Anne Barrère

Bio: Anne Barrère is an academic researcher from university of lille. The author has an hindex of 9, co-authored 16 publications receiving 244 citations.

A escola entre a agonia moral e a renovação ética

Abstract: Enquanto a sociedade assiste a uma ruptura entre consideracoes eticas e principios estritamente morais, a escola custa para reconhecer a importância da preocupacao etica. Em meio a uma crise da educacao moral, nao consegue legitimar reflexoes que, entretanto, fazem parte do cotidiano de alunos e docentes. O presente artigo propoe-se a analisar essa situacao, assim como os possiveis esbocos de uma renovacao da etica na escola, mediante tres grandes dimensoes: a relacao consigo, a relacao com o Outro, a relacao com a sociedade.

L'école à l'épreuve de l'ethnicité

Abstract: Die Schule auf dem Prufstand der ethnischen Zuordnung Das franzosische Schulwesen ist gegenuber anderen Institutionen wie Familie, Kirche, Ortsgemeinde nicht mehr so autonom wie in der Vergangenheit. Im Kontext der durch die Vermassung der Schulbildung gewachsenen Selektionsfunktion wird heute von Erwachsenen wie von Jugendlichen die ethnische Pragung angefuhrt, wenn es gilt, die in manchen Vorortschulen anzutreffenden Probleme zu begrunden. Diese Schwierigkeiten sind aber meist rein schulischer Art, und bei naherer Untersuchung der den Jugendlichen auslandischer Herkunft zuganglichen Karrieren erweist sich, das nur eine winzige Minderheit unter ihnen aus der Gesellschaft herauszufallen droht.

La culture des élèves : enjeux et questions

Abstract: Lorsque l’ecole, les enseignants et, au-dela d’eux, les chercheurs en education percoivent ou s’interrogent sur les proprietes sociales et culturelles des eleves, ils les associent aux classes sociales dont proviennent ces derniers – et ce sont alors les enfants des milieux populaires qui retiennent l’attention pour ce qu’ils constituent les « nouveaux publics », entres en masse dans l’enseignement secondaire apres les grandes reformes de la Ve Republique. Mais il arrive aussi qu’on attache l...

France and the Unknown Second Generation: Preliminary Results on Social Mobility:

Abstract: The growing concern about the future of the offspring of immigrants in France has prompted the rise of a “second generation question.” Access of “new second generations” {i.e., those born from the ...

Familia y escuela: dos mundos llamados a trabajar en común

Abstract: Family and School: Two Worlds Aimed at Working Together This report provides a general overview of the major problems encountered in fami- lies relative to education. Firstly, and as a contextualizing framework, the author exami- nes those changes having an effect on family composition and which affect, in turn, its involvement in the type of education provided at school. Secondly, the different theo- retical and practical approaches on family-community relationships (integration of community services, family involvement, ways of establishing relationships) are both analysed and described. Lastly, and within a communitarian perspective, the author rai- ses a proposal aimed at developing the so-called «social capital» by means of establis- hing social networks and relationships with the community itself.

Les évolutions du travail enseignant en France et en Europe : facteurs de changement, incidences et résistances dans l’enseignement secondaire

Abstract: Face a une ecole et a une societe en transformation rapide, cet article presente une synthese de ce qu’on sait de l’evolution effective du travail des enseignants du secondaire. Le travail prescrit aux enseignants s’inflechit de facon convergente en Europe : les enseignants doivent, outre leurs tâches traditionnelles de preparation de cours, d’enseignement et d’evaluation, participer davantage a la vie de leur ecole, s’engager dans un travail collectif, se former… Au niveau du travail reel, la litterature en sciences de l’education s’accorde sur un constat d’intensification et de complexification du travail des enseignants. L’intensification se marque moins par un allongement de la duree du travail que par un alourdissement et une extension des tâches a realiser et par une complexification du travail en classe. Cependant, cette intensification du travail ne doit pas seulement etre rapportee a des evolutions du public scolaire mais aussi, dans les pays anglo-saxons, aux politiques scolaires basees sur l’evaluation et l’accountability. En conclusion, nous nous interrogeons sur les raisons de la tiedeur pour ne pas dire de la resistance des enseignants, face a des reformes scolaires qui sont supposes les aider. Le probleme est-il seulement celui d’une resistance au changement liee a des cultures professionnelles depassees ? Le malaise enseignant nous semble plus profondement lie a des formes de retrait ou d’opposition aux reformes, lorsqu’elles accentuent la deprofessionnalisation des enseignants.

