{"id":3199,"date":"2020-04-07T20:52:09","date_gmt":"2020-04-07T18:52:09","guid":{"rendered":"http:\/\/www4.ac-nancy-metz.fr\/lettres\/new\/?p=3199"},"modified":"2020-04-07T20:52:09","modified_gmt":"2020-04-07T18:52:09","slug":"continuite-pedagogique","status":"publish","type":"post","link":"https:\/\/sites.ac-nancy-metz.fr\/lettres\/2020\/04\/continuite-pedagogique\/","title":{"rendered":"Continuit\u00e9 p\u00e9dagogique"},"content":{"rendered":"
\n
\n
\n
[siteorigin_widget class=\u00a0\u00bbSiteOrigin_Widget_Image_Widget\u00a0\u00bb][\/siteorigin_widget]<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
\n

Durant la p\u00e9riode \u00e0 nouveau tr\u00e8s difficile que nous traversons, nous avons conscience de votre engagement et restons \u00e0 vos c\u00f4t\u00e9s pour vous accompagner dans l’exercice de vos missions. Pour assurer la continuit\u00e9 du service public, nous ne saurions trop vous recommander de tout mettre en \u0153uvre pour maintenir la continuit\u00e9 p\u00e9dagogique :<\/p>\n

– anticiper des absences courtes en pr\u00e9voyant quelques activit\u00e9s de r\u00e9vision du travail r\u00e9alis\u00e9 au premier trimestre. Dans l’id\u00e9al, les \u00e9l\u00e8ves doivent \u00eatre \u00e0 m\u00eame de traiter ces activit\u00e9s en autonomie et\/ou sous la supervision d’un adulte, AED ou professeur (emplacement de courte dur\u00e9e). La ressource doit \u00eatre facilement accessible (ENT, par exemple) ;<\/p>\n

– pr\u00e9voir autant que se peut une s\u00e9quence \u00e0 mettre en \u0153uvre \u00e0 distance, comme lors d’un confinement, pour parer \u00e0 une absence plus longue durant laquelle vous seriez n\u00e9anmoins en capacit\u00e9 de travailler \u00e0 distance ;<\/p>\n

– signaler au chef d’\u00e9tablissement les heures pendant lesquelles vous seriez pr\u00eat.e \u00e0 assurer des remplacements de courte dur\u00e9e en pr\u00e9sentiel ou en distanciel ;<\/p>\n

– tenir scrupuleusement \u00e0 jour l’ENT en y int\u00e9grant toutes les ressources possibles (cours, exercices et m\u00eame trace \u00e9crite, consignes explicites) afin que tout \u00e9l\u00e8ve absent puisse retrouver rapidement ce qui a \u00e9t\u00e9 fait durant son absence ;<\/p>\n

– proposer des ressources en ligne via les sites nationaux ;<\/p>\n

-envisager de proposer des cours synchrones \u00e0 distance (professeur film\u00e9 en direct) si vous disposez du mat\u00e9riel et que vous le souhaitez.<\/p>\n

Nous savons pouvoir compter sur votre professionnalisme, votre engagement aupr\u00e8s de vos \u00e9l\u00e8ves et nous vous en remercions. N\u2019h\u00e9sitez pas \u00e0 nous solliciter.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n

\n
\n
\n
\n
\n

Mise en \u0153uvre d'un enseignement en modalit\u00e9 hybride<\/h3>\n
\n\t<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
\n
Guide pratique de la mise en \u0153uvre d’un enseignement hybride<\/h6>\n
\"\"<\/a><\/h6>\n

Les inspecteurs de l\u2019acad\u00e9mie et la DANE ont produit un guide de l\u2019enseignement hybride permettant d\u2019assurer une continuit\u00e9 p\u00e9dagogique en cas de fermeture momentan\u00e9e d\u2019un \u00e9tablissement ou en cas de restriction du nombre d\u2019\u00e9l\u00e8ves qu\u2019il est possible d\u2019accueillir simultan\u00e9ment.<\/p>\n

\u00c9l\u00e9ments de continuit\u00e9 p\u00e9dagogique<\/a><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n

\n
\n
\n
\n
\n

Continuit\u00e9 p\u00e9dagogique : une exp\u00e9rience \u00e0 partager<\/h3>\n
\n\t<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
\n

