Les institutions culturelles, l’éducation, le numérique et la cocréation : entre médiation culturelle et médiation pédagogique
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
RésuméLa culture et l’éducation entretiennent des liens particuliers au Québec particulièrement depuis les années 1960. Depuis différents mandats professionnels et un projet de recherche, l’article présente une vision de l’intérieur de la relation entre les enseignants et le milieu de la culture tel que vécu par l’auteur depuis 2005 jusqu’à aujourd’hui. Alors que l’approche culturelle est préconisée par le ministère de l’Éducation pour l’enseignement au primaire et au secondaire, une absence de ses applications est observée dans les salles de classe. Par des travaux de cocréation pédagogique initiés par l’auteur, au sein de deux institutions culturelles successivement, se dessinent des pistes de solutions. Ainsi, la collaboration entre chercheur, enseignants et institution culturelle dans une dynamique de production de ressources éducatives numériques culturelles donne des résultats signifiants pour les participants. L’intégration culturelle, c’est-à-dire appuyer son enseignement de façon continue sur des références culturelles dans toutes les disciplines développe l’esprit critique et permet de rendre tangibles, sensibles et sensées certaines notions disciplinaires. Il apparaît alors chez les enseignants et les médiateurs culturels une attitude transdisciplinaire, renouvelant ainsi les pratiques et produisant, si ce n’est un nouveau langage entre pédagogie et culture, à tout le moins une communauté d’intérêt et de pratiques.  AbstractCulture and education have maintained special connections in Quebec, particularly since the 1960s. Following different professional mandates and a research project, this article presents an interior view of the relationship between teachers and the cultural milieu as experienced by the author since 2005. While the Ministry of Education has advocated the cultural approach for primary and secondary learning, the absence of its application in classrooms is evident. Through the work of pedagogical co-creation initiated by the author, successively in two cultural institutions, paths to success present themselves. In this way, the collaboration between researcher, teachers and cultural institutions within the dynamics of producing digital culturally educational resources offers significant results for participants. Cultural integration, i.e. consistently basing one’s teaching on cultural references in all disciplines, develops critical thinking and helps to make certain disciplinary notions tangible, substantial and reasonable. A transdisciplinary attitude appears in teachers and cultural mediators, thus renewing practices and producing, if not a new parlance between pedagogy and culture, then a community of interest and practices, at the very least.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it