Cette recherche s’inscrit dans la foulée du travail réalisé dans une école secondaire montréalaise depuis 2005 à la suite de l’implantation du Programme de formation de l’école québécoise ayant pour visée le développement de compétences. À l’instar des programmes publiés dans les années ’70 puis révisés dans les années '80, la mise en oeuvre de ce programme a été confrontée à de nombreux défis, notamment au chapitre de l’évaluation. L’importance de l'accompagnement des enseignants dans le développement de pratiques pédagogiques susceptibles de soutenir cette visée a donc refait surface. Cependant, aucun dispositif de gestion ou de recherche n’a été mis en place au Québec pour obtenir un portrait précis des stratégies d’accompagnement privilégiées et de leur effet réel sur le développement des pratiques en classe. Toutefois, certaines études, tout en cherchant à identifier les conditions favorables au développement professionnel, nous informent sur la complexité de ce processus et le besoin de mieux le comprendre (TNTP 2015; Darling-Hammond et coll., 2009). Par ailleurs, des métanalyses visant à identifier les pratiques pédagogiques les plus efficaces ont également suscité beaucoup d’intérêt dans le milieu scolaire dans le but de mieux identifier les intentions de développement professionnel (Hattie, 2009; Marzano, 1998). Notre recherche de type qualitative descriptive tente de mieux comprendre le travail d’appropriation de pratiques pédagogiques efficaces réalisé par cinq enseignants de trois disciplines du secondaire qui oeuvrent en contexte technologique au sein d’une communauté d’apprentissage de type cercle pédagogique. Plus spécifiquement, nous avons souhaité mieux comprendre la posture interprétative (Sherin et van Es, 2009), la profondeur du raisonnement (Brodie, 2013), l’interdépendance entre les dimensions du développement professionnel (Shulman et Shulman, 2004) et l’intégration des connaissances pédagogiques, disciplinaires et technologiques (Mishra et Koehler, 2006), qui sont liées à ce travail d’appropriation. Une analyse descriptive en deux phases a été réalisée à partir d’un verbatim issu des captations vidéos des huit premières séances de la deuxième année d’un cercle pédagogique qui a réuni de 4 à 5 participants pendant deux ans, pour un total de 32 rencontres. Une première phase visait à décrire le travail d’appropriation réalisé par chacun des participants tout au long des rencontres tandis que la deuxième phase visait à décrire la nature du travail d’appropriation propre à chacune des étapes du cercle pédagogique, soit l’étude d’un concept pédagogique, la planification de la transposition des concepts dans les pratiques en classe, l’expérimentation en classe et l’analyse des pratiques documentées sur vidéo. L’analyse des données a permis d’observer, aux deux premières étapes du cercle pédagogique, le rôle d'un dialogue cognitif orienté vers une compréhension partagée des concepts théoriques. Ce dialogue a soutenu l’étape d'expérimentation et le développement des pratiques en classe. L’analyse a aussi permis d’observer les retombées des analyses de pratiques réalisées par les participants sur le processus d’intégration des savoirs disciplinaires, pédagogiques et technologiques. En effet, les regards multiples que permettent le partage de la documentation sur vidéo d’une activité en classe et l’analyse de cette documentation par les participants alimentent leur réflexion sur le concept étudié tout en soutenant une recontextualisation dans leur discipline et leur niveau respectif. Cette recherche a été réalisée dans le cadre des contraintes et des ressources généralement présentes dans une école secondaire au Québec. À ce titre, elle peut inspirer d’autres recherches de ce type tout en offrant des stratégies de mise en oeuvre de dispositifs de développement professionnel soutenant le travail d’appropriation de pratiques pédagogiques. / This research is part of the work carried out in a Montreal high school since 2005 following the implementation of the competency-based Quebec Education Program (QEP). Like the programs published in the 1970s and revised in the 1980s, the implementation of this program has faced many challenges, particularly in terms of evaluation. The importance of supporting teachers in the development of educational practices likely to support this goal has therefore resurfaced. However, no management or research system has been established in Quebec to obtain a precise portrait of the support strategies mainly used and their real effect on the development of classroom practices. However, some studies, while seeking to identify favorable conditions for professional development, inform us about the complexity of this process and the need to better understand it (TNTP 2015; Darling-Hammond et al., 2009). In addition, metanalysis aimed at identifying the most effective teaching practices