La « médiaction » se définit comme une action qui se met en place par et grâce aux outils de l’Internet, nommés « médium », qui dans une position de tiers inclus, dans un dispositif de formation ou d’éducation, proposent des médiations cognitives dans un espace spatio-temporel en mouvement. Mise en oeuvre dans des systèmes formatifs, La « médiaction » permet, grâce à la fonction d’accompagnement médiactif, d’imaginer des systèmes formatifs qui alternent la présence (le physique) et la distance (le virtuel).Nous sommes ici dans une nouvelle forme d’accompagnement, qui se situe à distance dans un premier temps, mais principalement dans l’entre-deux avec la présence, dans un deuxième. La particularité de cet accompagnement à distance réside dans le fait que les dispositifs nous positionnent dans des situations de« dé-temporalisation » et de « dé-spatialisation ». À forme nouvelle d’accompagnement, compétences nouvelles et celles de l’accompagnateur médiactif doivent se comprendre dans un positionnement d’articulation entre trois phases d’accompagnements, mais aussi quatre formes d’alternances et cinq niveaux d’interactions.Les dispositifs qui sont mis en place en alternances présencielle/distancielles font appel à des processus médiatisés comme l’Internet et donc aux outils qui permettent d’y accéder. Néanmoins, les acteurs de ces dispositifs ne se dirigent ils pas vers un objet (l’ordinateur entre autres), par la connaissance et le désir,l’envie de découverte, en même temps qu’ils visent sa propre intégration ? Le comportement du sujet-acteur, les choix qu’il fait, les possibilités techniques qu’il a (ordinateur ou pas) ne définissent-ils pas l’orientation de celui-ci vers l’objet et les modalités mises en exergue par l’action dans le système de formation en présenciel/distanciel ? C’est peut-être par la mise en oeuvre d’un processus d’appropriation par l’action qu’apparait une forme de liberté d’expression. Ce processus se dénommerai talors l’« approaction ».Je me suis basé sur la théorie tripolaire de la formation pour mettre en oeuvre ces dispositifs. Trois pôles indissociables de l’autoformation existentielle au coeur desquels les acteurs se trouvent un rôle éducatif et formatif en « coconstruisant» des savoirs. Le passage permanent entre la « dé-spacialisation »et la « dé-temporalisation » pourrait alors nous donner la possibilité d’imaginer un quatrième pôle qui situerait les autres (hétéro) alternativement dans la présence et la distance, ce qui ouvrirait la porte à une « tétrapolarisation » de la formation, qui se révolutionnerait dans un système « médiasphèrique », espace de l’accompagnement médiactif. / The « mediaction » is defined as an action that positions itself by and through the tools of the Internet, the so-called « medium », which as an included third part, in a formative or educational operation, offers a cognitive mediation in a space-time in motion. Implemented in formative systems, it allows, thanks to the fuction of mediactive support, to imagine formative systems that alternate between presence (physical) and distance (virtual). We are here in presence of a new kind of guidance, which is distant at first, but mainly in-between presence and distance, in a second time. The particularity of this distant guidance lies in the fact that the operations position us in situations of « de-temporality » and « despatialization». A new form of guidance requires new skills and those of the mediactive supervisor must be understood in a position of articulation between the three phases of guidance, but also the four types of alternations and the five levels of interaction. Operations that are introduced, alternating presence/distance, involve mediated processes such as the Internet and hence the tools to access them. However, are actors in these operations not converging towards an object (the computer among others), through the knowledge and desire, the desire for discovery, in the same time as they are aiming at its own integration ? Do the subject-actor's behavior, the choices that he makes, technical possibilites (computer or not) not define his direction towards the object and terms highlighted by the action in the formative system alterning between presence/distance? It may be through the implementation of a process of appropriation through action, that emerges a new kind of freedom of expression. This process would then be called « approaction ».I relied on the tripolar formative theory to implement these learning operations. Three inseparable pillars of the existential self-learning at the core of which actors are involved in educational and formative knowledge« co-construction ». The permanent gateaway between the « despatialization» and « de-temporality » could then allow us to imagine a fourth pillar that would position the others (hetero) alternately in the presence and distance, opening the door to a « tetrapolarised »formation, that would revolutionize itself in a « mediaspheric » system,space of the mediactive guidance.

