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Dans cet article, nous explorons les spécificités de la prise en compte méthodologique des familles dans des recherches centrées sur la relation école/parents. Nous nous appuyons pour cela sur deux études en cours qui s’organisent toutes les deux autour d’observations de classes par des parents. Nous dégageons ainsi quatre points qui particularisent selon nous la place accordée aux familles dans le processus de recherche : les modes de sollicitation des individus à participer à la recherche, les désignations des acteurs, les garanties apportées pour maintenir ces places, la gestion des éventuelles tensions ou situations émotionnellement fortes et, enfin, les positions des parents au cours des situations de recueil de de données, entretiens, observations, etc. We explore how research focused on the school/parent relationship take families into account. we rely on two ongoing studies, both of which are organized around observations of classes by parents. We thus identify four points which, in our opinion, particularize the place given to families in the research process: the requests of individuals to participate in the research, the designation of the actors, the guarantees provided to maintain these positions, the management of tensions or emotionally strong situations, finally, the positions of the parents during the situations of data collection, interviews, observations, etc.

Cet article s’intéresse à des moments de coprésence entre parent(s), enfant(s) et professionnel(s) en appui sur des activités de l’ordre de l’ordinaire (parler, manger, jouer…) à l’intérieur d’un dispositif de placement du champ de la protection de l’enfance en Suisse. Dans une démarche d’analyse du travail (observations, films, entretiens d’autoconfrontation), nous cherchons à décrire non seulement comment le dispositif fait agir les professionnels, les parents, les enfants ou comment il agit sur eux mais aussi comment les professionnels agissent dans et avec le dispositif. Plus particulièrement nous cherchons à comprendre comment dans ces moments de coprésence, les professionnels jouent (de) et déjouent les rapports de force inhérents à un dispositif d’aide-contrainte dans le cours de leurs activités, pour réussir à favoriser des effets (implications réciproques, participation et appropriation de la mesure) qu’ils ne peuvent viser directement et qui constituent parfois une réussite bien particulière This article focuses on moments of copresence between a parent, a child, and a professional in the course of ordinary activities (chatting, eating, playing, etc.) within a placement apparatus in the field of child protection in Switzerland. Adopting a work analysis approach, we seek to describe not only how this apparatus prompts professionals, parents, and children to act and how it acts upon them, but also how the professionals inhabit it. We look at how they engage with and disengage from the power relations inherent to a compulsory-assistance apparatus as they carry out their activities ; how, they are able to encourage effects (reciprocal implication, participation in and appropriation of the apparatus) that they may not be deliberately pursuing but that at times constitute a rather singular form of success.

Cet article présente l’analyse d’une pratique de transition, un atelier de préparation à l’entrée à l’école, proposé aux parents quelques semaines avant l’entrée à l’école de jeunes enfants d’un établissement scolaire péri-urbain du canton de Fribourg, en Suisse. Ce moment est particulièrement critique puisqu’il s’agit de la première rencontre entre les familles et l’école, lors de laquelle se cristallisent les attentes réciproques, notamment en termes de préparation à l’école. Malgré de bonnes intentions, cette mesure entreprise pour faciliter l’entrée à l’école semble manquer sa cible, voire même se révéler contre-productive. Les implicites et les non-dits entourant ce moment charnière font partie des facteurs explicatifs de ce constat. Nous formulons des pistes réflexives pour de futures éditions mais aussi, plus généralement, pour favoriser une collaboration plus égalitaire entre les familles et l’école. This article presents an analysis of a transition practice: a workshop aiming to help parents prepare their young children for school entry, taking place a few weeks before the beginning of the school year in a semi urban school in the canton of Fribourg, Switzerland. This is a particularly critical moment, since it is the first meeting between families and the school, during which mutual expectations crystallize, particularly in terms of preparation for school. Despite good intentions, this measure meant to facilitate school entry seems to miss its target, and even to be counter productive. The implicit and unspoken aspects of this pivotal moment are among the factors that explain this observation. We formulate reflective avenues for future editions but also, more generally, to promote a more egalitarian collaboration between families and schools.

Cette étude s’inscrit dans la lignée des travaux relatifs à l’influence des pratiques familiales sur le développement de l’anxiété. Elle vise plus spécifiquement à examiner les relations entre l’anxiété-trait, le perfectionnisme et la perception d’un soutien conditionnel parental à l’école en général, en mathématiques et en dessin. Les résultats de l’étude conduite auprès de 69 élèves de CM2 indiquent que, chez les filles, le soutien conditionnel parental perçu, quel que soit son objet, est lié positivement à l’anxiété-trait et que ces relations sont médiatisées par le perfectionnisme négatif. Les modèles de médiations expliquent entre 40 et 43 % de la variance de l’anxiété-trait. This study contributes to the field of research related to the influence of family practices on the development of anxiety. More specifically, it aims at understanding the relations between trait-anxiety, perfectionism and the perception of a parental conditional support; at school in general, in mathematics, and in arts & crafts. The results of the study conducted on 69 pupils of 5th grade shows that, for girls, the perception of parental conditional support is in a positive relation with trait-anxiety; whatever the subject. This relation is mediatized by a negative perfectionism. Mediation models explain between 40 and 43% of the variance of trait-anxiety.

