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This scientific paper belongs to the field of sociology of education, and through it we aim to evaluate the presence of aesthetic and artistic resources in the practices of teachers of philosophy in the qualifying secondary school in Morocco, in order to consider whether the theoretical and reference frameworks in the subject of philosophy are applicable in educational classrooms or not. These theoretical frameworks present in the Ministerial Directive Book for Philosophy indicates the importance of invoking aesthetic resources as pedagogical supports in the teaching process. For this purpose, we have We have adopted a quantitative methodology based on the questionnaire as a tool for questioning the Teachers, those who are the subject of research, and on statistical analysis as a tool for building conclusions. As for the results, Our research concludes that the presence of aesthetic and artistic resources is limited In the classrooms of philosophy teachers, and this is due to logistical obstacles such as the absence of the Interactive whiteboard or the absence of the projector,… and to negative representations of large segments of teachers towards arts and aesthetics, as Many respondents consider that aesthetic resources cause philosophy lessons to be trite, not serious and shallow. [Citation: Hamza Andaloussi. (2022). Representations of Moroccan Teachers about the Value of Aesthetic Resources in Philosophy Lessons; A Field Reasearch in the Sociology of Education. El-Athar Journal of Psychological and Educational Studies, 2 (5), pp.57-76.]

The subject of this dissertation is the link between teacher representations and verbal teacher-student contacts. Based on observations made in class during professional internships as well as observations made by certain sociologists, it would seem that exchange with the teacher is not equivalent from one student to another. This research aims to question the link that could exist between verbal teacher-student actions and teacher representations. Several hypotheses are put forward. Some relate to the representations that the teacher constructs concerning his or her students and the teaching attitude in verbal contact with regard to these representations. Others allow us to focus more on the ability of the student to produce or react to verbal actions in relation to teacher representations. To give answers to these hypotheses, a semi-directive interview with the teacher as well as non-participating observations in class were carried out and then analyzed. This dissertation gives an account of all the work carried out throughout the research.; L'objet d’étude de ce mémoire est le lien entre les représentations enseignantes et les contacts verbaux enseignant-élèves. À partir d’observations réalisées en classe lors de stages professionnels ainsi que de constats émis par certains sociologues, il semblerait que les échanges avec l’enseignant ne soient pas équivalents d’un élève à l’autre. Cette recherche a pour but de s’interroger sur le lien qu’il pourrait y avoir entre les actions verbales enseignant-élèves et les représentations enseignantes. Plusieurs hypothèses sont avancées. Certaines concernent les représentations que construit l’enseignant au sujet de ses élèves et de l’attitude enseignante dans les échanges par rapport à ces représentations. D’autres permettent de s’intéresser davantage à la capacité qu’a l’élève à produire ou réagir aux actions verbales par rapport aux représentations enseignantes. Pour donner des réponses à ces hypothèses, un entretien semi-directif avec l’enseignant ainsi que des observations non-participantes en classe ont été effectués puis analysés. Ce mémoire permet de rendre compte de l’ensemble du travail réalisé tout au long de la recherche.

International audience; This exploratory research study has been carried out to inform teacher education practices designed for the professional development of pre-service English as a Foreign Language (EFL) teachers at the school of teacher education, École Supérieure du Professorat et de l'Éducation (ESPE), at the University of French Polynesia. The present paper deals only with the results obtained during the first work-package of a two-phase study and reports on the data about 12 EFL tutors' representations (i.e., stated beliefs, knowledge, conceptualizations, perceptions, feelings, etc.) of Task-Based Language Teaching (TBLT) in EFL classrooms. The study aimed to explore and scrutinize the teachers' (i) representations of TBLT (ii) use or non-use of TBLT in their practices, and (iii) experience and feelings about their TBLT practices. The literature review provides a synopsis of the research and theoretical concepts which have contributed to the development of the TBLT pedagogy. The theoretical stance of the study is founded on Moscovici's representations theory, and the assumptions about teacher representations are explained using this theory. This work adopted the research techniques and paradigms employed in the grounded theory approach formulated by Glaser and Strauss (1967). Following the grounded theory tradition, the data were collected via extensive semi-directed interviews and transcribed by using the verbatim method. The qualitative data analysis software Atlas.ti. was used to analyze the interview corpus. During the analysis process, the researcher carried out a series of concurrent data collection and analysis procedures. The interviewing activities ended when the analysis procedures ceased to generate new categories of information. The results of the study were presented using verbatim extracts, theoretical framework charts, and descriptive data presentation methods such as histograms and pie charts.

