Des universités plus hétérogènes. Recherches sur le rapport au savoir des étudiants brésiliens

• Κύριοι συγγραφείς: Charlot, Bernard, Dias Neves, Eloiza, Anahí da Silva, Veleida
• Μορφή: Online
• Γλώσσα: English
• Έκδοση: HEPNET-UPatras 2017
• Θέματα: Educational Sciences; Relationship with knowledge; case study; university students; LLL, Higher Education Institutions, institutions of continuing education; Educational Sciences, Sociology, Political Sciences; Academics; Κοινωνιολογία της Εκπαίδευσης; Ανώτατη Εκπαίδευση; Political Sciences; Equity, Inequality; Students, Anxiety, Stress, University; Teacher Training; Training System; Didactics; Pedagogy; education; Pédagogie de Projet; Acteurs Sociaux; Université, Étudiants; Competition, democratization of education, distance and open learning, Internet, plagiarism; Modern Greek Studies, Freie Universität; Educational Sciences, Sociology, Political Sciences, History,; US postsecondary education, academic and occupational learning, competency, connectivity, permeability; Citizenship; higher education; values; active learning; democracy; Pre-enrolment factors; career guidance; entrepreneurship students; academic success; academic failure; Relationship to knowledges; Epistemological beliefs; Pre-service teachers; Pre-licensed psychologists; Higher education; Educational Sciences, Medicine; OTC (Over the counter medicines), comparative analysis, health care professionals, lifelong learning; Institutional assessment, HAHE, strategic planning, SWOT analysis, SMART criteria; Educational leadership, transformational leadership, effectiveness, democratic leader-ship; Educational leadership, transformational leadership, effectiveness, democratic leadership; Eπιστήμες της Εκπαίδευσης; Εκπαιδευτική ηγεσία, μετασχηματιστική ηγεσία, αποτελεσματικότητα, δημοκρατική ηγεσία.; Academic recognition, Lisbon Convention, Bologna Process, Ministerial Communications; Sexually Transmitted Diseases, HIV/AIDS, Students, Health Education, Health Promotion; Policy convergence, education, semiotics, entropy, knowledge brokering; RPWD Act, NIRF, Web Accessibility, NEP 2020, Digital Accessibility; Governing technology, performativity, the enterprising self, self-improvement, lifelong learning, teacher professional development; Human Rights Education; Faculty Members of Greek Pedagogical Departments; Specific Teaching Methodology; Educational Model of the Cognitive Pyramid; Semi Structured Interviews; Εκπαίδευση για τα Ανθρώπινα Δικαιώματα; Μέλη ΔΕΠ Ελληνικών Παιδαγωγικών Τμημάτων; Ειδική Διδακτική Μεθοδολογία; Εκπαιδευτικό Μοντέλο Γνωστικής Πυραμίδας; Ημιδομημένες Συνεντεύξεις; Pedagogy; Πανεπιστημιακή Παιδαγωγική, Φοιτητές, Παιδαγωγικοί Μηχανισμοί, Ποιότητα Διδασκαλίας; Pédagogie Universitaire, Étudiants, Dispositifs Pédagogiques, Qualité d’Enseignement; Student-centered learning, higher education, critical thinking, autonomy, teaching methods; Νόμιμη Γλωσσική Έκφραση; Κοινωνική Παρέμβαση/Ένταξη; Παιδαγωγική του Σχεδίου; Διαπολιτισμικό Εργαλείο; Πανεπιστήμιο; Legitimate Speech; Social Intervention/Insertion; Project Based Learning; Intercultural Dispositif; University; Langage Légitime; Intervention/Insertion Sociale; Pédagogie de Projet; Dispositif Interculturel, Université; Bilingualism, national languages, diglossia, linguistic ideology, language policy; University Pedagogy/Teaching and Learning in Higher Education, active learning, reflection, experimental learning.; Επιστήμες της Εκπαίδευσης; Relationship to knowledge; University; Brazil; Students from working-class families; Higher Education, Distance Learning and Covid-19 Pandemic.; Πολιτική Ανώτατης Εκπαίδευσης; Πανεπιστήμιο; Επαγγελματικοποίηση; Προγράμματα Σπουδών; Αναπλαισίωση της Γνώσης; Sociology; Higher Education Policy; University; Professionalisation; Curricula; Recontextualisation of Knowledge; Politique de l’Enseignement Supérieur; Université; Professionnalisation; Curricula; Recontextualisation des Savoirs; Marketing Communications; Marketing Environment; Higher Education; Internationalization; Universities; Educational Sciences, Teacher Education, University, Students.; Διδακτορικές σπουδές; EUA-CDE; Ε.