Orientador: Selma de Cassia Martinelli Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Resumo : O núcleo familiar é, para a psicologia, revestido de uma importância capital, visto que é o primeiro ambiente psicossocial, protótipo das relações a serem estabelecidas com o mundo. Contudo, estudos teóricos deste campo de conhecimento têm evidenciado que o ambiente familiar tanto pode ser uma fonte de recursos para um desenvolvimento sadio, atuando como mecanismo de proteção para a criança lidar com as dificuldades, como pode levar a reações inadaptadas. Dessa forma, cada vez mais, estudos empíricos têm focado sua atenção na análise do ambiente familiar relacionado a aspectos da vida escolar infantil. Diante desse contexto, o presente estudo tem como objetivo analisar os recursos materiais e humanos do ambiente familiar mediante relatos dos familiares e os suportes e recursos do ambiente familiar mediante relatos das crianças do ensino fundamental e verificar se diferentes níveis de compreensão em leitura e escrita correspondem a diferenças nos recursos do ambiente familiar. Participaram deste estudo 148 crianças, de ambos os sexos, com idades variando de 8 a 12 anos, provenientes de três escolas municipais de uma cidade do interior de São Paulo e seus respectivos familiares. Foram utilizados 4 instrumentos para a coleta de dados. As crianças responderam uma Escala de Avaliação da Escrita, um texto elaborado segundo a técnica Cloze para avaliar a compreensão em leitura e um Questionário sobre os Suportes e Recursos do Ambiente Familiar. Os pais responderam a um Inventário sobre os Recursos do Ambiente Familiar. Os resultados mostram valores significativos no teste de correlação de Spearman evidenciando a relação entre a compreensão em leitura e o desempenho em escrita com os recursos do ambiente familiar por meio do relato infantil. O teste Kruskall-Wallis revelou que há diferenças significativas de recursos no ambiente familiar na percepção infantil, verificadas entre os grupos com diferentes níveis de compreensão em leitura e desempenho em escrita, enquanto o teste Mann- Whitney apontou a direção destas diferenças mostrando que, conforme aumentam os recursos do ambiente familiar, mais aparecem as diferenças no desempenho escolar infantil. Desta forma, conclui-se que o presente estudo evidencia uma relação nítida entre os recursos do ambiente familiar e o desempenho escolar infantil, possibilitando, assim, o conhecimento de novos elementos para se pensar a ligação entre o ambiente familiar e o aprendizado da criança Abstract : The family core is, to the Psychology, enfolded by a capital importance, since it must be being the first psychosocial environment, prototype of the relations to be established with the world. However, theoretical studies of this area have evidenced that the family environment can either be a wellspring of resources to a healthy development, acting as a mechanism of protection to the child deals with the difficulties, or lead to unadapted reactions. Therefore, more and more, empirical studies have focused their attention on the analysis of the family environment connected with the child school life aspects. Taking these concepts into consideration, the aim of the present study is not only to analyze the material and human resources of the family environment through reports of the family members, and the family environment supports and resources through reports of the children from the elementary school, but also to verify if different levels of reading and writing comprehension correspond to the differences in the family environment resources. One hundred and forty-eight children of both genders, aged between eight and twelve years old, coming from the municipal schools of a city located in the state of São Paulo, took part in this study, as well as their respective family members. Four instruments to collect the data were applied. The children answered a Writing Evaluation Scale, a text elaborated according to the Cloze test technique to assess the reading comprehension, and a Questionnaire about The Family Environment Supports and Resources. The parents answered an Inventory about the Family Environment Resources. The results indicate significant values in the Spearman correlation test, evincing the relation between the reading comprehension and the writing performance with the family environment resources through the child report. The Kruskall-Wallis test revealed that there are meaningful differences of resources in the family environment according to the child perception, verified among the groups with different levels of reading comprehension and writing performance, while the Mann-Whitney test indicated the direction of these differences, showing that as the family environment resources increase, more noticeable are the differences in the child school performance. Therefore, it is concluded that the current research attests to na obvious relation between the family environment resources and the child school performance, enabling the knowledge of new elements to reflect the link between the family environment and the child¿s learning Mestrado Psicologia Educacional Mestre em Educação

Cette contribution se base sur les résultats d’une enquête empirique de type ethnographique (observations de classes enfantines et primaires, entretiens d’enseignants, d’élèves et de parents) menée dans un établissement scolaire genevois. Cette enquête fait apparaître les contradictions inhérentes aux dispositifs pédagogiques mis en place dans le but de développer l’autonomie des élèves. Dans cet article, on traitera des principes de socialisation qui sous-tendent ces dispositifs et des modalités concrètes par lesquelles ceux-ci s’expriment dans les pratiques pédagogiques. On examinera en particulier les aspects contradictoires des dispositifs pédagogiques de l’autonomie. This contribution is based on an ethnographic survey in an elementary school in Geneva, bringing together observations in classes, interviews with teachers, observations in families and interviews with children and their parents. This survey highlights the inherent contradictions existing in dispositifs focusing on student autonomy. In this article, we will discuss the principles of socialization underlying these dispositives and how they express in the educational practices. We examine in particular their contradictory aspects.