El uso del libro de texto y de los materiales curriculares de elaboración docente afecta a todos los colectivos implicados en el hecho educativo, constituyendo un aspecto controvertido de la práctica educativa que se necesita investigar. El estudio que se presenta analiza las concepciones y prácticas docentes vinculadas con esta problemática, al objeto de establecer tipologías del profesorado en función de la progresión de sus ideas y prácticas en la enseñanza básica del Medio Natural y Social. El principal instrumento de investigación ha sido una escala tipo Likert de 51 ítems con cuatro opciones de respuesta. Se obtuvo información cuantitativa y cualitativa de 863 maestros (94 centros y 81 localidades andaluzas). El análisis de clúster, triangulado con datos cualitativos, presenta cuatro clúster configurando las tipologías docentes siguientes: profesorado dependiente, funcional, ecléctico y diseñador. Entre las conclusiones, se constata un cambio de tendencia del profesorado en la utilización de materiales, caracterizado por el cuestionamiento del libro de texto que obtiene la menor valoración profesional, frente al incremento de las concepciones de la práctica referidas a la elaboración de materiales docentes con la aportación de las nuevas tecnologías. Se observa finalmente correspondencia entre el nivel de desarrollo profesional del profesorado participante y la tipología docente en la que se ubica. The use of textbooks and other curriculum materials affects all groups involved in the educational process, constituting a controversial aspect of everyday classroom lifewhich requires further research. This study examines teachers´ conceptions and teaching practices linked to this issue, in order to stablish teachers’ typologies in terms of the progression of their ideas and practices in the Natural and Social Sciences area. The main research instrument has been a Likert scale of 51 items with a four-choice format. The study obtained quantitative and qualitative information from 863 teachers (94 schools and 81 Andalusian towns).Cluster analysis, triangulated with the qualitative data, presents four clusters with the following teachers´ typologies: dependent, functional, eclectic and designer. Among the conclusions, a turnaround in the use of materials is observed, characterized by the questioning of the textbook and the increased production of teaching materials with the contribution of the new technologies. Finally, it is observed a correspondence between the level of professional development of teachers and their typology.

El uso del libro de texto y de los materiales curriculares de elaboración docente afecta a todos los colectivos implicados en el hecho educativo, constituyendo un aspecto controvertido de la práctica educativa que se necesita investigar. El estudio que se presenta analiza las concepciones y prácticas docentes vinculadas con esta problemática, al objeto de establecer tipologías del profesorado en función de la progresión de sus ideas y prácticas en la enseñanza básica del Medio Natural y Social. El principal instrumento de investigación ha sido una escala tipo Likert de 51 ítems con cuatro opciones de respuesta. Se obtuvo información cuantitativa y cualitativa de 863 maestros (94 centros y 81 localidades andaluzas). El análisis de clúster, triangulado con datos cualitativos, presenta cuatro clúster configurando las tipologías docentes siguientes: profesorado dependiente, funcional, ecléctico y diseñador. Entre las conclusiones, se constata un cambio de tendencia del profesorado en la utilización de materiales, caracterizado por el cuestionamiento del libro de texto que obtiene la menor valoración profesional, frente al incremento de las concepciones de la práctica referidas a la elaboración de materiales docentes con la aportación de las nuevas tecnologías. Se observa finalmente correspondencia entre el nivel de desarrollo profesional del profesorado participante y la tipología docente en la que se ubica., The use of textbooks and other curriculum materials affects all groups involved in the educational process, constituting a controversial aspect of everyday classroom lifewhich requires further research. This study examines teachers´ conceptions and teaching practices linked to this issue, in order to stablish teachers’ typologies in terms of the progression of their ideas and practices in the Natural and Social Sciences area. The main research instrument has been a Likert scale of 51 items with a four-choice format. The study obtained quantitative and qualitative information from 863 teachers (94 schools and 81 Andalusian towns).Cluster analysis, triangulated with the qualitative data, presents four clusters with the following teachers´ typologies: dependent, functional, eclectic and designer. Among the conclusions, a turnaround in the use of materials is observed, characterized by the questioning of the textbook and the increased production of teaching materials with the contribution of the new technologies. Finally, it is observed a correspondence between the level of professional development of teachers and their typology.

