O PAPEL DA EXPERIÊNCIA NA APRENDIZAGEM NA PROFISSÃO DOCENTE: UMA REVISÃO DA LITERATURA

This article questions the role of experience in a pre-service teacher education practicum context. Although studied for several decades, experiential learning still has several gray areas. In order to shed light on the phenomenon, a literature review was conducted on scientific writings produced in the educational domain between 2000 and 2021. Three thematic categories emerged from a meta-analysis on experiential learning (framework, foundations and organizers, and knowledge), allowing a global understanding of its role and its limits, of its foundations, organizers and the training devices that frame it, and finally, of the nature of its product which is experiential knowledge.Este artículo cuestiona el rol de la experiencia en contexto de la formación práctica de la profesión docente. Aunque se ha estudiado durante varias décadas, el aprendizaje experiencial todavía tiene varias áreas grises. Para arrojar luz en este tema, se realizó una revisión de los escritos científicos producidos en educación entre 2000 y 2021. De un meta-análisis surgieron tres categorías temáticas del aprendizaje experiencial (marcos, fundamentos y organizadores y saberes emanados) que permiten una comprensión global de su rol y sus límites, de sus fundamentos, organizadores y dispositivos de formación que lo fomentan y, finalmente, de los saberes que emanan del conjunto de los procesos.Este artigo questiona o papel da aprendizagem experimental no contexto da formação prática de professores. Embora estudada durante várias décadas, a aprendizagem experimental ainda tem várias áreas de indefinição. Para esclarecer esta questão, foi realizada uma revisão dos escritos científicos produzidos na educação entre 2000 e 2021. Uma meta-análise revelou três categorias temáticas de aprendizagem experimental (quadros, fundações e organizadores, e conhecimentos emanados) que permitem uma compreensão global do seu papel e dos seus limites, das suas fundações, organizadores e dispositivos de formação que a promovem, e finalmente, do conhecimento que emana dos processos como um todo

Une analyse de la souffrance enseignante : Horkheimer, Adorno et l’humain comme être souffrant

Cet article éclaire, d’un point de vue essentiellement théorique, le phénomène de la souffrance enseignante dans une perspective empruntée à la sociologie et la philosophie sociale des principaux représentants de la première génération de l’École de Francfort, Max Horkheimer et Theodor Adorno : ses objectifs sont de mettre en lumière les articulations possibles entre les manifestations microsociologiques de la souffrance vécue dans le cadre du travail enseignant (problèmes d’adaptation, stress, désenchantement face au métier, remaniements identitaires professionnels et personnels) et le concept macrosociologique de rationalisation instrumentale du système éducatif. Quels sont les impacts de ce processus de rationalisation, au cœur de la pensée horkheimerienne et adornienne, sur les différentes manifestations de la souffrance enseignante ? Comment le concept de souffrance chez les deux philosophes permet-il de mieux comprendre les fondements et rouages des difficultés enseignantes ?This article aims to understand the phenomenon of teaching difficulties and suffering from a theoretical point of view, through the sociological and philosophical perspectives of Frankfurt School’s first generation theorists Max Horkheimer and Theodor Adorno. Its main goal is to highlight the possible relation between the microsociological manifestations of suffering experienced in teaching work (adaptation problems, stress, disenchantment vis-à-vis the profession, professional and personal identity changes) and the concept of the instrumental rationalization of the educational systems. What are the possible impacts of this process of rationalization, central to Horkheimer and Adorno’s theories, on the different manifestations of teacher suffering? More specifically, how does the concept of suffering in the two philosopher’s theories allow us to better comprehend the difficulties facing teachers in their work? These are some of the questions that this article aims to answer

Mise en action de la neutralité chez les enseignants québécois : analyse d’enjeux quotidiens à l’aide de la rationalité communicationnelle chez Habermas

This article seeks to expose the day-to-day implementation of neutrality among teachers in a Quebec context. Its objectives serve first of all to highlight the principles that underlie one of the professional competencies expected of teachers, particularly charged with the question of teacher neutrality, and then observe how it is concretely fulfilled in teaching practice. Finally, we propose to observe the concrete manifestations of the application of neutrality in the light of Jürgen Habermas, inscribed in his Theory of Communicative Action, a particularly fertile theoretical framework for considering how is executed teachers’ practice of neutrality at the "grassroots level". Thus, how does neutrality appear in teachers daily practices ? What are the issues raised by this particular requirement that underlies both prescriptive and communicative dimensions ? These are some of the questions that are discussed in this article

Une analyse de la souffrance enseignante : Horkheimer, Adorno et l’humain comme être souffrant

This article aims to understand the phenomenon of teaching difficulties and suffering from a theoretical point of view, through the sociological and philosophical perspectives of Frankfurt School’s first generation theorists Max Horkheimer and Theodor Adorno. Its main goal is to highlight the possible relation between the microsociological manifestations of suffering experienced in teaching work (adaptation problems, stress, disenchantment vis-à-vis the profession, professional and personal identity changes) and the concept of the instrumental rationalization of the educational systems. What are the possible impacts of this process of rationalization, central to Horkheimer and Adorno’s theories, on the different manifestations of teacher suffering? More specifically, how does the concept of suffering in the two philosopher’s theories allow us to better comprehend the difficulties facing teachers in their work? These are some of the questions that this article aims to answer

Time-course full profiling of circulating miRNAs in neurologically deceased organ donors: a proof of concept study to understand the onset of the cytokine storm

Neurologically deceased organ donors (NDDs) generally display an immune response involving an intense production of pro-inflammatory cytokines referred to as the cytokine storm. The sudden surge of inflammatory mediators in circulation promotes tissue and organ damages and ultimately leads to poor transplant outcome. As microRNAs (miRNAs) are frequently proposed as key regulators of inflammation and are relatively stable in circulation, changes in their profiles could play a role in the onset of the cytokine storm in NDDs. In this proof-of-concept study, we sought to investigate differentially abundant circulating miRNAs in a temporal manner between neurological death and organ recovery and to assess the association between specific miRNAs and levels of inflammatory cytokines in blood. Plasma samples from five NDDs were obtained at multiple time points between organ donation consent and organ recovery. Using a time-course analysis and miRNA sequencing, we identified 32 plasma miRNAs fluctuating between consent and organ recovery (false discovery rate; q-value 100 reads) and detected in all samples were selected for further biological pathway analysis (miR-486-3p, miR-103a-3p, miR-106b-3p, miR-182-5p, miR-101-3p, miR-10a-5p, miR-125a-5p, miR-146b-5p, miR-26a-5p, miR-423-5p, miR-92b-3p). These miRNAs targeted genes such as c-JUN (TNF signalling pathway) and eEF2 (AMPK pathway), suggesting a potential role in regulation of inflammation. Our results contribute to a better understanding of the miRNAs dynamic after neurological death in organ donors and could potentially be used to predict the related early cytokine storm.Trial registration: ClinicalTrials.gov ID NCT03786991. Registered December 201

Les difficultés professionnelles des enseignants

International audienc