SOCIAL STUDIES EDUCATION AT THE ELEMENTARY LEVEL IN QUÉBEC SINCE THE PUBLICATION OF THE RAPPORT PARENT IN 1964: Foundations, Perspectives and Conceptual Framework
Bibliographic record
Abstract
ABSTRACT This paper, presents a critical analysis of the scientific professional documentation regarding the teaching of social and human sciences at the elementary level in Québec, published after the release of the Rapport de la commission royale d’enquête sur l’enseignement dans la province de Québec, in 1964, better known under the name of Rapport Parent. The purpose of this article is to highlight a number of tensions and ruptures from foundation, the perspectives and the conceptual framework that characterizes the field of social studies education at the elementary level in Québec during a fifty-year period. We refer to the existence of tension between the purposes of emancipation and socialisation; tension between subjects who know how to adapt themselves and have the capacity to think; tension between a constructed knowledge and reified knowledge; and, tension between natural approaches and scientific approaches. The tensions identified in the literature illustrate the wide range of concepts and points of view that are directly linked to the underlying foundation of the thought process of those who collectively implement the teaching of social studies into the education system, sometimes influenced by the so-called personalist theories, other times by technologic theories, and even by constructivist theories (Bertrand, 1993). KEYWORDS: Teaching, human sciences, elementary level, characteristics. RESUMEN Este documento presenta un análisis crítico de la documentación profesional científica sobre la enseñanza de las ciencias sociales y humanas en el nivel elemental en Quebec, publicada después del lanzamiento del Informe de la Comisión Real de Enseñanza sobre la Educación en la provincia de Quebec, en 1964, mejor conocido bajo el nombre de Rapport Parent. El propósito de este artículo es destacar una serie de tensiones y rupturas desde la base, las perspectivas y el marco conceptual que caracteriza el campo de la educación en estudios sociales en el nivel de primaria en Québec durante un período de cincuenta años. Nos referimos a la existencia de tensiones entre los propósitos de emancipación y socialización; Tensión entre sujetos que saben adaptarse y tienen la capacidad de pensar. Tensión entre un conocimiento construido y un conocimiento reificado. y, tensión entre enfoques naturales y enfoques científicos. Las tensiones identificadas en la literatura ilustran la amplia gama de conceptos y puntos de vista que están directamente relacionados con el fundamento subyacente del proceso de pensamiento de quienes implementan colectivamente la enseñanza de los estudios sociales en el sistema educativo, a veces influenciados por los llamados Teorías personalistas, otras veces por teorías tecnológicas e incluso teorías constructivistas (Bertrand, 1993). PALABRAS CLAVE: enseñanza, ciencias humanas, nivel elemental, características. RESUMO Este artigo apresenta uma análise crítica da documentação do profissional científico sobre o ensino de ciências sociais e humanas em nível elementar no Quebec, publicado após o lançamento do relatório da comissão real sobre o pensamento na província de Québec. , em 1964, mais conhecido sob o nome de Rapport Parent. O objetivo deste artigo é destacar uma série de tensões e rupturas desde a fundação, as perspectivas e a estrutura conceitual que caracteriza o campo da educação em estudos sociais no nível fundamental em Quebec durante um período de cinquenta anos. Referimo-nos à existência de tensão entre os propósitos de emancipação e socialização; tensão entre sujeitos que sabem se adaptar e ter capacidade de pensar; tensão entre um conhecimento construído e conhecimento reificado; e tensão entre abordagens naturais e abordagens científicas. As tensões identificadas na literatura ilustram a ampla gama de conceitos e pontos de vista que estão diretamente ligados à base subjacente do processo de pensamento daqueles que implementam coletivamente o ensino de estudos sociais no sistema educacional, às vezes influenciados pelo chamado teorias personalistas, outras vezes por teorias tecnológicas, e até por teorias construtivistas (Bertrand, 1993). PALAVRAS-CHAVE: Ensino, ciências humanas, nível elementar, características.
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.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.013 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.004 | 0.006 |
| Science and technology studies | 0.010 | 0.011 |
| Scholarly communication | 0.007 | 0.002 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.005 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".