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. Does child is a human to model? Or does education consist in offering him/her circumstances to be fulfilled? Social actors give different answers to these questions according to their values that lead their behaviors and that suggest different manners to integrate the child into a social group. Within the community pattern, the child is expected to play a social role into the group. Within the individualist pattern, child is encouraged to follow his/her own way to satisfy his/her personal interest. These two perspectives help us to decode parental attitudes when their child go to middle school and gain some autonomy, given the social and the academic context change and encourage his/her maturity. These perspectives help also us to understand what is the role that peers attribute to the adults, the parents and the teachers. How do they perceive the child agency between adult expectations and peers’s ones? Our society advocates a certain individual autonomy that we would have to build as early as in our childhood, in order to fit its individualist ideal which considers the child as a person. But there are two other patterns: The lineage child and the Nation child. The co-existence of those three patterns makes each individual’s experience more complex.

L’éducation maternelle dans l’école témoigne d’une proposition pédagogique nouvelle entendant puiser au sein de la famille, auprès des gestes maternels et des habitudes domestiques, des principes nouveaux pour l’école des tout-petits. Pauline Kergomard prend ainsi acte d’une circulation nécessaire entre famille et école, tout en établissant différenciation entre modèle réel et modèle philosophique : c’est en distance avec la mère réelle, mais ancrée dans le « génie maternel » que la directrice construit un type d’école nouveau. Cette distorsion entre réel et imaginaire révèle une particularité dans l’utilisation du sexe féminin, ici comme variable pédagogique. L’appartenance au sexe féminin de la mère, de la directrice, de la pédagogue elle-même et de ses lectrices, parce que comprise comme une variable historique et non biologique, peut ainsi devenir un levier d’innovation et de création, dans les conceptions et les pratiques pédagogiques. L’éducation maternelle dans l’école (The maternal education at school) appears as a new educationalist proposition which intends, by taking its new principles from family context, maternal gestures and home habits to think the education during early childhood. By this way, Pauline Kergomard does aknowledge the necessary circulation between family and school, and differentiates real from philosophical model: her new model of school is thus both in distance with real mother and anchored in “motherly genius”. This distortion between real and fiction does reveal a particularity in the use of the female sex as an educational variable. The female sex of the mother, the teacher, the educationalist and her readers, understood as a historical and not biological variable, does thus become a lever of innovation and creation in educational conceptions and practices.

Les différences de réussite à l’école primaire traditionnellement étudiées par les chercheurs en éducation peuvent être analysées à la lumière des compétences et plus particulièrement des compétences sociales. Champ théorique encore en construction, les compétences sociales deviennent tout de même un « incontournable » pour les acteurs du système éducatif et pour la recherche en sciences de l’éducation. Par une approche pluridisciplinaire, cet article propose d’étudier quels sont les déterminants des compétences sociales à l’aide d’indicateurs sociodémographiques et scolaires largement empruntés dans les modèles d’explication des différences de réussite, auxquels sont associées des mesures de l’image de soi, du névrosisme et du rapport à l’école. Ces dimensions participent en effet à la socialisation et au développement des compétences de l’élève. Un outil de mesure validé des compétences sociales et un échantillon de 855 élèves de cycle III permettent de comprendre par exemple la réussite des filles à l’école ou le poids de l’image de soi dans le développement des compétences sociales interindividuelles et intra-individuelles. Les résultats explicatifs des déterminants des compétences sociales (elles-mêmes explicatives de la réussite) peuvent alors ouvrir le débat sur les différences de réussite scolaire à l’école en redessinant le schéma classique du lien direct entre les caractéristiques des élèves et leur réussite, par l’effet intermédiaire des compétences sociales. Differences of achievement in school, traditionally studied by education researchers, can be analyzed in the light of skills and especially social skills. This scientific field is under construction but social skills still become a "must" for actors of the school system and for Educational Sciences. Through a multidisciplinary approach, this article proposes to study the determinants of social skills with social and educational indicators widely borrowed into the explanation of the differences of achievement models, with associated self-image, neuroticism and relationship with school measures. Indeed, these three dimensions are involved in the socialization and development of student skills. A reliable analytic tool of social skills (in a sample of 855 students from 7 to 12 years) enables to understanding for example girls’ success at school or the weight of the self-image in the development of social interpersonal and intra-individual skills. The results which explain determinants of social skills (self-explanatory success) allow opening the debate on the differences in academic achievement in school and redesign the classic pattern of the direct link between the characteristics and achievement, by intermediate effect of social skills.

