Jean-Claude Regnier

Identifying didactic and sociocultural obstacles to conceptualization through Statistical Implicative Analysis

The aim of the research work presented here is to understand the relationship between culture and cognition. Historically the development of this field has essentially relied on work carried out with children as subjects(Carraher, Carraher, Schliemann 1985) or adults (Lave, 1977 ; Greenfield et Childs, 1977) who have had little or no schooling and belong to cultural spheres often characterised by their distance from the reference point of a dominant Western culture, that of the well-educated. Traditionally centred on knowledge developed outside of the school system, the importance of school-based variables must not be completely ruled out from the process of conceptualization. We thus focussed our interest on both the roles of written culture and the teaching and learning strategies involved, in the sense that these can generate specific obstacles to conceptualization. The originality here is that we are interested in well-read adults as subjects, the majority of whom have a level of at least three years of university education, and some of whom some are already professionals. With regard to the field work data, these were gathered through short clinical-style interviews as well as a questionnaire based survey taken from an observational sample. Since we were interested in finding regularities linked with conceptual strength, we used SIA (Statistical Implicative Analysis) which enabled us to determine the implicative rules between the responses and thus the pre-ordered structures revealing the associated responses. Our results showed that specific symbolic representations linked with specific aspects of the concept constitute didactical and/or socio-cultural obstacles.

DIDACTIQUE DES SCIENCES ET INTERACTIONS DANS LA CLASSE: QUELQUES LIGNES DIRECTRICES POUR UNE ANALYSE DYNAMIQUE.

RESUME: Cet article repose sur l’idee suivante : l’analyse des situations de classe doit combiner un ensemble de quatre parametres pour en demeler la complexite et la richesse. Les parametres en question sont les aspects epistemologiques contenus dans le discours, la forme des representations utilisees, le type d’interactions discursives, les formes d’engagement des acteurs dans la situation. Des outils methodologiques sont proposes pour construire l’articulation entre ces differents aspects. Une situation est analysee, a titre d’exemple, suivant les quatre dimensions. ABSTRACT: This paper is grounded upon the following idea: analysing classroom situations makes it necessary to combine a set of four parameters, in order to sort out their complexity and their richness. These parameters are the epistemological aspects in the discourse, the form of the representations, the kind of discursive interactions, the kind of engagement of the participants in the situation. Methodological tools are proposed for articulating the various aspects. A particular situation is analysed, as an example, in accordance with the four dimensions. RESUMO: Este artigo trata da seguinte ideia: a analise de situacoes de sala de aula devem combinar uma conjunto de quatro parâmetros para desvendar a complexidade e a riqueza. Os parâmetros em questao sao os aspectos epistemologicos contidos no discurso, a forma das representacoes utilizadas, o tipo de interacao discursiva e as formas de engajamento dos atores na situacao. Ferramentas metodologicas sao propostas para construir a articulacao entre estes diferentes aspectos. Uma situacao e analisada, a titulo de exemplo, seguindo as quatro dimensoes.Este artigo trata da seguinte ideia: a analise de situacoes de sala de aula devem combinar uma conjunto de quatro parâmetros para desvendar a complexi dade e a riqueza. Os parâmetros em questao sao os aspectos epistemologicos conti dos no discurso, a forma das representacoes utilizadas, o tipo de interacao discursiva e as formas de engajamento dos atores na situacao. Ferramentas metodologicas sao propostas para construir a articulacao entre estes diferentes aspectos. Uma situacao e analisada, a titulo de exemplo, seguindo as quatro dimensoes.

NORMATIVE APPROACH TO ETHNOMATHEMATICS: LINGUISTIC AND PHILOSOPHICAL GROUNDS

The article presents the results of a theoretical analysis of linguistic and philosophical grounds of ethnomathematics. The authors focus their attention on the basic mechanisms involved in the process of acquisition of scientific concepts – their perception and putting them into practice. The specific features of perception of scientific terms are treated according to Luria’s theory, and the practicalaspect is analysed in connection with Wittgenstein’s theory of language games that describe the normative potential of language.

