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[null,"1.","Record Nr.",null,"UNINA9910268157403321"]
[null,null,"Autore",null,"France, Alan"]
[null,null,"Titolo",null,"Understanding youth in the late modernity / Alan France"]
[null,null,"Pubbl/distr/stampa",null,"London : Mac Graw Hill Educational, 2007"]
[null,null,"ISBN",null,"978-0-335-215-348"]
[null,null,"Descrizione fisica",null,"203 p. ; 22 cm"]
[null,null,"Disciplina",null,"302.23"]
[{"$nulls":4},"302.242"]
[null,null,"Locazione",null,"bfs"]
[null,null,"Collocazione",null,"302.23 FRA 1"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,"2.","Record Nr.",null,"UNINA9910308052703321"]
[null,null,"Autore",null,"Buisson-Fenet Hélène"]
[null,null,"Titolo",null,"Le lycée professionnel : relégué et avant-gardiste ? / / Hélène Buisson-Fenet, Olivier Rey"]
[null,null,"Pubbl/distr/stampa",null,"Lyon, : ENS Éditions, 2016"]
[null,null,"ISBN",null,"2-84788-844-6"]
[{"$nulls":4},"2-84788-845-4"]
[null,null,"Descrizione fisica",null,"1 online resource (112 p.)"]
[null,null,"Soggetti",null,"Education"]
[{"$nulls":4},"lycée"]
[{"$nulls":4},"jeunesse"]
[{"$nulls":4},"enseignement professionnel"]
[{"$nulls":4},"démocratisation"]
[{"$nulls":4},"baccalauréat"]
[{"$nulls":4},"vocational education"]
[{"$nulls":4},"high school"]
[{"$nulls":4},"democratisation"]
[{"$nulls":4},"youth"]
[{"$nulls":4},"baccalaureat degree"]
[null,null,"Lingua di pubblicazione",null,"Francese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Sommario/riassunto","Le bac professionnel fête cette année ses 30 ans. Les lycées professionnels, récemment réformés, accueillent environ 700 000 élèves. L’essentiel de la « démocratisation » du baccalauréat a reposé ces trente dernières années sur la progression des effectifs. Il n’en reste pas moins que la voie professionnelle reste une solution par défaut, fréquemment considérée comme une voie de relégation scolaire et sociale.  Comment s’y prennent alors les acteurs de ces lycées pour enseigner à des jeunes souvent marqués par des échecs antérieurs et un rapport compliqué à la culture scolaire ? Les savoirs en jeu et la façon dont on apprend s’en trouvent-ils modifiés ? Quelle est la place de la voie professionnelle dans l’ensemble de l’enseignement secondaire ? Quels sont les changements en cours et envisageables au regard des évolutions de la société ?  Une approche sociologique et "]
[{"$nulls":4},"économique de la filière professionnelle, une analyse didactique des contenus, un regard d’inspecteur sur l’évolution institutionnelle, un témoignage d’enseignante sur des parcours singuliers viennent dans ce livre répondre à ces questions stimulantes, et replacer la voie professionnelle au cœur des débats éducatifs.  The vocational baccalaureate is celebrating its 30 years. Vocational secondary schools, recently reformed, welcome 700 000 students. For the last thirty years, most of the \"democratization\" of baccalaureate relied on the progress of vocational students. Yet, vocational curriculum remains a default solution, often seen as a way of social or school relegation.  How do teachers manage to teach students marked by past failures and who have troubles with schooling? In what way knowledge and learning are affected? What is the role of the vocational curriculum throughout secondary education? What are the current and possible changes in context of current social evolutions?  These papers offer a full and diversified view of the key issues. First, they combine sociological and didactic approaches,…"]