This Doctoral Thesis was to object school punishment and the objective, set out to investigate the construction of practices and representations ten teachers of the first grades of elementary school, graduated in pedagogy between the decades from 1970 to 2014, about the punishments used in the classroom. The methodological approach used was based on the thematic oral history, supported the works of Alberti (2003); Ferreira and Beloved (2006); and Portelli (2006). The treatment of the interviews was conducted by discursive textual analysis of Roque Moraes (2007). This research is theoretically centered on Pierre Bourdieu, especially the concepts of habitus and field; as well as Roger Chartier, with the concepts of practices, representations and ownership; and other authors able to move through the frames of relationships and socio-cultural tensions; practices and representations of ordinary subjects, interrogating the plurality of daily life, ways of thinking, saying and doing of the subjects that make up the school. Before the appointed path, bring forth the thesis that I advocate in relation to school punishment: the incorporation of punishment in professional teaching practice is intertwined with the history of life, especially with the knowledge learned in childhood (through family and school ) and is naturalized in the actions and having little to do with the training courses, which makes your choice is not based on knowledge and pedagogy knowledge. As a result, it was observed that the teachers surveyed say they use different types of punishment in the classroom, emphasizing the moral punishment, but reported the use of physical punishment in their history of school life as well as in the practice of their colleagues. For them, the punishment has the disciplinary function in the Kantian sense, ie make good citizens for life in society. Said, still believe that the choice of punishments to be used in class is related to the family and school experiences and not to formal learning. The Status of Children and Adolescents was mentioned as an important law, however, was seen in an ambiguous manner, that is, on the one hand positively contributed to cause the decrease in corporal punishment, also damaged the teaching action, in that " removed the authority of the teacher. " The thesis was completed suggesting possibilities of action in view of continuing education in order to deal with the punishment from a pedagogical perspective. I note that investigate the construction of teacher practices and representations on school punishments, culminating in a denaturalization process of a trivial action in the educational universe, allowing thinking ahead possibilities of action to this subject; and stimulates reflection on the importance of maintaining a look at teaching in regard to its social, cultural, historical and subjective, since they are working in mediation and construction of the teaching-learning process. A presente Tese de Doutorado teve como objeto os castigos escolares e como objetivo, propôs-se investigar a construção de práticas e representações de dez professoras das primeiras séries do ensino fundamental, graduadas em pedagogia entre as décadas de 1970 a 2014, sobre os castigos utilizados em sala de aula. O caminho metodológico utilizado pautouse na História Oral Temática, apoiado nas obras de Alberti (2003); Ferreira e Amado (2006); e Portelli (2006). O tratamento das entrevistas foi realizado através da análise textual discursiva de Roque Moraes (2007). Esta pesquisa está centrada teoricamente em Pierre Bourdieu, em especial nos conceitos de habitus e campo; bem como em Roger Chartier, com os conceitos de práticas, representações e apropriação; além de outros autores capazes de transitar por entre as tramas das relações e tensões socioculturais; das práticas e representações de sujeitos ordinários, interrogando a pluralidade do cotidiano, os modos de pensar, dizer e fazer dos sujeitos que compõe a escola. Diante da trajetória apontada, trago à tona a Tese que defendo em relação aos castigos escolares: a incorporação dos castigos na prática profissional docente se entrelaça com a história de vida, em especial com os saberes aprendidos na infância (por meio da família e da escola), sendo naturalizados nas ações e tendo pouca relação com os cursos de formação, o que faz com que sua escolha não seja com base nos conhecimentos e saberes da pedagogia. Como resultado, foi observado que as docentes investigadas dizem utilizar diferentes tipos de castigos em sala de aula, com ênfase nos castigos morais, porém relataram o uso de castigos físicos em sua história de vida escolar, bem como na prática de suas colegas de trabalho. Para elas, o castigo tem a função de disciplinar no sentido kantiano, ou seja, formar bons cidadãos para vida em