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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

L'explicitation du dessin libre et la conscience des capacités créatrices et intellectuelles de jeunes québécois inscrits à l'éducation des adultes

Teixeira, Marta 24 April 2018 (has links)
L’éducation des adultes au Québec reçoit de plus en plus de jeunes de 16 à 24 ans désirant finaliser leurs études secondaires pour obtenir un premier diplôme qui leur permet d’accéder au collégial ou à une formation de métier spécialisé. Leur parcours est marqué par des redoublements et par une situation psychosociale difficile qui généralement leur font penser qu’ils sont moins capables d’apprendre. Pourtant, selon Freire (1982), tous les êtres humains sont capables d’apprendre à partir de leur vécu, et selon Piaget (1964), les êtres humains naissent avec les capacités cognitives d’adaptation et d’organisation permettant la construction constante de leur intelligence. L’objectif de cette recherche est donc d’éveiller la conscience des capacités créatrices et intellectuelles chez les jeunes Québécois exclus du cheminement scolaire régulier et inscrits à l’éducation des adultes. À partir de cinq séances de dessin libre individuelles avec six volontaires, nous avons cherché à leur faire prendre conscience de l’inversion de rôles enseignant-apprenant durant cette activité créatrice et réflexive. L’explicitation du dessin libre a été possible grâce à un protocole d’entretien semi-dirigé validé par des études précédentes (Stoltz Schleder, 1992; Teixeira, 2008). Les volontaires ont produit et interprété eux-mêmes leurs dessins tout en exerçant les différentes fonctions de l’intelligence et de la conscience (Piaget, 1964, 1967). Les résultats indiquent un progrès vers la conscience de leurs capacités créatrices, intellectuelles et de prise de parole. La complexité de l’intelligence a été abordée par l’intégration des aspects cognitif, affectif, social, éthique et moral. La richesse des données exprimée à partir de leurs dessins et de leurs propos montre que la méthode utilisée a été efficace pour aborder cette complexité. Nous concluons en soulignant l’importance de reconnaitre ces différents aspects de l’intelligence pour l’inclusion scolaire et sociale des élèves inscrits à l’éducation des adultes. Les résultats de cette étude ouvrent à un regard critique sur le phénomène de l’étiquetage des élèves, sur les surdiagnostics et sur l’abus des psychotropes (Monzée, 2010 ; Swenson, 2013) relié à l’importance de reconnaître leur intelligence. / The adult education system in Québec receives more and more young people from 16 to 24 years old who wish to complete the final courses at the elementary school level in order to acquire the level necessary to allow them to have access to high school. The path of these students is marked by grade repetition and by difficult psychosocial situations that generally lead them to think they are less able to learn. However, according to Freire (1982), all human beings are able to learn from their own experiences, and according to Piaget (1964), human beings are born with the cognitive capacity of adaptation and organization, the very mechanisms that allow for the constant construction of intelligence. Accordingly, the aim of this research is to try to awaken the consciousness of the creative and intellectual capacity in young Quebeckers who have been excluded from regular schooling and who have enrolled in adult education. From five individual free-drawing sessions with six participants, we seek to achieve consciousness of a role reversal of the teacher and student during a creative and reflexive activity. The explicitness of free-drawing was made possible thanks to a semi-structured interview protocol validated by previous studies (Stoltz Schleder, 1992; Teixeira, 2008). The participants produced and interpreted for themselves their drawings, transposing the different functions of intelligence and consciousness (Piaget, 1964, 1967). Results point to progress in the path to consciousness of their creative, intellectual and speech capacities. We address the complexity of intelligence by linking the cognitive, affective, social, ethical and moral aspects. The wealth of data expressed in their drawings and in their comments shows that the method used was effective to engage the complexity of intelligence. We concluded by emphasizing the importance of the recognition of the different aspects of intelligence in the scholar and also the importance of social inclusion from the students enrolled in adult education. Finally, the results of this study lead to a critical examination of the phenomena of labeling, over-diagnosis, and the abuse of psychotropic drugs (Monzée, 2010; Swenson, 2013) in relation to the importance of recognizing their intelligence. / A educação de adultos no Québec recebe cada vez mais jovens de 16 à 24 anos que desejam completar seus estudos finais do ensino fundamental para obter o diploma que lhes permite ter acesso ao ensino médio. O percurso desses alunos é marcado por repetências e por uma situação psicosocial difícil que geralmente os leva a pensar que são menos capazes de aprender. Entretanto, segundo Freire (1982), todos os seres humanos são capazes de aprender à partir de suas próprias vivências, e segundo Piaget (1964), os seres humanos nascem com as capacidades cognitivas de adaptação e de organização, mecanismos que permitem a construção constante da inteligência. Logo, o objetivo desta pesquisa é de despertar a consciência das capacidades criadoras e intelectuais em jovens quebequenses que foram excluídos do percurso escolar regular e decidiram se inscrever na educação de adultos. À partir de cinco seções de desenho livres individuais com seis participantes, procuramos levá-los à tomar consciência da inversão dos papéis professor-aprendiz durante esta atividade criativa e reflexiva. A explicitação do desenho livre foi possível graças à um protocolo de entrevista semi-dirigida validado por estudos anteriores (Stoltz Schleder, 1992; Teixeira, 2008). Os participantes produziram e interpretaram eles mesmos os seus desenhos exercitando assim as differentes funções da inteligência e da consciência (Piaget, 1964, 1967). Os resultados indicam um progresso em direção à consciência de suas capacidades criadoras, intelectuais e de discurso. A riqueza dos dados exprimida nos seus desenhos e nas suas falas mostra que o método uzado, atrelado aos quadros teóricos adotados, foi eficaz para abordar a complexidade da inteligência, relacionando os aspectos cognitivo, afetivo, social, ético e moral. Concluímos enfatizando a importância de se reconhecer esses diferentes aspectos da inteligência para a inclusão escolar e social de alunos inscritos na educação de adultos. Os resultados deste estudo abrem para um olhar crítico em relação ao fenômeno da etiquetagem, do abuso de diagnosticos e de psicotrópicos (Monzée, 2010 ; Swenson, 2013) relacionado à importancia de reconhecer a inteligência destes alunos.

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