Si les pratiques interculturelles en milieu scolaire sont bien ancrées dans certaines écoles montréalaises, où la diversité ethnique et culturelle fait partie du paysage depuis de nombreuses années, il en va autrement dans les régions du Québec nouvellement exposées à cette diversification de leurs populations. Pourtant les politiques de régionalisation de l’immigration en œuvre au Québec depuis 1993, postulent un capital interculturel plus ouvert en région que dans les grandes métropoles. Comment se jouent aujourd’hui les relations interculturelles dans le monde scolaire des régions du Québec ? Quels en sont les enjeux, les éléments facilitateurs et les principaux obstacles ? Voici les questions qui guident cet article. À partir de différentes recherches portant sur les collaborations familles immigrantes-école et sur l’immigration dans les régions du Québec, l’article propose une réflexion sur les facettes de la diversité culturelle en milieu scolaire régional et sur le développement de nouveaux espaces d’interculturalité. While intercultural practices are well established in certain schools in Montreal where ethnic and cultural diversity has been in the picture for several years, it is different in regions of Quebec more recently exposed to this diversity in their populations. However, regionalisation policies of immigration, in place in Quebec since 1993, demand a more open intercultural capital in the regions than in the metropolitan centers. How are intercultural relations going in the school context in the regions of Quebec? What are the issues, the principal obstacles and the facilitating factors? These are the guiding questions of this article. Based on different research on collaboration between immigrant families and schools and on immigration to the regions of Quebec, this article reflects on facets of cultural diversity in the school context in regional areas and on the development of new spaces of interculturality.

Depuis ces dernières années, les écoles francophones en Alberta, province de l’ouest canadien, sont marquées par une diversification ethnoculturelle importante de leur population scolaire, reflétant ainsi les changements migratoires récents au Canada. La population scolaire d’un conseil scolaire francophone situé dans une agglomération de l’Alberta reflète ces nouvelles tendances migratoires, puisqu’un portrait ethno-démographique partiel réalisé en 2003 dans six de ses écoles signale que 50 % des élèves sont issus de l’immigration et proviennent de 23 pays différents ; majoritairement des pays de l’Afrique subsaharienne. Cette réalité démographique, qui se confirme plus d’une décennie plus tard, représente un changement structurel majeur pour les écoles francophones. En Alberta, comme dans d’autres provinces canadiennes, l’inclusion est au cœur du discours et des pratiques éducatives. À visée transformative, elle entend favoriser la prise en compte de la diversité ethnoculturelle en salle de classe et l’égalité des chances par le biais de pratiques scolaires d’équité. Cet article se concentre sur la mise en place, en milieu francophone minoritaire, du dispositif des travailleurs en établissement en école (TEE) dans les établissements chargés de faire le lien entre les cultures familiales, communautaires et scolaires. L’analyse des entrevues de quatre de ces travailleurs éclaire, de leurs perspectives, les défis rencontrés par les élèves et les familles immigrantes dans leur processus d’adaptation à l’école franco-albertaine, ainsi que les stratégies de soutien qui leur sont apportées pour les relever. In recent years, Francophone schools in Alberta, a province in western Canada, have seen significant ethno-cultural diversification of their school population, thus reflecting recent migratory changes in Canada. The school population of a Francophone school board located in an agglomeration of Alberta reflects these new migratory trends. A partial ethno-demographic portrait carried out in 2003 in six of its schools indicates that 50% of the pupils come from an immigrant background and come from 23 different countries; mostly from sub-Saharan African countries. This demographic reality, confirmed more than a decade later, represents a major structural change for Francophone schools. In Alberta, as in other Canadian provinces, inclusion is at the heart of discourse and educational practices. With a transformative aim, it intends to promote ethno-cultural diversity in the classroom and equal opportunities through school equity practices. This article focuses on the Settlement workers in schools responsible for bridging family, community and school cultures. The analysis of the interviews of the four workers sheds light on and questions both the institutional practices and the personal strategies put in place to face the challenges encountered in this tripartite collaboration.