sociedade. Afirmaram, ainda, acreditar que a escolha dos castigos a serem utilizados em classe está relacionado às vivências familiares e escolares e não à aprendizagens formais. O Estatuto da Criança e do Adolescente foi mencionado como uma importante lei, porém, foi vista de maneira ambígua, isto é, se por um lado contribuiu positivamente por provocar a diminuição dos castigos corporais, também prejudicou a ação docente, na medida em que retirou a autoridade do professor . A Tese foi finalizada sugerindo possibilidades de ação na perspectiva da formação continuada, a fim de lidar com os castigos a partir de um prisma pedagógico. Saliento que investigar a construção das práticas e representações docentes sobre os castigos escolares, culmina num processo de desnaturalização de uma ação corriqueira no universo educacional, permitindo pensar em possibilidades de ação frente a esta temática; bem como estimula a refletir sobre a importância de se manter um olhar para a docência no que concerne a sua dimensão social, cultural, histórica e subjetiva, uma vez que são eles que atuam na mediação e na construção do processo ensino-aprendizagem.

This work, was carried out in the Graduation in Education Program of the Uberlândia Federal University. It aims to investigate the contributions of the Introduction to Biology Teaching - Scholarship Institutional Program for the political formation of Biology teacher. The research is committed to the Materialistic-historic-dialectic perspective which guides epistemologically this study and makes use of technical procedures for the collection of data: Documental analysis, state of art about PIBID s articles and interviews with. Contradictions were aised in the textual mapping and grouped in categories for the preparation of the synthesis of ideas, contextualizing them to the theory. The analysis involved three steps after the collection of interviews data: pre-analysis, exploration of material and interpretation. The PIBID program has a potential to catalyze group debates about the teaching profession, but shows weakness on the sociopolitical fellows formation of the pibidianos. Much of the program of discussion and debate continues playing without addressing the productive system, towards a formation based on the instrumentalization of the teaching practice that aims to improve the teaching-learning process disconnected from the history of the reality. It is possible to notice that the fellows are formed to accept the working conditions of the teaching profession, an exercise in a constant precarization process. Nevertheless, the fellows received instructions to have the function of play contents to the formation of students. The absence of studies in the several areas of the teacher development makes it impossible to understand the morphology of the work and ends up forming disabled and unilateral professionals, which transforms the job of a professor as a mere classroom acting. The formation of a teacher is mainly understood as the accumulation of teaching techniques, proposal of innovative lessons, and constant updating with new technologies, causing a false sensation that education is being put in a transforming perspective. The fellows do not adhere to a philosophical framework, keeping their practices anchored to an epistemic eclecticism, what keeps them away from a political understanding of own formation. The inclusion of the fellows in the school environment empowers the glimpse of the contradictions in the world of work. However, the school experiences do not guarantee an education that articulates the whole and the parts, and the parts of the whole in the teacher development. The PIBID is a project with potential for reflexive maturation concerning the teacher s work because it penetrates the school environment and inserts the fellows there, even partly, into the world work. A presente dissertação foi desenvolvida no Programa de Pós-Graduação em Educação da Universidade Federal de Uberlândia (UFU), vinculada à linha de pesquisa Educação: Ciências e Matemática. A mesma teve como objetivo investigar as contribuições do Programa Institucional de Bolsas de Iniciação à Docência (PIBID) Biologia da UFU para a formação política do professor de Ciências e Biologia. A pesquisa é compromissada com a perspectiva materialista-histórico-dialética que norteia epistemologicamente este estudo e que utiliza como procedimentos técnicos para coleta de dados: análise documental da portaria n.096 de julho de 2013 da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), caráter bibliográfico estado da arte por meio de levantamento de produções sobre o PIBID e entrevistas com pibidianos do subprojeto Biologia UFU. As contradições foram levantadas no mapeamento textual e agrupadas em categorias para elaboração da síntese das