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(
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(
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(
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(
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[link] => https://edoc.coe.int/en/210-european-cultural-convention
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(
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1
Catalog
Education, mobility, otherness. The mediation functions of the school (Italian version) (2019)
The document presented here has a dual purpose: cognitive aim, insofar as it proposes a simple - but encompassing - model for conceptualizing language education policy choices centered on the mobility of social actors; institutional and political aims, because this model and the illustration given for school contexts are not limited to didactic and linguistic aspects. They engage the whole of an educational project where mediation, in different forms, plays a role all the more determining that issues affecting otherness and social groups are decisive in these first decades of the twenty-first century.
AVANT-PROPOS
PREMIÈRE PARTIE - UNE CONCEPTION D’ENSEMBLE : LA MÉDIATION ENTRE MOBILITÉ, ALTÉRITÉ, GROUPES SOCIAUX ET RÉSEAUX
1. Retour sur un parcours
4. Parcours scolaire et médiation
ELÉMENTS DE BIBLIOGRAPHIE
PREMIÈRE PARTIE - UNE CONCEPTION D’ENSEMBLE : LA MÉDIATION ENTRE MOBILITÉ, ALTÉRITÉ, GROUPES SOCIAUX ET RÉSEAUX
1. Retour sur un parcours
1.1. Rappel du modèle de base du CECR
1.2. La dynamique des instances de socialisation
1.3. Vers un modèle conceptuel inclusif
1.4. Diverses formes d’intégration
2. Mobilité, altérité, groupes sociaux et réseaux : concepts majeurs pour une conception d’ensemble
2.1. La mobilité de l’acteur social
2.2. Une conception étendue et relativiste de l’altérité
2.3. Les groupes comme espaces sociaux d’expérience et d’apprentissage
2.4. Spécificités et transversalités des situations
2.5. Réseaux
3. Médiation, compétences, cultures
3.1. D’une médiation à d’autres
3.2. Compétences et cultures
DEUXIÈME PARTIE - ÉCOLE ET MÉDIATION. MOBILITÉ, ALTÉRITÉ, GROUPES SOCIAUX ET RÉSEAUX À L’ÉPREUVE DE LA RÉALITÉ SCOLAIRE 4. Parcours scolaire et médiation
4.1. Mobilité et médiation
4.2. Altérité et médiation
4.3. Groupe et médiation
4.4. Le parcours éducatif
4.5. Les étapes du parcours scolaire : niveau 0 de la CITE (préélémentaire)
4.6. Le niveau 1 de la CITE (école élémentaire)
4.7. Le niveau 2 de la CITE (premier cycle du secondaire)
4.8. Le niveau 3 de la CITE (deuxième cycle du secondaire)
CONCLUSION ELÉMENTS DE BIBLIOGRAPHIE
The document presented here has a dual purpose: cognitive aim, insofar as it proposes a simple - but encompassing - model for conceptualizing language education policy choices centered on the mobility of social actors; institutional and political aims, because this model and the illustration given for school contexts are not limited to didactic and linguistic aspects. They engage the whole of an educational project where mediation, in different forms, plays a role all the more determining that issues affecting otherness and social groups are decisive in these first decades of the twenty-first century.