{"id":424,"date":"2021-04-15T04:29:51","date_gmt":"2021-04-15T02:29:51","guid":{"rendered":"http:\/\/espe.upf.pf\/jre2021\/?page_id=424"},"modified":"2022-01-19T23:38:27","modified_gmt":"2022-01-19T22:38:27","slug":"accueil-2","status":"publish","type":"page","link":"https:\/\/inspe.upf.pf\/jre2021\/","title":{"rendered":"Accueil"},"content":{"rendered":"\t\t
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Journ\u00e9es de la Recherche en \u00c9ducation (JRE) 2021<\/h2>
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Ch\u00e8res et Chers coll\u00e8gues,<\/p>

Notre deuxi\u00e8me colloque Journ\u00e9es de la Recherche en \u00c9ducation (JRE) a eu lieu les 28 et 29 avril 2021. Je tiens \u00e0 remercier nos coll\u00e8gues participants, tous ceux qui ont suivi notre conf\u00e9rence sur nos salles Zoom et les membres du comit\u00e9 scientifique et du comit\u00e9 d’organisation de JRE 2021. Je remercie tout particuli\u00e8rement Monsieur Patrick Capolsini, pr\u00e9sident de l’Universit\u00e9 de la Polyn\u00e9sie fran\u00e7aise et Monsieur Jean Chaumine, directeur de l’INSPE pour leur soutien dans la r\u00e9alisation de cette conf\u00e9rence. Mes remerciements vont \u00e9galement \u00e0 Madame Christelle Lehartel, ministre de l\u2019\u00c9ducation et Monsieur Philippe Lacombe, Vice-Recteur de la Polyn\u00e9sie fran\u00e7aise pour leur participation \u00e0 l’ouverture de l’\u00e9v\u00e9nement.<\/p>

En raison de la nature permanente de la pand\u00e9mie de COVID-19, notre deuxi\u00e8me colloque JRE s’est tenu enti\u00e8rement en ligne, sous la forme d’un \u00e9v\u00e9nement virtuel. Nous avons essay\u00e9 dans la mesure du possible de transformer cette exp\u00e9rience virtuelle \u00e0 notre avantage en utilisant diff\u00e9rents modes de pr\u00e9sentation hybrides tels que la communication via des salles Zoom, l’utilisation de capsules vid\u00e9o pr\u00e9enregistr\u00e9es lorsque les pr\u00e9sentations en temps r\u00e9el n’\u00e9taient pas possibles. Afin de pouvoir acc\u00e9der \u00e0 une audience maximale, nous avons \u00e9galement diffus\u00e9 toutes les pr\u00e9sentations de la conf\u00e9rence sur YouTube Live via trois diff\u00e9rentes sessions Zoom parall\u00e8les. Nous avons enregistr\u00e9 toutes les communications du colloque afin de les rendre accessibles \u00e0 ceux qui n’ont pas pu nous visionner en temps r\u00e9el. Notre objectif \u00e9tait d’en faire une exp\u00e9rience virtuelle m\u00e9morable.<\/p>

Organiser une conf\u00e9rence virtuelle avec des participants de diff\u00e9rents fuseaux horaires \u00e9tait un v\u00e9ritable d\u00e9fi et nous avons fait de notre mieux pour proposer \u00e0 nos coll\u00e8gues participants des horaires compatibles avec leurs fuseaux horaires. Nous avons eu un total de 40 intervenants, dont 30 venaient d’universit\u00e9s autres que l’Universit\u00e9 de Polyn\u00e9sie fran\u00e7aise et de diff\u00e9rents pays, notamment la France, l’Australie, le Japon, la Guadeloupe, l’Angleterre, la Polyn\u00e9sie fran\u00e7aise, le Canada, le Maroc, la Guyane, la R\u00e9union et Mayotte.<\/p>