ideias, contextualizando-as à teoria. Do ponto de vista operacional, a Análise de conteúdo, mais especificamente a análise temática, alicerçou a organização dos dados, desdobrando-se em três etapas, posteriores às representações dos entrevistados: pré-análise, exploração do material e por fim o tratamento dos resultados obtidos e interpretação. Considera-se, portanto, que o PIBID Biologia/UFU evidencia um potencial de catalisar debates coletivos sobre a profissão docente, entretanto revela uma fragilidade na formação sócio-política dos pibidianos. Grande parte das discussões e debates do programa continua sendo reproduzida sem abordar o sistema produtivo, diante de uma formação apoiada na instrumentalização da prática docente que objetiva melhorias no processo de ensino-aprendizagem, porém desconectado da realidade histórica. É possível notar que o pibidiano é formado para a aceitação das condições de trabalho do professorado, um exercício em constante processo de precarização. Entretanto, os licenciandos são instrumentalizados para ter como função a reprodução dos conteúdos necessários à (de)formação de novos indivíduos. A ausência de estudos que perpassem as inúmeras vertentes do ser professor, na formação do pibidiano, impossibilita a compreensão da morfologia do trabalho e termina por formar trabalhadores unilaterais, que reduzem o exercício docente a apenas atuar em sala de aula. A formação do professor é prioritariamente compreendida no acúmulo de técnicas de ensino, propostas de aulas inovadoras e constante adequação tecnológica, gerando um falso sentimento de que a educação está sendo colocada em uma perspectiva transformadora. Os pibidianos não assumem correntes filosóficas, mantendo suas práticas ancoradas a um ecletismo epistêmico, o que os afasta da compreensão política de sua própria formação. A inserção do pibidiano no ambiente escolar potencializa o vislumbre das contradições no mundo do trabalho, todavia as experiências escolares não garantem uma formação que articule o todo e as partes, e as partes do todo. O PIBID mostra-se um projeto com potencial de maturação reflexiva referente ao trabalho docente por adentrar o espaço escolar e inserir os licenciandos, ainda que de maneira fragmentada, no universo do trabalho. Um programa de iniciação ao mundo do labor não pode se isentar de apresentar efetivamente todas as dificuldades e perspectivas desse mesmo trabalho, aliado a uma compreensão sócio-histórica de como os docentes se inserem nas instituições e suas possibilidades de posicionamento e enfrentamento diante das facetas do capital. Tal compreensão só pode ser construída através de um estudo norteado, para que essa formação seja devidamente estruturada, exposta, evidenciando o lado pelo qual o programa irá optar: o dos explorados ou o dos exploradores. Em minha concepção, não é possível falar de escola sem falar de formas de entendimento do mundo elemento que configura as posições históricas da sociedade. Dessa maneira, a escola, os estudantes e os professores em formação estão imersos no cenário social. Mestre em Educação

International audience; This study is based on a large-scale research project concerning a task-based blended language learning programme for first-year Business English undergraduate students in a university in Northwest France. The programme is entering its fourth year (it was extended to third-year students in January 2011). The project is funded by the Région des Pays de la Loire and involves a team of ten researchers.The team have found encouraging results concerning learner involvement and satisfaction. However, as teachers play a key role in the successful implementation of any innovative programme, this study aims to explore the teachers’ attitudes to their changing and increasingly complex roles within that environment. It examines teachers’ self-perceptions and attitudes to learning and teaching, after two years of implementing the programme, involving as it did a change from face-to-face teacher-centred approaches to computer-mediated and task-based teaching. Qualitative data derived from interviews with 14 teachers involved in the task-based blended learning programme are presented and discussed. Results indicate that most of the teachers accept and are adapting to their new, multifaceted role. Group dynamics and teamwork have contributed to this, apparently playing a key role in developing a common culture in terms of their approach to language teaching. However, some teachers have reservations, particularly about the increased workload associated with the provision of more personalised support for students, and to some extent about the shift away from a transmission-based approach to teaching, which is implied in a TBLT programme. Institutional and cultural factors are also highlighted as a major constraint.