La reconnaissance positive de la diversité des élèves ainsi que de leur droit à une pleine participation constituent les piliers de l’inclusion comme moyen de gérer l’hétérogénéité scolaire dans une perspective d’égalité des chances. L’école ne pouvant ambitionner accueillir l’enfant dans sa singularité sans inclure sa famille, cette même logique est appelée à s’appliquer à la relation entre l’école et les parents, particulièrement dans un contexte actuel où le partenariat école-familles apparaît comme un levier institutionnel privilégié dans la lutte contre les inégalités scolaires. À partir d’une recherche ethnographique explorant le processus de construction de la relation école-familles dans un établissement scolaire suisse accueillant majoritairement des élèves de familles issues de la migration et aux revenus modestes, l’article interroge comment la norme scolaire peut s’avérer le principal frein à l’inclusion des élèves et parents peu familiers de l’école. Provenant d’observations de terrain et d’entretiens, les résultats montrent comment les enseignants tendent à aborder leur relation avec leurs nouveaux élèves et leurs parents sous l’angle de modèles attendus étroitement définis, les amenant à s’engager dans un vain travail de conformation des élèves comme des parents lorsque ces derniers s’écartent de ces modèles. L’entrée dans le monde scolaire des élèves et parents peu familiers du monde scolaire se heurte alors à la normativité exclusive et excluante qui fonde les modèles-types d’enfant et de parent attendus par les enseignants. À partir de ces constats, nous discutons comment une approche inclusive nous paraît exiger en premier lieu un indispensable travail de décentration de la part de l’école et des acteurs, condition à une reconnaissance de l’enfant et du parent réels. The recognition of the positive value of student diversity and their right to full participation are key aspects of inclusion as a means of managing heterogeneity of the school population in an equality perspective. As the school cannot welcome the diversity of children without including their families, the same logic needs to apply to the relationship between the school and parents, particularly in the current environment where the school-family partnership appears as a privileged institutional leverage in the fight against inequalities at school. Based on an ethnographical study exploring how the relationship between the school and the families builds up in a Swiss school located in a context of strong cultural diversity, this paper interrogates how the school norm can be the main limitation to the inclusion of students and parents who are unfamiliar with school. Derived from field observations and interviews, our results show how the teachers can consider their relation with new students and parents from the standpoint of narrow expected models, leading them to engage in a vain attempt to conform the students and parents when they differ from these standards. The possibility of entering the school system for students and parents unfamiliar with school is hindered by the exclusive and excluding normativity on which the models of the child and the parent expected by the teachers are grounded. Based on these observations, we discuss how we feel that inclusion requires in the first place a necessary process of decentring from the school and teachers, as a condition for recognition of the actual child and parent.

Nous tentons de percevoir, à partir des tâches qui circulent de l’école vers les familles et de leur décodage par celles-ci, ce que les parents voient et font des normes scolaires. Par normes, nous entendons des régularités contraignantes et partagées (Prairat, 2019) mais aussi potentiellement transformatrices du milieu par leur action créatrice (Canguilhem, 1996). Notre étude se situe dans le prolongement des théories défendant une « hypothèse relationnelle » (Bautier & Goigoux, 2004) qui considère que les malentendus (Bautier & Rochex, 2007 ; Bautier & Rayou, 2013) sont une source importante d’explication de la production des inégalités scolaires. Ceux-ci peuvent en effet donner lieu à des interprétations éloignées de l’attendu scolaire par les parents et leurs enfants. Nous analysons les pratiques parentales d’accompagnement des tâches qui constituent le travail scolaire hors la classe. Nous optons pour une interprétation de l’accompagnement des parents en termes de « renormalisation » (Schwartz, 2009) dans le sens que les parents réinterprètent les normes scolaires perçues et les réajustent en fonction de la responsabilité de l’instruction scolaire qui leur est en partie dévolue (Glasman, 2004, 2013). On the basis of school tasks to which families are exposed and how they decipher such tasks, we try to identify what parents see of, and do with academic standards. By standards, we mean patterns which are binding and shared (Prairat, 2019), but also potentially transformative of the environment Canguilhem, 1996). Our study is in line with theories defending a "relational hypothesis" (Bautier and Goigoux, 2004) which considers that misunderstandings (Bautier & Rochex, 2007, Bautier & Rayou, 2013) play an important role in explaining educational inequalities. Parents' and children's reliance on misunderstandings can indeed result in remote interpretations of what the academic expectations are. We analyse parenting practices concerned with providing support in relation to homework. We interpret the support parents provide in terms of "renormalisation" (Schwartz, 2009): parents reinterpret the perceived academic standards and adjust them based on their share of responsibility for academic education (Glasman, 2004, 2013).

Dans le contexte de l’éducation prioritaire, divers projets visent à « rapprocher » les parents de l’École. Ce sont essentiellement les mères qui, dans les établissements enquêtés au cours de ce travail ethnographique, se montrent présentes, répondant aux sollicitations des enseignants et assurant le suivi de leurs enfants. Cependant, un quotidien souvent chargé et des situations personnelles difficiles les tiennent parfois éloignées et peuvent constituer des obstacles à leur participation aux projets d’école et au suivi de la scolarité des enfants au domicile. Si la confiance en l’institution scolaire est une « donne de départ », des oscillations dans les relations que ces femmes entretiennent avec les équipes éducatives démontrent que leur implication masque parfois des tensions sourdes. Face au risque de la rencontre avec les enseignants, diverses tactiques sont déployées. Les difficultés scolaires, auxquelles succèdent parfois des tentatives de normalisation des modes d’éducation par les professionnels, génèrent en effet des remises en cause des pratiques éducatives familiales. Or, leur rôle maternel apparaît comme central et structurant sur le plan identitaire ; il relève d’une conception naturalisante du soin aux enfants dans ces familles. Les oscillations dans la relation et la minimisation des désaccords de ces mères se révèlent alors utiles à la préservation d’une forme d’équilibre dans la relation à l’institution, à même de protéger leur identité. In poor areas, where public policies are implemented in the education field, many projects aim at bringing parents closer to schools. In the schools studied in this ethnographic study, mothers are usually the ones who respond to these requests, by participating in school events and helping with homeworks. However, their busy everyday life and often difficult personnal situations sometimes prevent them from fully participating in school events and helping their children. If they trust the school, as a given, we observe that silent waverings define the relationships between mothers and teachers : their involvement sometimes hides muted tensions. Meeting the teachers is indeed a risk and has an emotionnal cost, which precipitates the use of various tactics. The difficulties their children may face (for learning or behavior), sometimes provoke attemps from the school to normalize their maternal attitudes, which may call into question the way these mothers raise their children at home. Yet, their maternal role is central to their identity, stemming from a naturalized vision of childcare. Their waverings in the relationship and the minimization of the disagrements appear then as a usefull behavior, intended to preserve a sort of balance, in which they are able to preserve their identities as mothers.