Human Development in the Life Course: Melodies of Living

Abstract: Preface: from dispute to collaboration Introduction: melodies of living Part I. Time for Development: 1. Solidity of science and fullness of living: a theoretical expose 2. Imagination and the life course 3. Moving through time: imagination and memory as semiotic processes 4. Models of time for the life course Part II. Spaces for Development: 5. Social framing of lives: from phenomena to theories 6. Stability and innovation in adults narrating their lives: insights from psychotherapy research 7. Paradoxes of learning Part III. Beyond Time and Space: Imagination: 8. We are migrants! 9. Playing while being serious: the lifelong game of development - and its tools 10. Playing under the influence: activity contexts in their social functions 11. 'Old age' as living forward 12. Epilogue: the course of life as a melody.

Liderazgo en las instituciones educativas. Una revisión de líneas de investigación

Abstract: Ante el fracaso –o los efectos muy limitados- de muchas de las reformas externas intentadas en las ultimas decadas, el liderazgo educativo es percibido como un elemento clave para generar mejora desde abajo, creando condiciones institucionales que hagan mas eficaces las organizaciones escolares. A partir de una revision de la literatura internacional actual, este articulo se propone delimitar algunos de los enfoques relevantes de la investigacion sobre liderazgo educativo. Particularmente, nos centramos en tres grandes dimensiones actuales de la investigacion sobre el liderazgo: el liderazgo pedagogico o para el aprendizaje, el liderazgo distribuido y el liderazgo para la justicia social. A su vez, estas dimensiones constituyen el interes principal de cada uno de los tres proyectos “vivos” del Plan Nacional de I+D+i que dirigen respectivamente los autores del articulo. La comprension actual del liderazgo se aleja de la vision del director como unico agente con poder, para adoptar una perspectiva distribuida o compartida. A su vez, se busca un liderazgo pedagogico capaz de incidir en la mejora de los aprendizajes, creando condiciones para que el profesorado pueda hacerlo mejor. Y tambien, por ultimo, un liderazgo para la justicia social, que asegure una buena educacion a todos los alumnos, desde una perspectiva inclusiva y equitativa. Con el proposito de mantener conectadas dichas perspectivas, los autores del articulo han formado recientemente la “Red de Investigacion sobre Liderazgo y Mejora Educativa (RILME)”. Abstract As most of top-bottom educational reforms failed or had a very limited impact on school improvement, educational leadership is increasingly perceived as the key factor to promote such improvement, facilitating the conditions for more successful schools. Starting from a review of current international literature, this paper suggests and discusses three of the relevant research approaches on educational leadership, including: leadership for learning, distributed leadership, and leadership for social justice. Such dimensions are respectively the core interest of each of the three current research projects (funded by the National R&D&I Plan) led by the authors of the paper. On the one hand, the current understanding of leadership is far from the vision of the principal as the only agent that exerts power and influence at school and close to a shared o distributed perspective. On the other hand, only instructional leadership will be capable to improve learning, building conditions for teachers to improve their teaching. Finally, schools need leadership for social justice in order to ensure a good education for all students, from an inclusive and equitable perspective. Bearing in mind the purpose of conencting such perspectives, the authors of the article have recently launched the “Network of Research on Leadership and School Improvement”.