Made available in DSpace on 2014-12-17T14:35:50Z (GMT). No. of bitstreams: 1 ZorayaMOM.pdf: 878023 bytes, checksum: 59c5cc611829c745bf29e462d49d2999 (MD5) Previous issue date: 2006-12-08 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The Thesis weaved in the (auto) biographical boarding studies the existence of existential teaching, in the scope of Superior Teaching, guided in the experience and the (auto) formative scope as a theoreticianmethodological support present in the classrooms, being three the essential questions: Which the way of (auto) formation traveled by professors of Superior Teaching, what is, for these citizens, the teaching in Superior Teaching and what they understand from existential teaching according to their narratives. The epistemology of this work, based on Program of After-Graduation in Education of Universidade Federal do Rio Grande do Norte, Support of Research: Professionalization and Formation Lecturing emerges, especially, of the studies and research realized by Ramalho and Nu?ez (2005, 2006), Morosini (2001), Pimenta and Anastasiou (2002), N?voa (2000), Josso (2004), Dominic? (1988), Catani (2002), and Souza (2004), among other authors, yonder the educational practice exercised by researcher and involved citizens in inquiryformation, what it is confirmed from the three methodological tools that given support to the covered way: Eight topic narratives, a participantcomment and seven laboratories or parallel meeting of formation (EPF's) experimented with licensed teachers that actuate in superior teaching institutions (IES), public and private, localized in the city of Natal/RN. The Thesis points out, in this way, existential education in the guideline of viable and concrete methodological alternatives amongst the problematic of the (auto) formation faced for the professors in Superior Teaching / A Tese tecida na abordagem (auto) biogr?fica estuda a exist?ncia do ensino vivencial, no ?mbito do Ensino Superior, pautado na viv?ncia e no campo (auto) formativo como um suporte te?rico-metodol?gico presente nas salas de aulas, sendo tr?s as suas quest?es norteadoras: Qual o percurso de (auto) forma??o trilhado por docentes do Ensino Superior, o que ?, para estes sujeitos, o ensino no Ensino Superior e o que entendem por ensino vivencial segundo as suas narrativas. A epistemologia deste trabalho, ancorado no Programa de P?s-Gradua??o em Educa??o da Universidade Federal do Rio Grande do Norte, Base de Pesquisa: Profissionaliza??o e Forma??o Docente emerge, notadamente, dos estudos e pesquisas realizados por Ramalho e Nu?ez (2005, 2006), Morosini (2001), Pimenta e Anastasiou (2002), N?voa (2000), Josso (2004), Dominic? (1988), Catani (2002), e Souza (2004), entre outros, e das pr?ticas de ensino exercidas pela pesquisadora e sujeitos envolvidos na investiga??o-forma??o, o que ? confirmado a partir das tr?s ferramentas metodol?gicas que deram suporte ao caminho percorrido: Oito narrativas t?picas, uma observa??o-participante e sete laborat?rios ou encontros paralelos de forma??o (EPF s) experienciados com professores licenciados que atuam nas diferentes institui??es de Ensino Superior (IES), p?blicas e privadas, localizadas na cidade de Natal/RN. A Tese situa deste modo, o ensino vivencial na pauta de alternativas metodol?gicas vi?veis e concretas dentre a problem?tica da (auto) forma??o enfrentada pelos professores no Ensino Superior

SANTOS, Elzanir. Professores-estudantes e suas trajetórias: a construção de si como sujeitos da formação. 2010. 203f. Tese (Doutorado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza – CE, 2010. / Submitted by Maria Josineide Góis (josineide@ufc.br) on 2012-07-09T12:57:19Z No. of bitstreams: 1 2010_Tes_ESANTOS.pdf: 1115651 bytes, checksum: dce4b3b1b9e39b5cffdfba8b0efdd0c5 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-17T16:45:31Z (GMT) No. of bitstreams: 1 2010_Tes_ESANTOS.pdf: 1115651 bytes, checksum: dce4b3b1b9e39b5cffdfba8b0efdd0c5 (MD5) / Made available in DSpace on 2012-07-17T16:45:31Z (GMT). No. of bitstreams: 1 2010_Tes_ESANTOS.pdf: 1115651 bytes, checksum: dce4b3b1b9e39b5cffdfba8b0efdd0c5 (MD5) Previous issue date: 2010 / O objetivo central desta investigação foi analisar a constituição de professores-estudantes como sujeitos da sua formação, em face dos processos formativos delineados ao longo de suas vidas. Os objetivos específicos foram: identificar as experiências formadoras que marcam as trajetórias formativas de professores-estudantes, seus conteúdos e contextos formativos; descrever as relações entre autoformação, heteroformação e ecoformação, evidenciando os contextos de autoformação; mapear os projetos de professores-estudantes, explicitando como eles se implicam em tais projetos, mediante das posições existenciais que