Technological education and education system and in secondary school : didactic and curricular inquiry

Dans le contexte de la reconfiguration curriculaire contemporaine, qui tend à dédisciplinariser les enseignements scolaires, les textes officiels concernant le collège prescrivent des moments et des contenus inscrits dans l'enseignement de « technologie » et d'autres inscrits dans des dispositifs non disciplinaires ou interdisciplinaires tels que les parcours Avenir, d'éducation artistique et culturelle, citoyen ou éducatif de santé, l'éducation aux médias et à l'information, l'enseignement moral et civique ou les enseignements pratiques interdisciplinaires. Ces prescriptions définissent ainsi un curriculum composite dont la mise en œuvre suppose le repérage par les enseignants et les élèves des liaisons intracurriculaires entre les éléments divers et hétérogènes qui le composent. La recherche investigue l'identification de ces liaisons intracurriculaires par les enseignants et les élèves et vise la mise au jour des déterminants de ce repérage. Les analyses des discours des enseignants de technologie et de leurs élèves, recueillis par questionnaires d'enquête (auxquels répondent 83 enseignants et 313 collégiens) et par entretiens semi-directifs (auprès de 18 professeurs et 20 collégiens) durant l'année scolaire 2016-2017, mettent en évidence les difficultés des enseignants à intégrer ces dispositifs à l'enseignement disciplinaire qu'ils dispensent. Par ailleurs, les données et les analyses mettent en lumière, d'une part, la plus ou moins grande réussite des élèves à identifier ces liaisons intracurriculaires et à se représenter la figure d'ensemble de ce curriculum composite ; d'autre part que ce qui facilite ou empêche cette élaboration n'est pas corrélé au niveau de réussite scolaire des élèves. Différents déterminants de cette élaboration sont identifiés : la porosité des frontières disciplinaires, les pratiques d'enseignement et la culture de l'établissement ainsi que les caractéristiques socio-scolaires des élèves. La mise en évidence des difficultés d'appropriation et de mise en œuvre de ce curriculum composite et de ces liaisons intracurriculaires ouvre la discussion des contenus de formation initiale et continue des enseignants pour qu'ils puissent en construire une figure d'ensemble.In the context of the contemporary curricular reconfiguration, which tends to go beyond the established disciplinary boundaries, the official texts concerning secondary schools prescribe special moments and subject contents dedicated to technological education and other moments dedicated to education systems. These education systems necessitate a non-disciplinary or interdisciplinary approach. For example, these education systems concern the "parcours Avenir", which means the "career path", the artistic and cultural education, the citizenship education, the health education, the media and information education, the moral and civic teaching or the interdisciplinary practical teaching. Accordingly, these prescriptions define a composite curriculum, whose implementation involves the teachers and the students' tracking of the intra-curricular links between the various and heterogeneous components of this composite curriculum. The research investigates the identification of these intra-curricular links by the teachers and the students. It also aims at displaying the determinants of these identifications. The data are collected through surveys (on which 83 information technology teachers and 313 students answered) and by semi-structured interviews (from 18 teachers and 20 students) in the 2016-2017 school year. This analysis of the words brings to light the difficulties faced by the teachers to include these education systems in their teaching subject. Furthermore, data and analysis bring to light, on the one hand, that students performed in identifying these intra-curricular links and the complete figure of the composite curriculum to some degree; and on the other hand that the students' educational attainment level is not always linked to their success in this development. Different determinants of this development are identified: the permeability of the disciplinary boundaries, the teaching practices and the institutional culture, as well as the socio-educational characteristics. In highlighting their difficulties to appropriate for their own and to implement this composite curriculum, it brings the matter up for discussion about the contents of the pre-service and the in-service teachers' training so as to enable them to build this complete figure

Éducation technologique et dispositifs au collège : investigation didactique et curriculaire

