17721.
Full textRosat, Jean-Jacques. "Éducation politique et art du roman." In Chroniques orwelliennes. Collège de France, 2013. http://dx.doi.org/10.4000/books.cdf.2084.
Full textRochex, Jean-Yves. "Quand l’école « s’adapte » à la diversité sociale. Questions à la politique ZEP et à sa mise en œuvre." In Éducation et formation, 67–84. CNRS Éditions, 1999. http://dx.doi.org/10.4000/books.editionscnrs.31296.
Full textBen Brahim, Saïma. "Éthiques inclusives en éducation." In Éthiques inclusives en éducation, 119–29. Champ social, 2023. http://dx.doi.org/10.3917/chaso.kohou.2023.01.0120.
Full textPetit, Laurent. "Chapitre 3. Du PCSM à C@mpuSciences : le pilotage politique aux risques des TICE." In Perspectives en éducation et formation, 83–112. De Boeck Supérieur, 2008. http://dx.doi.org/10.3917/dbu.jacqu.2008.01.0083.
Full textNishimoto, Noa. "Le multiculturalisme malgache face aux défis du XXIe siècle." In Le Japon, acteur de la Francophonie, 105–20. Editions des archives contemporaines, 2016. http://dx.doi.org/10.17184/eac.5530.
Full textBérubé, Colette. "Vers une politique d’éducation des adultes au Québec Enjeux et défis de la concertation éducation travail." In Concertation éducation travail, 109–38. Presses de l'Université du Québec, 2003. http://dx.doi.org/10.2307/j.ctv18pgzqj.8.
Full textTremblay, Philippe. "Les fondements éthiques de l’école inclusive." In Éthiques inclusives en éducation, 37–51. Champ social, 2023. http://dx.doi.org/10.3917/chaso.kohou.2023.01.0038.
Full textReports on the topic "Politique et éducation"
Fontana-Lana, Barbara, Geneviève Petitpierre, and Isabelle Petragallo. Résultats de la recherche Vote 4 all. Fribourg: Département de pédagogie spécialsiée, 2022. http://dx.doi.org/10.51363/unifr.lrr.2023.001.
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