have also aroused a great deal of interest in schools with the intent to better identifying professional development intentions (Hattie, 2009; Marzano, 1998). Our qualitative descriptive research attempts to better understand the appropriation efforts of effective teaching practices carried out by five teachers in three high school disciplines who work in a technological context within a learning community of the video club type (Sherin and van Es, 2009). More specifically, we wanted to better understand the interpretive posture (Sherin and van Es, 2009), the depth of reasoning (Brodie, 2013), the interdependence between the dimensions of professional development (Shulman and Shulman, 2004) and the integration of technological pedagogical content knowledge (Mishra and Koehler, 2006), which are linked to this appropriation efforts. A descriptive analysis in two phases was carried out from a verbatim resulting from the video recordings of the first eight sessions of the second year of a video club which brought together 4 to 5 participants for two years, for a total of 32 meetings. A first phase focused on describing the appropriation efforts carried out by each of the participants throughout the meetings while the second phase focused on describing the nature of the appropriation efforts specific to each step of the video club, namely the study of an educational concept, the transposition of concepts into classroom practices, the classroom experimentation and the video-based practice analysis. The data analysis made it possible to observe, at the first two steps of the video club, the role of a cognitive dialogue oriented towards a shared understanding of theoretical concepts. This dialogue supported the experimentation and the development of classroom practices. The analysis also made it possible to observe the impact of the practice analysis carried out by the participants on the process of gaining technological pedagogical content knowledge. Indeed, the multiple perspectives that allow the sharing of video documentation of an activity in class and the analysis of this documentation by the participants nourish their reflection on the concept studied while supporting a recontextualization in their discipline and their respective level. This research was conducted accordingly to the constraints and resources generally present in a secondary school in Quebec. As such, it can inspire other research of this type while offering strategies for the implementation of professional development systems supporting the appropriation efforts of teaching practices.

Orientador: Rosa Maria Manzoni / Resumo: Trata-se de uma pesquisa de intervenção pedagógica que objetiva identificar as possíveis transferências e adaptações operadas nas capacidades de linguagem e na mobilização de conceitos ao se produzirem gêneros de agrupamentos distintos (um diário e um abaixo-assinado). Fundamentam teoricamente a pesquisa tanto a Psicologia Histórico-Cultural, por meio das contribuições sobre aprendizagem e desenvolvimento, com a noção de zona de desenvolvimento proximal, e sobre o processo de formação de conceitos espontâneos e científicos (VIGOTSKI, 1991, 2009) quanto o Interacionismo Sociodiscursivo, no qual amparamos a noção de gênero como instrumento promotor de aprendizagem e desenvolvimento (SCHNEUWLY, 1994, 2004) e de onde extraímos as categorias de análise textual (BRONCKART, 2009) que permitem observar as capacidades de linguagem dos aprendizes (DOLZ, PASQUIER, BRONCKART, 1993). A produção dos dados da pesquisa foi metodologicamente orientada pela Engenharia didática, por meio do procedimento das Sequências didáticas (DOLZ, NOVERRAZ e SCHNEUWLY, 2004) e da modelização didática dos gêneros (DE PIETRO e SCHNEUWLY, 2003; SCHNEUWLY e DOLZ, 2004). Na preparação da pesquisa, foram feitas adaptações nas práticas sociais de referência dos gêneros diário íntimo e pessoal e abaixo-assinado a fim de torná-los objetos de ensino; posteriormente estes gêneros foram inseridos em uma sequência didática desenvolvida com estudantes concluintes do ensino médio prevendo a produção de um diário, no iníci... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: It is a research of pedagogical intervention that aims to identify the possible transfers and adaptations operated in the language abilities and in the mobilization of concepts when producing genres of different groups (a diary and a petition). Theoretical research is based on both Historical-Cultural Psychology, through contributions on learning and development, with the notion of a zone of proximal development, and on the process of forming spontaneous and scientific concepts (VIGOTSKI, 1991, 2009) and Interactionism Sociodiscursive, in which we support the notion of gender as an instrument that promotes learning and development (SCHNEUWLY, 1994, 2004) and from which we extract the categories of