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Keywords: Falleri, Rolande, Félibrige, Littérature provençale

Misunderstandings between education and digital technology stem from a combination of factors, some concrete and others rooted in beliefs. On the one hand, the lack of resources - or the lack of initial and ongoing training - is an easily observable and measurable barrier. These findings, supported by various studies, show that despite numerous government initiatives, educational technology integration in schools remains imperfect. On the other hand, perceptions of digital education reinforce these difficulties. These perceptions need to be analyzed from a gender perspective, as the teaching workforce, which is predominantly female, contrasts sharply with the digital professions, where women represent only around 17%. The COVID-19 crisis in 2020, which forced teachers to adopt digital technology urgently without training or additional resources, challenged these representations. The aim of this article is to examine what remains of the gendered representations of digital technology. Two sets of data - 1054 questionnaires and 24 semi-structured interviews - allow us to examine the evolution of this relationship before and after the pandemic. While the questionnaires suggest that women have developed a more serene approach to digital technology in the aftermath of the pandemic, in the interviews, they find it difficult to declare themselves competent, in contrast to men, despite their established practices.

Keywords: gênero, género, genre, gender, compétences numériques, digital skills, competencias digitales, competências digitais, autoeficácia, sentiment d’efficacité personnelle, perceived self-efficacy, autoeficacia, professores, profesores, teachers, personnel enseignant

This article looks at the use of digital technology in schools in light of the principles of equity, diversity and inclusion (EDI). Through the implementation of educational differentiation, it examines the extent to which it is necessary to take into account the contributions and effects of digital technology in teaching. This study examines teaching practices in this area, particularly in the context of differentiating digital course materials. The literature review exposes the predominant place of diversity in education, the imperative need to take it into account, and the impact of teachers' practices in ensuring a certain degree of equity, notably through the implementation of pedagogical differentiation. Links are made with digital technology, notably by presenting some of its specific features and limitations, the inequalities it can create, which call for the use of appropriate theoretical models, and the consideration of learners' profiles. We will also examine course materials, a major vehicle for teaching, and the conditions imposed by the digital format on the development of usable and effective materials that do not introduce additional obstacles to learning. We will expose the trends in current practices at the time of the study and identify the obstacles to their further development. We will also highlight the complexity in differentiating digital course materials and the obstacles to their implementation.

Keywords: differentiated instruction, ensino diferenciado, enseñanza diferenciada, différenciation pédagogique, equidade, equity, equidad, équité, numérique, digital technology, tecnología digital, tecnologia digital, diversidade, diversity, diversidad, diversité, teachers, docentes, enseignants, professores, compétences, competencias, skills, competências

The use of action video games (AVGs) can provide significant benefits to dyslexic students by improving their concentration and reading speed. Furthermore, the addition of a proven rehabilitation method tailored to learners increases the effectiveness of reading skills transfer. We have developed a serious action video game (SAVG) aimed at increasing participants’ skills while maintaining a high level of motivation. Our artifact is evaluated on four key criteria: reading speed, error reduction, attention level, and motivation. Our experimental protocol, based on a multiple case study, integrates qualitative and quantitative data, revealing a notable improvement in the subjects’ reading skills. Maintaining a high level of motivation remains difficult.

Keywords: ⁠⁠⁠⁠⁠⁠⁠inteligencia artificial, artificial intelligence, inteligência artificial, Intelligence artificielle, jeux sérieux, juegos serios, jogos sérios, serious games, trace d’interaction, interaction traces, seguimiento de interacción, rastreio de interações, dislexia, dislexia, dyslexia, dyslexie, attention deficit, déficit de atención, déficit d’attention, déficit de atenção

Between 1906 and 1954, the Franciscan order was at the helm of two important social movements in Québec: the temperance and Catholic family movements. In their journals La Tempérance (1906–1937) and La Famille (1937–1954), Franciscan writers invoked the hereditary consequences of alcoholism for future generations and the looming threat of racial degeneration. This paper examines how local religious and scientific elites contributed to the growing acceptance and dissemination of eugenics in early-twentieth century Québec. It focuses on the Franciscans’ writing about heredity, degeneration, and eugenics, and especially on Hervé Blais’s 1942 publication Les tendances eugénistes au Canada.

Keywords: Québec, Québec, Eugénisme, Eugenics, Ordre des frères mineurs, Order of Friars Minor, Temperance Movement, Mouvement de tempérance, Mouvement familial catholique, Catholic Family Movement

This article examines the narrative and enunciative strategies employed in Tierno Monénembo's novel Un rêve utile to portray an ongoing traumatic memory. The study reveals that the narration presents a fractured, blocked, repetitive, and intrusive memory, highlighting the image of a narrator tormented by the memory of his father's hanging during the dictatorship of “Boubou Blanc” in a country called “Gui...”. Confronted with the challenges of truth, justice, and the “duty of memory,” Monénembo aims, through this work, to unveil the dark side of the First Republic of Guinea and symbolically render justice to the victims of the dictatorship by honoring their memory.

A legal columnist for Alger Républicain in 1939, Camus was well acquainted with the world of pre-war justice. The Stranger, written in early 1940, gave him the opportunity to put on trial a justice system whose failings he had criticized. The following study focuses on the representation of Meursault's trial perceived as realistic by some critics, a parody of justice by others, and as a parody of injustice by still others. To what extent did Camus achieve his goal of putting on trial an unjust justice system? If he refused to adhere to the philosophy of the end justifying the means and asserted himself before the war as a defender of Arab rights, how could he in good conscience put on trial colonial justice at the cost of an Arab who was twice a victim, first killed (Part 1), then whose death was “forgotten” (Part 2)?