Ce deuxi\u00e8me \u00e9v\u00e9nement JRE avait pour but de r\u00e9unir des universitaires, des doctorants, des enseignants et d’autres acteurs du syst\u00e8me \u00e9ducatif polyn\u00e9sien pour r\u00e9fl\u00e9chir aux questions \u00e9ducatives actuelles. L’\u00e9loignement g\u00e9ographique de la Polyn\u00e9sie fran\u00e7aise des centres de recherche en \u00e9ducation nationaux et internationaux rend difficile la collaboration avec d’autres chercheurs et sp\u00e9cialistes de l’\u00e9ducation. Dans ce contexte particulier, il semblait n\u00e9cessaire de r\u00e9unir non seulement des chercheurs locaux mais aussi des chercheurs d’autres centres de recherche. Ainsi, les deux autres objectifs de ce deuxi\u00e8me colloque JRE \u00e9taient (a) d’\u00e9tudier des questions \u00e9ducatives communes et (b) d’initier des collaborations de recherche avec des chercheurs d’autres universit\u00e9s. La Polyn\u00e9sie fran\u00e7aise est un pays plurilingue et pluriculturel. Pour repr\u00e9senter cette pluralit\u00e9 dans notre conf\u00e9rence, nous avons accept\u00e9 des pr\u00e9sentations en fran\u00e7ais, anglais et tahitien.<\/p>

Les th\u00e8mes de notre conf\u00e9rence ont \u00e9t\u00e9 soigneusement s\u00e9lectionn\u00e9s pour repr\u00e9senter les besoins \u00e9ducatifs r\u00e9els dans le contexte de la Polyn\u00e9sie fran\u00e7aise. La plupart de ces th\u00e8mes partageaient \u00e9galement des pr\u00e9occupations \u00e9ducatives communes dans d’autres universit\u00e9s. Cette conf\u00e9rence a offert l’occasion de partager et de discuter de nos pr\u00e9occupations, observations et r\u00e9sultats de recherche dans tous ces domaines. Les pr\u00e9sentations du colloque ont abord\u00e9 ces th\u00e8mes \u00e9ducatifs \u00e0 tous les niveaux : recherche, th\u00e9orique, didactique et p\u00e9dagogique.<\/p>

Le th\u00e8me central de la conf\u00e9rence \u00e9tait l’Enseignement de Mati\u00e8res par Int\u00e9gration d’une Langue \u00c9trang\u00e8re (EMILE). Ce th\u00e8me est particuli\u00e8rement pertinent pour le contexte \u00e9ducatif plurilingue de la Polyn\u00e9sie fran\u00e7aise dans lequel les nouvelles \u00e9coles publiques bilingues sont de plus en plus pr\u00e9sentes.<\/p>

Nous avons \u00e9galement accept\u00e9 des propositions sur les questions d’actualit\u00e9 dans le domaine de l’\u00e9ducation qui portaient sur (i) l’enseignement contextualis\u00e9 qui se concentrait sur cette question aux niveaux th\u00e9orique et pratique ; (ii) les relations entre l’\u00e9cole et la famille et l’implication dans les pratiques \u00e9ducatives en se concentrant \u00e0 la fois sur l’observation des pratiques r\u00e9elles et rapport\u00e9es ; (ii) l’innovation dans l’\u00e9ducation, qui traite des nouvelles approches p\u00e9dagogiques et des technologies dans l’\u00e9ducation ; et enfin (iii) l’enseignement dans des contextes plurilingues et pluriculturels impliquant l’enseignement de langues additionnelles impliquant l’apprentissage et l’enseignement de langues autochtones, patrimoniales, secondes et \u00e9trang\u00e8res. Le colloque JRE 2021 a \u00e9galement accept\u00e9 d’autres th\u00e8mes et questions qui sont des pr\u00e9occupations actuelles dans le domaine de l’\u00e9ducation.<\/p>

Nous sommes convaincus que le colloque JRE 2021 a contribu\u00e9 et approfondi nos connaissances sur ces probl\u00e9matiques et a renforc\u00e9 notre r\u00e9seau de recherche et notre collaboration en mati\u00e8re de recherche.<\/p>

Je tiens \u00e0 remercier encore tous les coll\u00e8gues qui ont contribu\u00e9 \u00e0 la r\u00e9alisation de cet \u00e9v\u00e9nement m\u00e9morable.<\/p>