textual analysis (BRONCKART, 2009) that allow observing the language skills of learners (DOLZ, PASQUIER , BRONCKART, 1993). The production of the research data was methodologically oriented by Didactic Engineering, through the Didactic Sequences procedure (DOLZ, NOVERRAZ and SCHNEUWLY, 2004) and the didactic modeling of the genres (DE PIETRO and SCHNEUWLY, 2003; SCHNEUWLY and DOLZ, 2004). Na preparation of the research, adaptations were made to the social practices of reference of the intimate and personal daily and petitioned genres in order to make them objects of teaching; later these genres were inserted in a didactic sequence developed with high school students predicting the production of a diary, at the beginning, and that of a petition, at the end. The confrontation between ... (Complete abstract click electronic access below) / Résumé: C'est une recherche d'intervention pédagogique qui vise à identifier les possibles transferts et adaptations opérés dans les capacités langagières et dans la mobilisation des concepts lors de la production de genres de différents groupes (journal intime et pétition). La recherche théorique est basée à la fois sur la psychologie historique et culturelle, à travers des contributions sur l'apprentissage et le développement, avec la notion de zone de développement proximal, et sur le processus de formation de concepts spontanés et scientifiques (VIGOTSKI, 1991, 2009) et l'interactionnisme Sociodiscursive, dans laquelle nous soutenons la notion de genre comme instrument favorisant l'apprentissage et le développement (SCHNEUWLY, 1994, 2004) et dont nous extrayons les catégories d'analyses textuelles (BRONCKART, 2009) qui permettent d'observer les compétences linguistiques des apprenants (DOLZ, PASQUIER, BRONCKART, 1993). La production des données de recherche a été orientée méthodologiquement par l'ingénierie didactique, à travers la procédure des séquences didactiques (DOLZ, NOVERRAZ et SCHNEUWLY, 2004) et la modélisation didactique des genres (DE PIETRO et SCHNEUWLY, 2003; SCHNEUWLY et DOLZ, 2004). Na préparation de la recherche, des adaptations ont été apportées aux pratiques sociales de référence des genres intimes et personnels quotidiens et pétitionnés afin d'en faire des objets d'enseignement; plus tard ces genres ont été insérés dans une séquence didactique développée avec ... (Résumé complet accès életronique ci-dessous) / Mestre

The findings of the Progress in International Reading Literacy Study (PIRLS) 2006 highlighted concerns about support for and the quality of reading literacy teaching in South African primary schools. In South Africa there is a paucity of research outlining schooling conditions and teachers’ reading literacy teaching practices especially in the Intermediate Phase. The aim of this mixed methods study was to explore schooling conditions and teaching practices for the implementation of the curriculum for Grade 4 learners’ reading literacy development across a range of education contexts. Two research sub-questions explored in two research phases were used to investigate the overall question which was: What influence do schooling conditions and teaching practices have on curriculum implementation for Grade 4 reading literacy? In phase one, PIRLS 2006 principal and teacher questionnaire data were re-classified for secondary analysis according to language of instruction (English First Language or English Additional Language) and the mean performance of each participating class of learners on the PIRLS 2006 international benchmarks and further benchmarks established to reflect the performance of the majority of South African learners. Response distributions on selected classroom level variables detailing teacher characteristics and reading literacy teaching practices as well as selected school level variables describing teaching conditions impacting the teaching of reading literacy were compared across each reclassified benchmark sub-sample. In phase two, six school and teacher case studies were purposively selected from each of the sub-samples to complement and extend the findings from the analysis of the survey data using multiple qualitative data sources. The findings revealed that differences in schooling conditions and teaching practices across the PIRLS achievement spectrum were generally aligned to differences between advantaged, high achieving schools and disadvantaged low-achieving schools. Thus, the study provides insights into the high levels of between-school inequalities for the development of Grade 4 reading literacy and school and classroom level reasons for such inequalities. On the basis of the findings, recommendations for policy, teacher practice and teacher education, and further research are provided. / Thesis (PhD)--University of Pretoria, 2010. / Science, Mathematics and Technology Education / unrestricted

No description available.