Cet espace de mutualisation\u00a0 est con\u00e7u comme un moyen de maintenir le lien entre les professeurs. Toutes les propositions ont \u00e9t\u00e9 conserv\u00e9es telles qu’elles nous sont parvenues. Elles doivent bien \u00eatre re\u00e7ues comme des t\u00e9moignages qui ne se veulent en aucun cas des mod\u00e8les, mais bien des d\u00e9clencheurs d’id\u00e9es aptes \u00e0 nourrir l’inventivit\u00e9 de chacun. Nous rappelons que, conform\u00e9ment aux recommandations minist\u00e9rielles, ces activit\u00e9s de confinement ne doivent pas donner lieu en retour \u00e0 des notes mais qu’elles gagneront \u00e0 porter des appr\u00e9ciations.<\/p>\n

Prenez soin de vous et de vos proches,
\nLes IA-IPR de Lettres<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n

\n
\n
\n
\n
En vertu des dispositions de l\u2019article L-112-3 du code de la propri\u00e9t\u00e9 intellectuelle, les documents pr\u00e9sent\u00e9s ici sont la propri\u00e9t\u00e9 de leurs auteurs et b\u00e9n\u00e9ficient d\u2019une protection. Ils sont pr\u00e9sent\u00e9s pour \u00eatre utilis\u00e9s \u00e0 des fins p\u00e9dagogiques et ne peuvent en aucun cas faire l\u2019objet d\u2019un commerce.<\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
\n
Correspondance entre les h\u00e9ros de deux r\u00e9cits (d\u00e9but d’ann\u00e9e, tous niveaux de coll\u00e8ge)<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
Science et fiction. Classe de 3e.<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
Montaigne,\u00a0Essais <\/em>(Classe de premi\u00e8re – Bur Caroline)<\/h6>\n
\"\"<\/a><\/h6>\n
<\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
\n
D\u00e9couvrir le journal d’Anne Frank<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
Concours d’affiches de cin\u00e9ma<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
Les compl\u00e9ments circonstanciels de lieu et de temps<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
Tenir un journal de bord de confinement<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
\n
Ecriture : mon journal intime de confinement<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
L’expression de la condition \u00e0 l’aide d’un diaporama audio<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
Permettre l’expression des sentiments \u00e9prouv\u00e9s lors du confinement<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
Partager une vision de son quotidien pendant le confinement<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
\n
Les mots du confinement en variant les cat\u00e9gories grammaticales<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
Maintenir la continuit\u00e9 p\u00e9dagogique<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
S\u00e9ance de d\u00e9bat avec le \u00ab\u00a0chat\u00a0\u00bb de\u00a0 Mon bureau Num\u00e9rique<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
Etude d’un po\u00e8me de Baudelaire et analyse en parall\u00e8le d’une image<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
\n
Garder le lien avec les \u00e9l\u00e8ves<\/h6>\n
\"\"<\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
Prise en charge des \u00e9l\u00e8ves allophones<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
Photographie et vision po\u00e9tique du monde<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
\u00c9nigmes, confinement et exercice d’\u00e9criture<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
\n
\u00c9change de point de vue sur le destin du personnage de Mathilde Loisel<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
Parcours personnalis\u00e9 \u00ab\u00a0\u00c0 la d\u00e9couverte du th\u00e9\u00e2tre\u00a0\u00bb<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
S’interroger sur la place des m\u00e9dias dans la soci\u00e9t\u00e9<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
Mise en voix d’un po\u00e8me<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
\n
L’imp\u00e9ratif pr\u00e9sent : cours, entra\u00eenement et dict\u00e9e<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
Poursuivre la lecture plaisir<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
\u00c9tude d’une chanson engag\u00e9e :\u00a0Manhattan-kaboul\u00a0<\/em>Renaud<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
Pastiche de la tirade des \u00ab\u00a0Non merci\u00a0\u00bb de Cyrano<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
\n
Une s\u00e9quence compl\u00e8te sur l’Odyss\u00e9e<\/em> : le visage de \u00ab\u00a0Personne\u00a0\u00bb<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
\u00c0 la rencontre d’un \u00e9crivain<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
\n
Se rep\u00e9rer dans l’espace<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
Cr\u00e9ation d’un livre num\u00e9rique interactif<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
Analyser les r\u00e9f\u00e9rences culturelles dans l’actualit\u00e9 (4e)<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
Analyser les r\u00e9f\u00e9rences culturelles dans l’actualit\u00e9 (3e)<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
\n
Correction d’un commentaire fait en classe et remise des copies corrig\u00e9es<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
R\u00e9pondre \u00e0 des questions individualis\u00e9es sur un cours<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
Construire une explication lin\u00e9aire en groupes et \u00e0 distance<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
R\u00e9aliser un \u00ab MEME \u00bb \u00e0 partir des objets d\u2019\u00e9tude et \u0153uvres int\u00e9grales \u00e9tudi\u00e9es en classe<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
\n
Proposer un \u00e9crit d’appropriation<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
Evaluer une lecture cursive et pr\u00e9parer l’oral<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
Produire un article de presse en prolongement de\u00a0l’Assommoir<\/em><\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
Pr\u00e9paration \u00e0 l’EAF : organiser un oral blanc<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
\n
R\u00e9aliser une vanit\u00e9 moderne<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
Exploiter la lecture cursive au travers de la bande dessin\u00e9e<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
Accompagner la lecture d’une oeuvre int\u00e9grale –\u00a0Roberto Zucco<\/em><\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
Accompagner la lecture d’une oeuvre int\u00e9grale –\u00a0Les Fleurs du Mal<\/em><\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
\n
Se pr\u00e9parer \u00e0 l’oral de l’EAF avec LyText<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
Le liseur de 6h27<\/em>\u00a0Jean-Paul Didierlaurent<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
Rem\u00e9diation : le commentaire litt\u00e9raire<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
\n
Option cin\u00e9ma et audiovisuel : poursuivre l’apprentissage de la pratique<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
R\u00e9alisation d’un journal vid\u00e9o<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
Initiation au montage vid\u00e9o<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
\n
Sous th\u00e8me \u00ab\u00a0L’homme et l’animal\u00a0\u00bb : les zoos (consignes)<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
Sous th\u00e8me \u00ab\u00a0L’homme et l’animal\u00a0\u00bb : les zoos (corrig\u00e9)<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
Cabinets de curiosit\u00e9s (corrig\u00e9)<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
Pr\u00e9senter (montrer) le monde r\u00e9el<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
\n
Extrait des\u00a0Caract\u00e8res<\/em> de La Bruy\u00e8re\u00a0\u00ab\u00a0De la mode\u00a0\u00bb, 1688<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
Mus\u00e9es (consignes)<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
Mus\u00e9es (corrig\u00e9)<\/h6>\n
\"\"<\/a><\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
\n
Espace de partage de ressources<\/a><\/h6>\n