assumem. Assim, buscou-se amparo teórico na Sociologia da Ação, que tem como preocupação dar visibilidade ao ator social em detrimento das estruturas sociais. Na Formação de Adultos e na abordagem (Auto) biográfica, as quais têm como foco central o modo como os adultos aprendem e se autonomizam em face aos seus processos formativos. Os procedimentos teórico-metodológicos foram, no primeiro momento, a abordagem (auto) biográfica, desenvolvida na forma do dispositivo “ateliê (auto) biográfico”. Este se constituiu de nove encontros, junto a um grupo de quatro estudantes-professores. No segundo momento, procedeu-se à realização de entrevistas de explicitação individuais, tendo em vista a complementação de informações contidas nos textos narrativos. A pesquisa apontou que as experiências marcantes se constituem de conteúdos e em contextos diversos. Os processos de autoformação se desenvolvem ao longo de todo o processo formativo, em diferentes esferas da vida, e tornam-se mais elaborados na medida em que a vida adulta se aproxima. A elaboração e realização dos projetos ocorrem predominantemente por meio da posição existencial de “intencionalidade”, a qual traduz uma vontade insistente de confrontar-se a tudo o que dificulta a realização do projeto de si. Assim, concluiu-se que a constituição das professoras-estudantes como sujeitos da sua formação é um processo não linear que se desenvolve ao longo de toda a vida, mas que assume maior grau de complexidade na medida em que elas são capazes de tomar decisões, de formular intencionalidades explícitas, orientar e fazer intervenções em seus processos formadores.

Face aux effets de la révolution numérique, les organisations évoluent afin de proposer de nouveaux services à leurs clients, partenaires, fournisseurs et salariés (banque en ligne,données dématérialisées, espaces virtuels,…). De nouveaux modes de travail voient le jour, favorisant le nomadisme (travail à domicile ou à distance dans des salles connectées), la gestion de projets transverses et internationaux (outils et supports de communication) et la formation e-learning ou blended (alternant présentiel et distanciel). Du fait de ces transformations digitales, les formateurs d’entreprise - internes à l’organisation ou travaillant en prestation - se voient contraints de se professionnaliser à la formation numérique et de s’inscrire dans des diversités de fonctions (chef de projet, concepteur, ingénieur pédagogique,…). Cette thèse interroge la professionnalisation des formateurs au numérique à travers les opportunités d’apprentissages qu’ils identifient dans leurs environnements(formatif, organisationnel et professionnel) et des stratégies d’apprentissages qu’ils développement en regard. La problématique porte sur les apprentissages organisationnels et sociaux au sein des environnements de travail. Une étude de cas de formateurs issus de différentes organisations participant à une même formation certifiante à la « e-formation », choisie pour sa représentativité, présente les stratégies d’apprentissages déployées par les formateurs.Cette thèse défend l’idée d’une auto-professionnalisation des formateurs au numérique dans la construction d’écosystèmes d’apprentissages, au regard d’une culture d’entreprise (notamment « apprenante ») qu’ils perçoivent au sein de leurs organisations. / Facing the effects of the digital revolution, organizations are evolving to offer new services to their customers, partners, suppliers and employees (online banking, dematerialized data, virtual spaces, etc.). New ways of working are emerging, favoring nomadism (working from home or remotely in connected rooms), managing transversal and international projects (tools and communication media) and e-learning or blended learning (alternation of face-to-face and online training). As a result of these digital transformations, the company trainers - internal to the organization or working in delivery - are forced to professionalize in digital training and enroll in various functions (project manager, designer, educational engineer, ...). This thesis questions the professionalization of digital trainers through the learning opportunities they identify in their environments (training, organizational and professional) and the learning strategies they are developing. The issue is about organizational and social learning in work environments. A case study of trainers from different organizations participating in the same "e-training" certification course, chosen for its representativeness, presents the learning strategies deployed by the trainers.This thesis defends the idea of a self-professionalization of digital trainers in the construction of learning ecosystems, in the light of a corporate culture (especially "learning") that they perceive within their organizations .