Χ.Α.Ε.; Αρχές του Σάλτσμπουργκ; Doctoral studies, EUA-CDE, EHEA, Salzburg Principles; Πολιτικές Επιστήμες; Τέχνη; Multi-Group Moderating, Job Strain, Work Engagement, Job Demands; Παγκοσμιοποίηση; Δημοκρατία; Δύση; Αναδυόμενες Οικονομίες; Παγκοσμιοποίηση, Δημοκρατία, Δύση, Αναδυόμενες Οικονομίες; Mondialisation; Démocratie; Occident; Économie Émergeantes; Moscow State University of International Relations (MGIMO), the Greek Language Section, teaching of the Greek language, diplomat, future employment; Educational Sciences,; Academic performance Indicator; Research/Academic score; Appraisal; University Grants Commission; Research quality; Indian Universities; Higher education, Access, Governance, Gender, Guidance Policy; Higher Education, Democracy, Citizenship; Novice and experienced teachers; classroom management style; apprentice; classroom observation; hand-on experience; Relationship to knowledge. Historical foundations. Epistemological status; Academics of 19th century, memoirs, university of 19th century, Ragkavis, Pilikas, Saripolos; social inequalities, higher education; Εκπαιδευτική Πολιτική; Διοίκηση ανώτατης εκπαίδευσης, συμμετοχικό μοντέλο, διαχειριστικό μοντέλο, συγκριτική προσέγγιση, ακαδημαϊκή κοινότητα; Formation des Enseignants; Dispositif de Formation; Didactiques; Pédagogie

 Whenever a new type of student arrives at university, he must face new difficulties. The Brazilian university has not yet been touched by a large wave of democratization, but it is already more heterogeneous than in the past. This article examines the relationship of Brazilian students to knowledge and the university and the atypical stories of young people from the working class who have successfully passed the entrance examination in a federal university. It is based on field research conducted in various parts of Brazil during the last ten years. The Brazilian students say that in the course of their lives, they have achieved, above all, relational, emotional, ethical and personal learning. Even at university, new ways of seeing the world and oneself are as important as cognitive learning. The stories of students from working-class families confirm that their relationships to knowledge are built into a broader network of relationships to the world, to others and to oneself - between pride in their success, nostalgia for their previous relationship with the community, and protection against the feeling of having betrayed their origins. Chaque fois qu'un nouveau type d'étudiant arrive à l'université, celle-ci doit affronter de nouvelles difficultés. L'université brésilienne n'a pas encore été atteinte par une grande vague de démocratisation, mais elle est déjà plus hétérogène qu'autrefois. Parmi toutes les questions que cette évolution pose à la recherche, le présent article s'intéresse au rapport d'étudiants brésiliens au savoir et à l'université et aux histoires atypiques de jeunes de milieux populaires qui ont réussi le concours d'entrée dans une université fédérale. Il s'appuie sur des recherches de terrain conduites en divers endroits du Brésil durant ces dernières dix années. Les étudiants brésiliens disent avoir appris dans leur vie, avant tout, des apprentissages relationnels, affectifs, éthiques et liés à leur développement personnel. Même à l'université, les nouvelles façons de voir le monde et de s'y voir sont pour eux aussi importantes que les apprentissages cognitifs. Les récits des étudiants issus de familles populaires confirment que leurs rapports au savoir se construisent dans un réseau plus ample de rapports au monde, aux autres et à soi-même – entre fierté de la réussite, nostalgie de la relation antérieure avec la communauté et protection contre le sentiment d'avoir trahi.