The number of English Language Learners (ELLs) entering content area general education classes is on the rise and there is a lack of understanding concerning what content area teachers are doing to provide instruction to ELLs. ELLs throughout a southeastern state are making very little progress despite the resources put in place by the district. The purpose of this qualitative case study was to explore the instructional practices and perceptions of 5 middle school content area teachers, who educate ELLs in general education classes. Differentiation, as defined by Tomlinson and the World-class Instructional Design and Assessment (WIDA,) frameworks were combined to create the framework of this study. The research questions addressed how middle grades teachers use WIDA standards and practices in content area classes when differentiating and scaffolding lessons for ELLs in a rural school in a southeastern state. A total of 5 participants volunteered to participate in an open-ended questionnaire, interviews, and observations of classroom teaching methods. The data were analyzed and coded to find emerging themes. The findings of this case study suggested that teachers used differentiation, but that it was not directed by the WIDA standards. The findings also suggested a need for professional development to help the teachers better understand how to use the WIDA Can Do Descriptors to provide differentiated and scaffolded lessons for ELLs. As a result of the findings, a 3-day professional development was created with the implementation of a professional learning community to support content area teachers of ELLs. This study supports positive social change by providing an avenue that will ensure equity in instruction for ELLs and all stakeholders.

En Haïti, le système éducatif est en pleine réforme. En privilégiant l’Approche par Compétences (APC), les nouvelles politiques amènent les responsables des écoles et les enseignants à utiliser des méthodes pédagogiques actives. Les efforts sont réalisés dans ce sens en particulier par des établissements privés. Toutefois, les méthodes pédagogiques qui permettent l’application de l’APC dans les écoles primaires en Haïti restent méconnues ou mal connues. Cette étude évalue la mise en oeuvre de la pédagogie Montessori telle qu’utilisée par les enseignants au niveau du primaire. À travers la littérature nous avons pu dégager cinq principes que sont la liberté, le respect du rythme, la motivation intrinsèque, la manipulation et l’apprentissage coopératif ainsi que les pratiques pédagogiques. Nous avons élaboré deux questionnaires pour des entretiens semi-structurés et des grilles d’observation qui nous ont permis d’évaluer la compréhension des principes, leur mise en œuvre. Les résultats ont permis d’avancer que la plupart des pratiques des enseignants sont conformes à ce qui a été retenu dans le cadre théorique. Les pratiques et les modifications apportées dépendent de la compréhension du principe par l’enseignant, de l’emploi du temps et du contexte environnemental. Mots clés : pédagogie Montessori, mise en œuvre, pratiques enseignantes, Haïti, école primaire / The education system in Haiti is currently undergoing major reforms. The new policies favor the implementation of the Competency Based Approach, encouraging school leaders and teachers to use more proactive teaching methods. Efforts are already being made by some schools, private ones for the most part. However, those methods still remain fairly or poorly known by the teaching staff. This study aims to assess the implementation of Montessori pedagogy currently used by teachers at the primary level. Through the literature we were able to identify five principles that are freedom, respect for rhythm, intrinsic motivation, manipulation and cooperative learning and teaching practices. We developed two questionnaires for semi-structured interviews and observation grids that allowed us to assess the understanding of the principles and their implementation. The results suggested that most of the teachers' practices are in compliance with the principle of Montessori approaches. Adjustments were made to consider the teacher's understanding of the principle, the school schedule and environmental context. Keywords: Montessori pedagogy, implementation, teaching practices, primary school, elementary school, Haiti

The present study aims to investigate early childhood educators' experiences with digital technology and its integration in their teaching practices in kindergartens in Finland and their beliefs on the impact on children's learning. Digital technology has already influenced various aspects of life, and it would be inevitable not to impact Early Childhood Education settings. Therefore, it is essential to scrutinize early childhood educators' experience regarding the implementation of digital technology in everyday life in kindergarten, how they involve children with it, and their perspective on the impact on children's learning. The abovementioned rationale motivated the present qualitative research study. Semi-structured interviews were conducted with six early childhood educators who work actively in kindergartens in Finland. The interview consisted of open-ended questions, which attempted to delve into early childhood educators' beliefs on the role of digital technology in Early Childhood Education, the ways of implementation in kindergarten, and the effects on children's learning. The collected data from the semi-structured interviews were analyzed through thematic analysis. The findings revealed that the participants of the study use partially digital technology equipment in the kindergarten with children. However, they strongly believe they need more training to implement digital technology in Early Childhood Education adequately. Despite their feelings, they attempt to support children with utilizing digital technology. Moreover, the analysis of the collected data showed that children have the opportunity to practice emotional and social skills while using digital technology equipment but learn the conventional use of the digital devices too.

No description available.