Izhodišča: Bonton imenujemo tudi lepo vedenje. Uporaba bontona med mladostniki je zelo pomembno, saj se ljudje v njihovi družbi veliko boljše počutijo. Vedno imamo ljudi okrog sebe in nikoli ne ostajamo sami. Bonton pridobimo že v otroštvu in ga kasneje samo nadgrajujemo in se učimo, kako postati vedno boljši. Namen zaključnega dela je ugotoviti uporabo bontona med mladostniki. Raziskovalna metodologija in metode: V zaključnem delu smo uporabili deskriptivno in kvantitativno metodo dela. Za zbiranje podatkov smo uporabili anketni vprašalnik, ki je vseboval 36 vprašanj. Anketirali smo 150 dijakov iz treh srednjih šol in sicer iz Biotehniške šole Maribor, Srednje zdravstvene in kozmetične šole Maribor in II. Gimnazije Maribor, ki smo jih ločili tudi po spolu. Rezultati: Z raziskavo smo ugotovili, da dijaki uporabljajo bonton. Ne gre za velike spremembe med spoloma in tudi ne na vrsto srednje šole. Mladostniki so se največ naučili o bontonu od svojih staršev, zato bi njih največkrat upoštevali glede obnašanja, najmanj pa bi upoštevali medicinsko sestro in tudi brata/sestro. Najpogosteje uporabljajo bonton na obisku, najmanj pa se ga držijo na travniku in v gozdu. Diskusija in zaključek: Vsak mladostnik največ odnese od svojih staršev, zato je vzgoja najpomembnejša v otrokovem življenju. Bolj se starši z otrokom ukvarjajo boljše rezultate bodo lahko kasneje otroci imeli. Od uporabe bontona je veliko odvisno tudi od okolja iz katerega izhajamo ter od družbe, katero si izberemo tekom odraščanja. Introduction: Etiquette behavior or as we call it manners. When etiquette behavior is used, people tend to feel a lot better. We gain manners in our childhoods, later we mostly just improve it and learn how to become a better person. The meaning of this thesis is to understand how is manner being used among young people. Research methodology and procedures: We used descriptive and quantitative manner of work in closing part. We used a survey which contained 36 questions. We interviewed 150 students from three secondary schools namely from Biotechnical school Maribor, Middle school of health and cosmetics Maribor and 2nd gimnasium Maribor, the results were also distinguished by gender. Results: Research showed, that students were indeed using manners. There are no real differences how it's being used between genders nor schools. The adolescents've learned the most about the bonton from their parents therefore, they would most often be taken into account for behavior and the least would be from a nurse and/or their siblings. They are using manners the most often when they are visiting somebody, but it's hardly being used in meadows and in forests. Discussion and conclusion: Every adolescent carries most of the knowledge away from his parents, therefore how we are being risen up is really important . Children who engage with parents more often, tend to show later on better results. The use etiquette behavior depends on our origins and the society that surounds us that we choose ourselves when we're growing up.

В статье рассматриваются семейное просвещение как условие воспитания личности с высокой духовности, что требует не только партнерства семьи и школы, но ответственности родителей. Представлены некоторые характеристики воспитательного процесса семейной жизни как форма становление и развитие личности The article discusses family education as a condition for the education of the individual with high spirituality, which requires not only the partnership of family and school, but the responsibility of parents. Some characteristics of the educational process of family life are presented as a form of formation and development of a person