Dossiê especial: Equidade e coesão social na educação superior: problemáticas e perspectivas

O presente dossie especial da revista POIESIS-RPPGE, organizado pela Professora Dra. Nadja Maria Acioly-Regnier1 e pelo Professor Dr. Jean-Claude Regnier2 resulta de um percurso enriquecedor que mobilizou os esforcos de diversos pesquisadores envolvidos no projeto geral ALFA3-RIAIPE3, como por exemplo, o assistente de pesquisa da equipe da UFBA, Doutorando Paulo Cesar Marques de Andrade Santos alem da equipe editorial da revista POIESIS-RPPGE representada pelo seu editor Dr. Christian Muleka Mwewa. De certa forma, o dossie e uma das materializacoes das estrategias de confrontacao e de divulgacao dos resultados parciais do projeto como um todo. Alem dos participantes precedentamente citados, vale salientar que, entre os autores que assinaram os artigos, constam membros das tres equipes parceiras ALFA3-RIAIPE3, ou seja, pela Universidade de Lyon2: Gimena Perez Caraballo, Maria Nubia Medeiros de Araujo Frutuoso, Isabelle Guinamard e Stephanie Colin, pela UFBA Rosilda Arruda Ferreira e Robinson Moreira Tenorio e pela UNISUL Maria Da Graca Nobrega Bollmann. Os demais autores sao colaboradores que, apesar de nao serem membros, se envolveram nas pesquisas associadas a tematica do programa com orientacao dos coordenadores.

Des interactions sociales en formation universitaire à distance. Une approche microsociologique exploratoire et inférentielle

Resumo Neste artigo, nosso interesse esta na organizacao das interacoes sociais em um dispositivo de formacao universitaria on-line. As hipoteses presumam que, apesar da distância entre os estudantes, as interacoes sao ricas e estruturadas. As exigencias tecnicas e as caracteristicas espaco-temporal influenciam os atores que agissem na organizacao social. A metodologia consiste em observar os tracos das trocas entre estudantes engajados em uma aprendizagem colaborativa em um forum de discussao do « campus numerico » FORSE. A dimensao exploratoria e completada por uma analise inferencial que consiste em examinar os conceitos goffmanianos e sua congruencia ao campo especifico das interacoes sem co-presenca fisica. Propomos assimilar esse ambiente numerico a um quadro de experiencia onde se instaura uma ordem interacionista que precisamos compreender melhor. Palavras-chave: interacoes sociais, formacao a distância, campus numerico, forum de discussao, sociologia interacionista Resume Dans cet article, nous nous interessons a l’organisation des interactions sociales dans un dispositif de formation universitaire en ligne. Les hypotheses presument que, malgre la distance entre les etudiants, les interactions sont riches et structurees. Les contraintes techniques et les caracteristiques spatio-temporelles influent sur les acteurs qui agissent sur l’organisation sociale. Le champ theorique est celui de la sociologie interactionniste d’Erving Goffman. La methodologie consiste a observer les traces des echanges entre six etudiants engages dans un apprentissage collaboratif sur un forum de discussion du campus numerique FORSE. La dimension exploratoire est completee d’une demarche inferentielle consistant a examiner les concepts goffmaniens pour considerer leur congruence au champ specifique des interactions sans copresence physique. Nous proposons d’assimiler cet environnement numerique a un nouveau cadre de l’experience ou s’instaure un ordre interactionnel qu’il s’agit de mieux comprendre. Mots-cles : Interactions sociales, formation a distance, campus numerique, forum de discussion, sociologie interactionniste Abstract In this paper, we are interested in the organization of social interactions on an academic online training device. Hypotheses assume that, despite the distance between the students, interactions are rich and structured. The technical constraints and the space or temporal features have an effect on the actors who act on the social organization. The theoretical field is the interactionist sociology of Erving Goffman. The methodology consists in observing the traces of trade between six stu-dents engaged in collaborative learning on a discussion group of the digital campus FORSE. The exploratory aspect is supplemented by an inferential approach consider-ing if the Goffmans concepts are appropriate for the specific field of social interactions without physical presence. We propose to liken this digital environment to a new frame of experience where an interactional order is established that it is necessary to better understand. Keywords : Social interactions, distance training, digital campus, discussion group, interactionist sociology