\"\"<\/a>Ouvert \u00e0 tous les professeurs de Lettres de l\u2019acad\u00e9mie<\/strong>, cet espace permet de d\u00e9poser les chapitres, s\u00e9ances ou activit\u00e9s que vous souhaitez mettre \u00e0 la disposition de tous les coll\u00e8gues dans un esprit de mutualisation.<\/p>\n

<\/h6>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

[siteorigin_widget class=\u00a0\u00bbSiteOrigin_Widget_Image_Widget\u00a0\u00bb][\/siteorigin_widget] Durant la p\u00e9riode \u00e0 nouveau tr\u00e8s difficile que nous traversons, nous avons conscience de votre engagement et restons \u00e0 vos c\u00f4t\u00e9s pour vous accompagner dans l’exercice de vos missions. Pour assurer la continuit\u00e9 du service public, nous ne saurions trop vous recommander de tout mettre en \u0153uvre pour maintenir la continuit\u00e9 p\u00e9dagogique : […]<\/p>\n","protected":false},"author":1,"featured_media":3472,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":{"0":"post-3199","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-non-classe","8":"czr-hentry"},"_links":{"self":[{"href":"https:\/\/sites.ac-nancy-metz.fr\/lettres\/wp-json\/wp\/v2\/posts\/3199","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.ac-nancy-metz.fr\/lettres\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sites.ac-nancy-metz.fr\/lettres\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sites.ac-nancy-metz.fr\/lettres\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.ac-nancy-metz.fr\/lettres\/wp-json\/wp\/v2\/comments?post=3199"}],"version-history":[{"count":0,"href":"https:\/\/sites.ac-nancy-metz.fr\/lettres\/wp-json\/wp\/v2\/posts\/3199\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/sites.ac-nancy-metz.fr\/lettres\/wp-json\/wp\/v2\/media\/3472"}],"wp:attachment":[{"href":"https:\/\/sites.ac-nancy-metz.fr\/lettres\/wp-json\/wp\/v2\/media?parent=3199"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.ac-nancy-metz.fr\/lettres\/wp-json\/wp\/v2\/categories?post=3199"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.ac-nancy-metz.fr\/lettres\/wp-json\/wp\/v2\/tags?post=3199"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}