Yüksek Lisans Tezi, Johann Heinrich Pestalozzi'nin "Lienhard und Gertrud" isimli halk romanı, pedagojik eğitim açısından önem arz etmektedir. Kendisi, bu eserine fikirlerini işlemekle kalmamış aynı zamanda sosyal, politik ve pedagojik düşüncelerine de yer vermiştir. Pedagoji alanında Pestalozzi, en önemli isimlerden biridir ve genel eğitimin öncüsü olarak kabul edilir. Kendisi, eğitimi bütünsel bir bakış açısıyla ele almış ve bütünsel eğitim kuramının ana kuralının, kafa, kalp ve el ile öğrenmek olduğunu ileri sürmüştür. Günümüzde bu eğitim kuramı, okulların eğitim planlarında hala dikkate alınmaktadır. Bütünsel eğitim kuramının temelinde, "düşün, hisset ve hareket et ilkeleri" yatar. Kafa, aklı; kalp, ahlakı; el ise işlevselliği temsil eder. Eğitimin aile, çocuk ve toplum üzerindeki öneminin farkında olunmadığı bir dönemde Pestalozzi, büyük bir çığır açarak öncelikle kendi yaşadığı döneme, daha sonra ise gelecek çağlara ışık tutacak bir eğitim biliminin temellerini atmıştır. Oluşturmuş olduğu eğitim kuramının ana iskeletinde, eğitim için en önemli olan şeyin iyi bir kalbi ve vicdanı olan insanlar yetiştirmek olduğunu önemle vurgulamıştır. Pestalozzi, eğitim ile bir toplumun geliştirebileceğine, kalkınabileceğine inanır. Çocuklar iyi bir karaktere sahip olmalıdırlar ve ebeveynler bu konuda en büyük rolü oynarlar, özellikle de anneler. Değerler eğitimi çocuklara zamanında verilmelidir ki çocuklar bunları davranışa dönüştürebilsinler. Johann Heinrich Pestalozzi'nin tezine göre, "Eğitim ailede başlar ve düzenin olmadığı yerde disiplinden bahsedilemez, disiplinin olmadığı yerde de gelişim olmaz.", Johann Heinrich Pestalozzi's folk novel "Lienhard und Gertrud" is important in terms of pedagogical education. Not only did he process his thoughts to this work, he also included his social, political and pedagogical ideas. In the field of pedagogy, Pestalozzi is one of the most important figures and is considered the pioneer of general education. He handled education from a holistic point of view and argued that the main rule of holistic education theory was to learn by head, heart and hand. The principles of think, feel and act lie at the heart of holistic education theory. The head represents the mind, the heart represents morality, and the hand represents functionality. In the main framework of his theory of education, he emphasized that the most important thing for education is to educate people who have a good heart and conscience. His foundations of educational science still shed light on us today. Pestalozzi believes that a society can develop and progress through education. Children should have a good character and parents play the biggest role in this, especially mothers. Values education should be given to children on time. They should confront these values in childhood to turn them into behavior. According to Johann Heinrich Pestalozzi's thesis, "education begins in the family" and he also argues that where there is no order, there can be no mention of discipline, and where there is no discipline, there can be no development