La dérivée est un concept important dans les cours de calcul. Dans certains pays comme au Canada et en France, il est enseigné au niveau collégial tandis qu’en Afrique et en particulier au Cameroun, on l’enseigne au niveau secondaire car la dérivée intervient dans l’étude des variations d’une fonction. Cette thèse dont le titre est : Analyse praxéologique des pratiques des enseignants et de leur utilisation de ressources pour l’enseignement de la dérivée. Une étude de cas dans l’enseignement secondaire général au Cameroun part du constat selon lequel de nombreux élèves et étudiants rencontrent des difficultés avec la notion de dérivée et que ces difficultés s’observent dans leurs résultats scolaires et académiques. Au vu de l’importance de la dérivée pour les différents parcours universitaires en sciences, nous nous intéressons aux pratiques des enseignants de mathématiques et notamment leurs praxéologies didactiques autour de la dérivée mais aussi, nous voulons comprendre les raisons qui justifient les choix faits par ces enseignants. La recherche essaie de répondre à la question de savoir quelles sont les pratiques des enseignants et les ressources utilisées par ces derniers pour l’enseignement de la dérivée? La recherche se propose ainsi d’identifier les praxéologies que les enseignants développent dans leur utilisation des ressources pour préparer leurs leçons et pour enseigner la dérivée. Nous ne nous limitons pas aux praxéologies observables mais nous aimerons comprendre les raisons qui justifient les choix opérés par ces enseignants et les contraintes institutionnelles auxquelles ils font face. Deux cadres théoriques encadrent cette recherche : la Théorie Anthropologique de la Didactique (TAD) qui nous permet d’analyser les types de tâches, les techniques, les technologies et les théories justifiant les technologies employées dans les ressources des enseignants et dans leurs pratiques enseignantes. De même, nous utilisons l’Approche Documentaire du Didactique (ADD) afin d’analyser les ressources institutionnelles et les autres ressources que les enseignants utilisent pour enseigner la dérivée. Pour analyser l’utilisation des ressources des enseignants, nous mettons un accent sur les objectifs et les sous-objectifs visés, les règles d’action, les invariants opératoires et les inférences éventuelles. Sur le plan méthodologique, nous utilisons une étude de cas impliquant trois enseignants qui enseignent la dérivée aux élèves de première. Nous utilisons des entretiens semi-dirigés afin d’analyser les choix que font les enseignants lors de la préparation des cours mais et surtout les raisons qui justifient ces choix; les observations vidéo-filmées permettent de savoir comment les enseignants introduisent la dérivée en un point et sur un intervalle et l’analyse des documents tels que les programmes de mathématiques, les manuels scolaires et d’autres ressources des enseignants employés dans la préparation des cours. Le principal résultat de cette thèse est l’identification du poids des ressources institutionnelles et de l’examen de fin d’année sur les praxéologies mathématiques et sur la manière dont les enseignants utilisent ces ressources. Nous discutons de ce résultat en tenant compte du rapport personnel des enseignants et des praxéologies développées dans les manuels et lors de l’enseignement. / Derivatives are one of the most important topics studied in high school (in many countries) and postsecondary mathematics. Many students must learn this topic to pursue their university studies and as a gateway to learn other mathematical topics in various other fields. In Cameroon, secondary teaching lasts from 12 to 18 years old. In this context, what in other countries is considered as pre-university courses, or college, in Cameroon is still called secondary. Derivatives are introduced in the last but one year of this cycle, called première (students are 17), after the topics of function, limit, and continuity. In this thesis, we examined teachers’ practices and their use of resources while teaching derivatives. This study in general secondary education in Cameroon starts from the observation that many pupils and students encounter difficulties with the notion of derivative and that these difficulties are observed in their academic results. The research attempts to identify the tasks, techniques and technologies developed in the resources used by these teachers. It also tries to describe the patterns of use of resources by closely observing the objectives pursued, the rules of action and the operational invariants put in place when using resources. We do not limit ourselves to describing the practices of teachers, but we would like to understand the reasons that justify their choices and the institutional constraints they face. Since we are interested in teachers’ practices and their use of resources to teach derivatives, we use elements of the anthropological theory of the didactic (ATD) to analyze the types of tasks, the techniques, technologies, and theories justifying the technologies used in teachers' resources and teaching practices. By using DA, we understand that teachers, to prepare their teaching, use variety of resources. These resources aiming to teach this content together with the schemes of use of these resources result in a document and these schemes of use of resources is influenced by the teacher’s own personal relationship. The participants in this study were three teachers who teach derivatives to first-class students. We use semi-structured interviews to analyse the choices teachers make when preparing courses, but above all the reasons that justify these choices and video to observe how teachers introduce the derivative. The video shows how teachers introduce the derivative at a point and on an interval. Others analyses helps us understanding how this content is introduced on math programs, textbooks and other teacher resources used in the preparation of courses. The main result of this thesis is the identification of the weight of institutional resources and the end-of-year examination on mathematical praxeology’s and on the way, teachers use these resources. We discuss this result considering the personal relationship of teachers and the praxeology’s developed in textbooks and during teaching.