Zehra Gabillon (pr\u00e9sidente du colloque JRE 2021)<\/strong><\/em><\/p>

Ma\u00eetre de conf\u00e9rences, HDR\u2013\u00c9tudes anglophones,\u00a0Laboratoire \u00ab\u00c9quipe d’Accueil Soci\u00e9t\u00e9s Traditionnelles et Contemporaines en Polyn\u00e9sie (EASTCO, EA 4241)\u00bbJRE<\/strong><\/em><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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Dear colleagues,<\/p>

Our second Research Days in Education conference [RDE\u2013 Journ\u00e9es de la Recherche en \u00c9ducation<\/em> (JRE) 2021] took place on 28 and 29 April 2021. I would like to thank our fellow participants, all those who followed our conference on our Zoom rooms and the members of the scientific and organising committees of RDE 2021. My special thanks go to Patrick Capolsini, President of the University of French Polynesia and Jean Chaumine, Director of INSPE, for their support in the realisation of this conference. My thanks also go to Christelle Lehartel., Minister of Education and Philippe Lacombe, Vice-Rector of French Polynesia, for their participation in the event’s opening.<\/p>

Due to the ongoing nature of the COVID-19 pandemic, our second \u00ab\u00a0research days in education\u00a0\u00bb was conducted entirely online as a virtual event. We endeavoured as much as possible to transform this virtual experience to our advantage by using different hybrid modes of presentation such as presentations via Zoom rooms, using pre-recorded video clips when real-time presentations were not possible. In order to reach a maximum audience, we also broadcast all conference presentations on YouTube Live via three different parallel Zoom sessions. In addition, we recorded the conference to make it accessible to those who could not watch us in real-time. We aimed to make it a truly memorable virtual experience.\u00a0\u00a0<\/p>

Organising a virtual conference with participants from different time zones was a real challenge, and we did our best to offer our fellow participants times that were compatible with their time zones. We had a total of 40 speakers, 30 of whom came from universities other than the University of French Polynesia and other countries, including France, Australia, Japan, Guadeloupe, England, French Polynesia, Canada, Morocco, Guyana, Reunion and Mayotte.\u00a0<\/p>

This second RDE event aimed to bring together academics, doctoral students, teachers and other stakeholders in the Polynesian education system to reflect on current educational issues. The geographical distance of French Polynesia from national and international education research centres makes it difficult to collaborate with other researchers and education specialists. In this particular context, it seemed necessary to bring together local researchers and researchers from other research centres. Thus, the other two objectives of this second RDE conference were (a) to investigate common educational issues and (b) to initiate research collaborations with researchers from other universities. French Polynesia is a plurilingual and pluricultural country. To represent this plurality in our conference, we accepted presentations in French, English and Tahitian.<\/p>

The themes of our conference were carefully selected to represent the real educational needs in the context of French Polynesia. Most of these themes also shared common educational concerns in other universities. This conference allowed us to share and discuss our concerns, observations and research findings in all these areas. The conference presentations addressed these educational themes at all levels: research, theoretical, didactic and pedagogical.\u00a0\u00a0<\/p>

The central theme of the conference was Content and Language Integrated Learning (CLIL). This theme is particularly relevant to the plurilingual educational context of French Polynesia, in which the new bilingual public schools are increasingly present.<\/p>

We also accepted proposals on current issues in education that focused on (i) the contextualisation of education, which addressed this issue at theoretical and practical levels; (ii) school and family involvement in educational practices focusing on both the observation of actual and reported practices; (ii) innovation in education, which deals with new pedagogical approaches and technologies in education; and finally (iii) teaching in plurilingual and pluricultural contexts involving the teaching of additional languages involving the learning and teaching of autochthonous, heritage, second and foreign languages. RDE 2021 also accepted other themes and issues that are current concerns in education.<\/p>

We believe that RDE 2021 has contributed to and expanded our knowledge of these issues and strengthened our research network and research collaboration.<\/p>

I would like to thank again all the colleagues who contributed to the realisation of this memorable event.<\/p>