Orientadores: Terezinha de Jesus Machado Maher, Emili Boix Fuster Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem e Universidade de Barcelona. Departamento de Filologia Catalã Resumo: Nesta tese pretendo descrever uma pesquisa cujo objetivo foi conhecer e interpretar as representações de um grupo de adultos vinculados à Associação de Pais de Brasileirinhos na Catalunha (APBC) sobre as políticas linguísticas familiares e institucionais relativas ao Português como Língua de Herança (PLH) nesse contexto. Para tanto, fez-se uso de subsídios advindos da Linguística Aplicada brasileira e da Sociolinguística catalã, áreas de estudo interdisciplinares. O PLH, isto é, o português usado por brasileiros emigrados quando ainda crianças ou jovens, ou por filhos de brasileiros nascidos fora do Brasil, se caracteriza por derivar de deslocamento geográfico e por ser língua minoritária em contato com a(s) língua(s) majoritária(s) da sociedade de acolhida. Seu aprendizado é intermitente e costuma se dar no interior da família, de modo informal e, em geral, pouco sistematizado. Os procedimentos metodológicos utilizados na investigação incluíram (i) questionários aplicados a um grupo de pais e professoras da instituição; (ii) entrevistas semiestruturadas, gravadas em áudio, com esses participantes da pesquisa; (iii) gravação de discussão ocorrida em um grupo focal com alguns desses sujeitos e (iv) observação participante de algumas das atividades desenvolvidas na APBC. Exceto pelos questionários, esse conjunto de dados foi analisado de uma perspectiva qualitativa. O aparato teórico utilizado como suporte para a análise desse corpus incluiu, dentre outras, reflexões sobre afetividade e multilinguismo (PAVLENKO, 2005), repertórios linguísticos (BUSCH, 2012), práticas translíngues (GARCIA, 2009; CANAGARAJAH, 2013) e políticas linguísticas (SPOLSKY, 2012; 2004). O corpus analisado sugere ¿ ou corrobora achados já apontados em estudos anteriores ¿ que (1) os níveis de fluência em PLH considerados nesse tipo de contexto tendem a ser bastante heterogêneos: eles compreendem desde entender um pouco do que é dito na língua a usá-la com desenvoltura em registros cultos; (2) o perfil do que se considera "usuário de língua de herança" se relaciona não apenas com o conhecimento da língua, mas, também, com o sentimento de identificação/pertencimento à cultura e nacionalidade do grupo que a usa; (3) a questão da afetividade emerge e determina muitas das relações construídas entre usuários de PLH. Observou-se ainda que a especificidade da sociedade de acolhida pode ser um fator determinante no modo como as ideologias linguísticas das famílias operam nesses contextos. Neste caso específico, em que o catalão opera como língua cooficial da Catalunha, ao lado do espanhol, parece haver uma tendência das famílias a valorizar o bi/plurilinguismo de seus filhos e o PLH é parte do que faz com que as crianças sejam identificadas como plurilíngues. Os dados analisados também parecem evidenciar que o papel dos progenitores não brasileiros do estudo tende a ser decisivo no processo de transmissão de PLH, mesmo quando eles não são fluentes em português. Por último, importa ressaltar que, em diversos momentos, as representações de falantes de PLH analisadas se aproximam mais dos paradigmas do que seria o cidadão global plurilíngue (JAFFE, 2012) do que daqueles que remetem ao cidadão nacional monolíngue, algo que nem sempre é percebido pelos progenitores participantes da pesquisa em pauta Abstract: In this thesis I intend to describe a research whose objective was to know and interpret the representations of a group of adults associated to the Associação de Pais de Brasileirinhos na Catalunha (APBC) on the language policies, both familiar and institutional, related to Portuguese as Heritage Language (PHL) in this context. For this, subsidies were used from the Brazilian Applied Linguistics and Catalan Sociolinguistics, interdisciplinary fields of study. PHL, that is, Portuguese language used by Brazilian emigrated in their childhood or adolescence, or by children of Brazilian parents born outside Brazil, is characterized for being a consequence of a geographical displacement, and by the fact that it is a minority language in contact with the majority language(s) of the host society. The learning of this language is intermittent and generally takes place inside the family, informally, and, in general, with little systematization. The methodological procedures used in the investigation included (i) questionnaires applied to a group of parents and teachers of the institution; (ii) semi-structured interviews, recorded in audio, with the research participants; (iii) recording of the discussion held in through focus group procedure with some of these individuals and (iv) participant observation in some activities conducted at APBC. Except for the questionnaires, this set of data was analyzed from a qualitative perspective. The theoretical apparatus used as a support for the analysis of this corpus included reflections, among others, on affectivity and multilingualism (PAVLENKO, 2005), linguistic repertoires (BUSCH, 2012), translanguaging practices (GARCIA, 2009; CANAGARAJAH, 2013) and language policies (SPOLSKY, 2012; 2004). The corpus analyzed suggests ¿ or corroborates findings mentioned in previous studies ¿ that (1) the levels of fluency in PLH considered in this type of context tend to be quite heterogeneous: they go from understanding a little what is said in the language to using it proficiently in formal registers; (2) the profile of what is considered a "heritage language user" is related not only to the knowledge of the language itself, but also with the feeling of identification/belonging to the culture and nationality of the group using the language; (3) the question of affectivity emerges and determines many of the relationships built among users of PLH. It was also observed that the specificity of the host society may be a determining factor in the way the linguistic ideologies of the families operate in these contexts: in this specific case, in which Catalan operates as a co-official language of Catalonia, besides Spanish, there seems to be a tendency for families to value bi/plurilingualism of their children, and PLH comes in as part of what makes these children be identified as plurilingual. The data analysis also seem to suggest that the role of non-Brazilian parents in the study tend to be decisive in the process of transmission of PLH, even when they are not fluent in Portuguese. Lastly, it is important to highlight that in several moments the representations of PLH speakers analyzed are closer to the paradigms of the plurilingual global citizen (JAFFE, 2012) than to those referring to the monolingual national citizen, an aspect that is not always perceived by the parents participating in this research Doutorado Linguagem e Sociedade Doutora em Lingüística Aplicada CAPES CNPQ 141414/2013-8

Este artigo tem por objetivo refletir sobre a necessidade de se considerar a família como objeto de atenção psicoeducacional a partir da desconstrução da visão naturalizada da mesma. Segue apresentando-a como um contexto de desenvolvimento humano e um locus educacional, que responde à tarefa de socialização, desenvolvendo práticas que exigem saberes específicos, nem sempre disponíveis, em especial para as camadas sociais empobrecidas. Pela complexidade do fenômeno em questão, conclui pela necessidade de desenvolvimento de pesquisas multidisciplinares que construam conhecimento científico e subsidiem práticas na área de atenção psicoeducacional às famílias. This article aims to bring into consideration the family as a focus of psychoeducational help. As a first step in that direction it is presented a critical view of the essentialist perspective on that subject. Then, family is presented as a context of human development and an educational locus that needs specific knowledge and practice in order to accomplish its socialization role. The conclusion points to the need of multidisciplinary research on the subject of psychoeducational help to families, so that scientific knowledge can subsidize practice in that field.

El bajo nivel educativo de la medida, va más allá de la baja calidad de la educación: se relaciona con un modelo educativo adesmotivante, pensado para una sociedad industrial, y que no desarrolla el talento humano para esta época de protagonismo del conocimiento. Abstract: The low educational level of the measure, goes beyond the low quality of education: is related to an lacking in motivation educational model, designed for an industrial society, and that does not develop the human talent for this time of ownership of knowledge