In the context of the contemporary curricular reconfiguration, which tends to go beyond the established disciplinary boundaries, the official texts concerning secondary schools prescribe special moments and subject contents dedicated to technological education and other moments dedicated to education systems. These education systems necessitate a non-disciplinary or interdisciplinary approach. For example, these education systems concern the "parcours Avenir", which means the "career path", the artistic and cultural education, the citizenship education, the health education, the media and information education, the moral and civic teaching or the interdisciplinary practical teaching. Accordingly, these prescriptions define a composite curriculum, whose implementation involves the teachers and the students' tracking of the intra-curricular links between the various and heterogeneous components of this composite curriculum. The research investigates the identification of these intra-curricular links by the teachers and the students. It also aims at displaying the determinants of these identifications. The data are collected through surveys (on which 83 information technology teachers and 313 students answered) and by semi-structured interviews (from 18 teachers and 20 students) in the 2016-2017 school year. This analysis of the words brings to light the difficulties faced by the teachers to include these education systems in their teaching subject. Furthermore, data and analysis bring to light, on the one hand, that students performed in identifying these intra-curricular links and the complete figure of the composite curriculum to some degree; and on the other hand that the students' educational attainment level is not always linked to their success in this development. Different determinants of this development are identified: the permeability of the disciplinary boundaries, the teaching practices and the institutional culture, as well as the socio-educational characteristics. In highlighting their difficulties to appropriate for their own and to implement this composite curriculum, it brings the matter up for discussion about the contents of the pre-service and the in-service teachers' training so as to enable them to build this complete figure.Dans le contexte de la reconfiguration curriculaire contemporaine, qui tend à dédisciplinariser les enseignements scolaires, les textes officiels concernant le collège prescrivent des moments et des contenus inscrits dans l'enseignement de « technologie » et d'autres inscrits dans des dispositifs non disciplinaires ou interdisciplinaires tels que les parcours Avenir, d'éducation artistique et culturelle, citoyen ou éducatif de santé, l'éducation aux médias et à l'information, l'enseignement moral et civique ou les enseignements pratiques interdisciplinaires. Ces prescriptions définissent ainsi un curriculum composite dont la mise en œuvre suppose le repérage par les enseignants et les élèves des liaisons intracurriculaires entre les éléments divers et hétérogènes qui le composent. La recherche investigue l'identification de ces liaisons intracurriculaires par les enseignants et les élèves et vise la mise au jour des déterminants de ce repérage. Les analyses des discours des enseignants de technologie et de leurs élèves, recueillis par questionnaires d'enquête (auxquels répondent 83 enseignants et 313 collégiens) et par entretiens semi-directifs (auprès de 18 professeurs et 20 collégiens) durant l'année scolaire 2016-2017, mettent en évidence les difficultés des enseignants à intégrer ces dispositifs à l'enseignement disciplinaire qu'ils dispensent. Par ailleurs, les données et les analyses mettent en lumière, d'une part, la plus ou moins grande réussite des élèves à identifier ces liaisons intracurriculaires et à se représenter la figure d'ensemble de ce curriculum composite ; d'autre part que ce qui facilite ou empêche cette élaboration n'est pas corrélé au niveau de réussite scolaire des élèves. Différents déterminants de cette élaboration sont identifiés : la porosité des frontières disciplinaires, les pratiques d'enseignement et la culture de l'établissement ainsi que les caractéristiques socio-scolaires des élèves. La mise en évidence des difficultés d'appropriation et de mise en œuvre de ce curriculum composite et de ces liaisons intracurriculaires ouvre la discussion des contenus de formation initiale et continue des enseignants pour qu'ils puissent en construire une figure d'ensemble

High Risk of Anal and Rectal Cancer in Patients With Anal and/or Perianal Crohn’s Disease

International audienceBackground & AimsLittle is known about the magnitude of the risk of anal and rectal cancer in patients with anal and/or perineal Crohn’s disease. We aimed to assess the risk of anal and rectal cancer in patients with Crohn’s perianal disease followed up in the Cancers Et Surrisque Associé aux Maladies Inflammatoires Intestinales En France (CESAME) cohort.MethodsWe collected data from 19,486 patients with inflammatory bowel disease (IBD) enrolled in the observational CESAME study in France, from May 2004 through June 2005; 14.9% of participants had past or current anal and/or perianal Crohn’s disease. Subjects were followed up for a median time of 35 months (interquartile range, 29–40 mo). To identify risk factors for anal cancer in the total CESAME population, we performed a case-control study in which participants were matched for age and sex.ResultsAmong the total IBD population, 8 patients developed anal cancer and 14 patients developed rectal cancer. In the subgroup of 2911 patients with past or current anal and/or perianal Crohn’s lesions at cohort entry, 2 developed anal squamous-cell carcinoma, 3 developed perianal fistula–related adenocarcinoma, and 6 developed rectal cancer. The corresponding incidence rates were 0.26 per 1000 patient-years for anal squamous-cell carcinoma, 0.38 per 1000 patient-years for perianal fistula–related adenocarcinoma, and 0.77 per 1000 patient-years for rectal cancer. Among the 16,575 patients with ulcerative colitis or Crohn’s disease without anal or perianal lesions, the incidence rate of anal cancer was 0.08 per 1000 patient-years and of rectal cancer was 0.21 per 1000 patient-years. Among factors tested by univariate conditional regression (IBD subtype, disease duration, exposure to immune-suppressive therapy, presence of past or current anal and/or perianal lesions), the presence of past or current anal and/or perianal lesions at cohort entry was the only factor significantly associated with development of anal cancer (odds ratio, 11.2; 95% CI, 1.18-551.51; P = .03).ConclusionsIn an analysis of data from the CESAME cohort in France, patients with anal and/or perianal Crohn’s disease have a high risk of anal cancer, including perianal fistula–related cancer, and a high risk of rectal cancer