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Distinguishing between the plurality of cultural identities, registers of knowledge and epistemological norms has sparked debates in history teaching. Some decolonial currents argue that a history teaching centered on historical thought, defined by sexias and others, promotes a eurocentric view of history. These criticisms apply to certain curricula and historians, not to the operation of historical thought itself, which values epistemological norms that are resistant to the instrumentalization of history. Developing historical thinking in the classroom would promote students’ intellectual autonomy, critical thinking, and tolerance, as opposed to substituting one narrative for another. However, the article expresses doubts about the ability of the school, in its current state, to provide the necessary conditions for this development.

Keywords: Agency, Agentivité, colonialisme, colonialism, diversité, diversity, secondary school, école secondaire, critical pedagogy, pédagogie critique, historical thinking, pensée historienne

Tim Burton's work has a particularly rich relationship with painting. This dialogue, between Burtonian cinema and the pictorial art, unfolds through the director’s creative dependence on the pictorial, through visual equivalences, explicit quotations, an analysis of light and color, but also around the question of the “aura” of the work. These interartistic crossings will be examined through film analysis, coupled with art history and its theorization. A concept nevertheless runs through this comparative study: haptics. If films are objectively made to be seen, those of Tim Burton constantly remind us that they are, just like painting, the fruit of work, not only optical, but above all tactile. Even if the work is intended to be seen from afar, its conception was done “up close”, in a tactile relationship between creator and creation. Burtonian cinema evokes something artisanal, even “manual”: the traces of his hands are sometimes visible in the image. Spectatorially, the two counterparts of painting’s tactile temptation are cinematically embodied: the desire to touch the canvas with the finger, and the desire to touch one's subject with the gaze.

Keywords: Tim Burton, Tim Burton, cinéma, cinema, peinture, painting, haptic, haptique, tacticité, tactility

Links between the cinema of Yasujirô Ozu (1903-1963) and Japanese painting have rarely been approached in theory, with the exception of David Bordwell who proposed a parallel between his representation of urbanity and that practiced by Hiroshige (1797-1858) in One Hundred Famous Views of Edo. We extend this analysis to identify a few shared aesthetic concerns, notably the naturalisation of urban space and the decentring of human figures. If Hiroshige's representations are tinged with an almost cinematographic dynamism, Ozu’s work expresses these gestures through his "peridiegetic" shots, the function of which is to separate the audience from the narrative center of the film in order to confront it with the strong plasticity of the film picture.

Keywords: intermédialité, Intermediality, meisho-e, meisho-e, cinéma japonais, Japanese cinema, naturalisation, naturalisation, décentrement, decentring

The aim of this study was to describe the environmental adaptations made by early childhood centre (ECC) educators to support the literacy skills of the children in their group through daily activities, following professional development (training and coaching). Data were collected using questionnaires administered before and after the experiment, as well as a logbook completed by the four participating educators. Qualitative analysis reveals that, as a result of professional development, the variety and quantity of environmental adaptations proposed by the educators increased, particularly in terms of environmental writing, printouts, and literacy materials made available. In conclusion, the enrichment of the physical environment in literacy would allow, among other things, the children to access the material themselves, which would promote their interest and their involvement in early literacy activities.

Keywords: early literacy, littératie émergente, environnement physique, physical environment, childcare centre, milieu de garde, professional development, développement professionnel