Cette recherche étudie la possibilité pour les enseignants d’arts plastiques au secondaire de permettre à leurs élèves de créer des oeuvres à partir de questions plus sensibles, comme le feraient de véritables artistes. Elle part de l’hypothèse que certains enseignants hésitent à approuver les intentions sensibles soumises spontanément par leurs élèves, allant même jusqu’à les interdire, ne sachant pas comment y répondre de façon satisfaisante. Elle souligne le fait que ce type de questions peut favoriser la création d’oeuvres pertinentes, authentiques et signifiantes, mais que cela exige des pratiques de régulation capables d ’amener les élèves à créer dans un contexte scolaire où le regard du public compte. Elle mise ainsi sur la possibilité de découvrir, de comprendre et de décrire le phénomène de la pratique de régulation des enseignants face aux questions sensibles soumises par leurs élèves afin de cibler les gestes susceptibles d’amener les élèves à développer une posture similaire à celle d’artistes professionnels. Elle s’appuie sur six composantes inhérentes à ce type de régulation : les questions sensibles, l ’enseignant, l’adolescent, la création, le contexte et le public. Il s’agit d ’une recherche descriptive, qui emprunte des éléments à la recherche phénoménologique et qui adopte un parcours en partie heuristique. Elle fait état de l’expérience de régulation des questions sensibles de la chercheure et de celle de cinq autres enseignants participants oeuvrant auprès d’élèves du secondaire dans un établissement scolaire du Québec. Les résultats de la recherche mettent en relief la nature et les finalités des gestes de régulation recensés par les participants et ils démontrent l ’importance de certains de ces gestes, dont ceux favorisant l’action conjointe ainsi que ceux servant à identifier les conditions favorables au travail des questions sensibles. La recherche prouve l’importance de la réflexion en continu dans le processus de régulation de ce type de questions, processus soutenu à la fois par les élèves et l ’enseignant qui travaillent de concert afin de faire progresser les intentions sensibles initiales qui s’actualisent et se précisent au fur et à mesure que progresse le travail de création. Elle montre également l ’importance de mettre en place une régulation qui tienne compte du public, de la diffusion des oeuvres sensibles faites en classe ainsi que des visées d ’exposition. / This research questions the possibility for secondary school visual arts teachers to allow their students to create artworks dealing with sensitive issues, the way real artists would. It is based on the hypothesis that some teachers are reluctant to accept sensitive intentions that are spontaneously submitted to them by their students, even going so far as to forbid them, because they do not know how to address these issues properly. The research emphasizes that exploring these issues can promote the creation of relevant, authentic and meaningful artworks, however, this requires regulatory measures capable of engaging students creating in a school context where public perception matters. The research is committed to the possibility of discovering, understanding and describing teachers’ regulatory measures when dealing with sensitive issues proposed by their students. It aims to identify actions that may help them develop a personal point of view, similar to those of professional artists. The study is based on six components that are inherent to these types of regulations: sensitive issues, teachers, teenagers, creation, context and audience. This research is descriptive, drawing from elements of phenomenological studies and adopting a partly heuristic approach. It reports on the researcher’s own experience addressing sensitive issues with these regulatory measures, as well as the experiences of five other participating teachers working with students in a secondary school in Quebec. The results of this research highlight the nature and purposes of the regulatory measures identified by the participants and reveal the significance of some of these measures, including those that promote joint action and those that help identify the most conducive conditions for working with sensitive issues. It proves that continuous reflection is essential during the process of regulating these types of questions. This process is carried out by both students and teachers, working together to develop the initial sensitive intentions that are actualized and clarified as the creative work progresses. The study also illustrates the importance of implementing regulations that consider the audience, the display of sensitive work in class and the objectives of the exhibit.