Zehra Gabillon (president of the RDE 2021 conference)<\/strong><\/em><\/p>

Associate professor (English studies), Research unit \u00ab\u00a0\u00c9quipe d’Accueil Soci\u00e9t\u00e9s Traditionnelles\u00a0et Contemporaines en Polyn\u00e9sie (EASTCO, EA 4241)\u00a0\u00bbdealing with<\/strong><\/em><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Conf\u00e9renciers invit\u00e9s<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Fr\u00e9d\u00e9ric ANCIAUX<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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CRREF (EA 4538), Universit\u00e9 des Antilles<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Ma\u00eetre de conf\u00e9rences, HDR, Directeur adjoint du CRREF (EA-4538) de l’Universit\u00e9 des Antilles,\u00a0frederic.anciaux@univ-antilles.fr<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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Cette pr\u00e9sentation vise \u00e0 analyser la notion de contextualisation dans l\u2019enseignement en\nfonction de diff\u00e9rentes disciplines scolaires au coll\u00e8ge. \u00c0 travers une analyse des\nprogrammes scolaires nationaux et des discours d\u2019enseignants en Guadeloupe, l\u2019objectif est\nd\u2019identifier des types de contextualisation et des gestes professionnels, sp\u00e9cifiques et\ncommuns, selon les mati\u00e8res enseign\u00e9es en vue de dresser des profils disciplinaires de\ncontextualisation didactique.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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RUMACCC, University of Melbourne<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Professeur, \u00c9tudes italiennes, FAHA (Fellow, Australian Academy of the Humanities), Director, Research Unit for Multilingualism and Cross-Cultural Communication (RUMACCC), School of Languages and Linguistics<\/span><\/em><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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Australia is a highly diverse multilingual society that is nevertheless strongly monolingually English-speaking. It, like Anglophone countries everywhere, faces the challenge of recognizing the value of multilingualism as well as of language teaching for all students. English is so powerful globally that native English-speakers often see little or no need to learn other languages or to support the maintenance of other languages. The global domination of English as well as a strong monolingual mindset in favour of English combine together to make it easy for many Australians (as well as many other English-speakers elsewhere) to think that it is only natural that everything should happen in English (if this is not already the case) and that it should logically be experienced and understood in English.\u00a0 This mindset is a paradox, given Australia is extremely linguistically. Changing this mindset is one of the most pressing challenges standing in the way of successful language learning in this country. In this talk I outline specific examples of the many different issues and challenges language educators in Australia face and have to deal with – both within schools but also more broadly in society. I also give examples of the kinds of arguments that need to be made in response to support multilingualism and language education in this country. I also argue that a positive approach is more likely to change minds and attitudes.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Russell CROSS<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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RUMACCC, University of Melbourne<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Associate Professor In Additional Languages and education,<\/em>
Melbourne Graduate School of Education, r.cross@unimelb.edu.au<\/em><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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Since being identified as a key strategy in the European Commission\u2019s Action Plan for\nPromoting Language Learning and Linguistic Diversity 2004-2006, the global spread of\nContent and Language Integrated Learning (CLIL) has proliferated rapidly in the last 10-15\nyears for the teaching and learning of foreign languages. In Australia, for example, Coyle\u2019s\n(2007; Coyle, Hood, & Marsh, 2010) model has been especially influential for enabling\nteachers of Languages to understand, identify, and plan for the learning demands that arise\nwhen language\/content are brought together as simultaneous dual-teaching goals, such as\nlearning a new scientific concept through Japanese or Italian, for non-background speakers\nof these languages. CLIL continues to attract strong interest for its capacity to support\ninnovative ways to engage students and deliver high quality language programs. However,\nthis presentation argues for the potential of CLIL beyond Languages, and what else we\nmight learn from a dual-focused approach to languages\/content for general pedagogy. In\nparticular, I focus on its potential contributions for better understanding the relationship\nbetween language, thinking, and learning (with particular attention to dialogic teaching);\nunderstanding and positioning all learning (and learners) as \u2018risk-taking\u2019; and implications for\nengaging with and supporting cultural and linguistic diversity across the curriculum.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Conf\u00e9rences vid\u00e9os<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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\n\t\t\t\t\t\t\t\tTh\u00e9matique 1\t\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\tEnseignement d\u2019une Mati\u00e8re par l\u2019Int\u00e9gration d\u2019une Langue \u00c9trang\u00e8re (EMILE ; CLIL\u2013 Content and Language Integrated Learning en anglais)\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t<\/div>\n\t\t\t\n\t\t\t
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\n\t\t\t\t\t\t\tEnseignement d\u2019une Mati\u00e8re par l\u2019Int\u00e9gration d\u2019une Langue \u00c9trang\u00e8re (EMILE ; CLIL\u2013 Content and Language Integrated Learning en anglais)\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\tVoir les conf\u00e9rences\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t<\/a>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t
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\n\t\t\t\t\t\t\t\tTh\u00e9matique 2\t\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\tApprentissage et enseignement des langues autochtones, secondes et \u00e9trang\u00e8res dans un contexte plurilingue.\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t<\/div>\n\t\t\t\n\t\t\t
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\n\t\t\t\t\t\t\tApprentissage et enseignement des langues autochtones, secondes et \u00e9trang\u00e8res dans un contexte plurilingue.\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\tVoir les conf\u00e9rences\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t<\/a>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t
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\n\t\t\t\t\t\t\t\t\t<\/i>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t

