THE CONTENTS OF PHYSICAL EDUCATION IN THE FIELD OF LANGUAGES FROM A SEMIOTIC-PRAGMATICIST PERSPECTIVE

Using drama to teach French in secondary school: challenges, practices and teaching perspectives

This article examines the role of dramatisation in the teaching of French at secondary school level, considered both as a pedagogical approach and as a subject of didactic study. Drawing on a body of research in the didactics of French, theatre pedagogy and language sciences, this analysis begins with the observation that teaching is often centred on the written word and on detached textual analysis, to the detriment of a lived, embodied engagement with language and literature. By engaging the body, the voice, space and interaction, dramatisation creates a space in which pupils’ linguistic, discursive, literary and socio-emotional competences are developed simultaneously. The article first provides a theoretical framework for the concept of dramatisation and its psycho-pedagogical foundations, then discusses the specific challenges raised by its integration into French lessons in upper secondary schools. It goes on to present concrete practices and approaches — dramatised reading, dramatic play, staging of texts, guided improvisation — accompanied by a proposed lesson plan and assessment strategies. Finally, the limitations and resistance encountered in practice (time constraints, teacher training, class heterogeneity) are discussed, before outlining pedagogical perspectives for the reasoned and sustainable integration of theatre into the teaching of French at secondary school level. Keywords: dramatisation, French language teaching, upper secondary school, drama, language proficiency, public speaking, theatre pedagogy.     Received Date: June 19, 2026 Accepted Date: July 10, 2026 Published Date: August 01, 2026 Available Online at: https://www.ijsrisjournal.com/index.php/ojsfiles/article/view/842

THE FORMATIVE POWER OF ART IN EDUCATION: A FOUCAULDIAN PERSPECTIVE

ABSTRACT: This article aims to analyze, from a Foucauldian perspective, the discourses present in the educational field concerning art, specifically in the interrelationship between art and teacher education. A total of 55 prominent educational journals from the last 24 years (1996-2019) were examined around the theme of the meeting of art and education. Taken as the object of an analysis anchored in the notion of archive proposed by Michel Foucault throughout his work, the discourses present in the analyzed articles point to several serializations, rarefactions and discontinuities that, among other topics, show us how the assumption of a kind of formative gift of art in teacher training seems to operate, whether for art teachers or in other areas. There is a series of statements and watchwords that seek to legitimize and reiterate attributes that derive from art as a beneficial effect in itself, consubstantiating in a kind of proselytism of the artistic-pedagogical type urged, especially, by the discourses around teacher training.

Reforming Theological Pedagogy in Christian Religious Education in the Digital Era: A Theological-Didactic Analysis

This study examines the transformation of theological pedagogy within digital learning environments, focusing on the shift from a transmission-oriented model to a dialogical, reflective, and transformative paradigm. Employing a literature-based approach that engages theories of theological pedagogy, reflective didactics, and digital learning practices, the conceptual synthesis suggests that digital spaces foster new forms of active learner engagement in constructing theological meaning. The analysis identifies three core conceptual transformations: (1) a paradigmatic shift toward participatory learning; (2) a theological reinterpretation of presence and incarnation beyond physical proximity; and (3) the emergence of digital space as a legitimate locus theologicus for experiencing and articulating faith. The discussion further highlights the relevance of Groome’s shared praxis and Klafki’s reflective didactics as foundational frameworks for designing pedagogical models that are both contextually grounded and transformative. Overall, this study contributes to contemporary discussions on theological education by emphasizing the need to reconstruct pedagogical goals, processes, and relational dynamics for the digital age.

INTEGRATING SOCIAL CONSTRUCTIVISM AND VISIBLE THINKING IN VIRTUAL DRAMA CLASSROOM: A CONCEPTUAL FRAMEWORK

The proposed framework demonstrates how drama pedagogy, integrated with the underlying social constructivist principles and VT routines, can stimulate collaboration, creative and reflective thinking and thus engagement amongst learners.

THE EMPTY CLASSROOM: A PHENOMENOLOGICAL READING OF THE SCHOOL SPACE

Understanding school space has traditionally emphasized its physical and functional aspects, while its experiential and symbolic dimensions have often been overlooked. In this context, this study explores the meanings attributed to the empty classroom from a phenomenological perspective, aiming to understand how school space remains meaningful even in the absence of those who inhabit it. The study examines the classroom at rest as a lived space, highlighting its relationship with embodiment, memory, atmosphere, and the constitution of educational experience. This qualitative study adopts a bibliographic and essay-based approach grounded in the phenomenological method, drawing on the works of Merleau-Ponty, Bachelard, Tuan, Pallasmaa, and Rezende. The findings indicate that silence, traces of human presence, spatial organization, and the atmosphere of the environment reveal that the classroom preserves the marks of pedagogical experiences, functioning as a place of memory, affectivity, and formative potential. Furthermore, the results demonstrate that the school environment actively contributes to teaching and learning processes even during periods of inactivity, fostering reflections on the sensitive dimension of education. It is concluded that phenomenology broadens the understanding of educational space by recognizing it as an essential component of human development, providing support for pedagogical and architectural practices that value lived experience within the school environment.

The education of teachers: the process of meaning-making in teaching within Historical-Cultural Theory 1