\n\t\t\t\t\t\t\t\tTh\u00e9matique 3\t\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\tContextualisations didactiques, approches th\u00e9oriques et pratiques.\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t<\/div>\n\t\t\t\n\t\t\t
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\n\t\t\t\t\t\t\tContextualisations didactiques, approches th\u00e9oriques et pratiques.\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\tVoir les conf\u00e9rences\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t<\/a>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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\n\t\t\t\t\t\t\t\tTh\u00e9matique 4\t\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\tP\u00e9dagogies innovantes et nouvelles technologies dans l'enseignement.\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t<\/div>\n\t\t\t\n\t\t\t
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\n\t\t\t\t\t\t\tP\u00e9dagogies innovantes et nouvelles technologies dans l'enseignement.\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\tVoir les conf\u00e9rences\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t<\/a>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t
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\n\t\t\t\t\t\t\t\t\t<\/i>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t

\n\t\t\t\t\t\t\t\tTh\u00e9matique 5\t\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\tPratiques effectives et pratiques d\u00e9clar\u00e9es, transmissions \u00e0 l\u2019\u00e9cole et en famille.\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t<\/div>\n\t\t\t\n\t\t\t
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\n\t\t\t\t\t\t\tPratiques effectives et pratiques d\u00e9clar\u00e9es, transmissions \u00e0 l\u2019\u00e9cole et en famille.\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\tVoir les conf\u00e9rences\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t<\/a>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t
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\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\"\"\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

Journ\u00e9es de la Recherche en \u00c9ducation (JRE) 2021 Ch\u00e8res et Chers coll\u00e8gues, Notre deuxi\u00e8me colloque Journ\u00e9es de la Recherche en \u00c9ducation (JRE) a eu lieu les 28 et 29 avril 2021. Je tiens \u00e0 remercier nos coll\u00e8gues participants, tous ceux qui ont suivi notre conf\u00e9rence sur nos salles Zoom et les membres du comit\u00e9 scientifique …<\/p>\n

Accueil<\/span> Lire la suite\u00a0\u00bb<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"site-sidebar-layout":"no-sidebar","site-content-layout":"page-builder","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"disabled","ast-breadcrumbs-content":"","ast-featured-img":"disabled","footer-sml-layout":"","theme-transparent-header-meta":"default","adv-header-id-meta":"","stick-header-meta":"default","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","footnotes":""},"class_list":["post-424","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/inspe.upf.pf\/jre2021\/wp-json\/wp\/v2\/pages\/424","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/inspe.upf.pf\/jre2021\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/inspe.upf.pf\/jre2021\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/inspe.upf.pf\/jre2021\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/inspe.upf.pf\/jre2021\/wp-json\/wp\/v2\/comments?post=424"}],"version-history":[{"count":174,"href":"https:\/\/inspe.upf.pf\/jre2021\/wp-json\/wp\/v2\/pages\/424\/revisions"}],"predecessor-version":[{"id":1843,"href":"https:\/\/inspe.upf.pf\/jre2021\/wp-json\/wp\/v2\/pages\/424\/revisions\/1843"}],"wp:attachment":[{"href":"https:\/\/inspe.upf.pf\/jre2021\/wp-json\/wp\/v2\/media?parent=424"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}