L’éducation tout au long de la vie est aujourd’hui devenue un paradigme porté par L’UNESCO et le conseil de l’Europe en matière éducative. En France, sous l’égide de L’OCDE, les politiques ont privilégié l’instauration de dispositifs de formation tout au long de la vie afin de répondre rapidement aux problématiques de l’emploi plus qu’à un besoin de réorganisation du système éducatif. La loi de 1971 défit l’éducation permanente et s’impose comme un compromis à ces principes qui omettaient l’intégration des adultes dans le système traditionnel.Cette recherche, présentée en trois parties, interroge l’éducation et la formation tout au long de la vie. Plus particulièrement, elle s’intéresse à la manière dont l’individu se façonne et affine sa personnalité dans ce contexte de formation. L’étude est empirique, elle s’appuie sur l’expérience, impliquant dans un premier temps le parcours du chercheur, puis dans un second temps celui d’adultes en reprise de formation. L’approche scientifique, repose sur deux axes de recherche : l’analyse de la réalité de l’éducation pour les adultes en formation selon leur besoin et l’étude de leur parcours afin de mesurer leur niveau d’individuation. Les points qui sont discutés concernent l’enrichissement de la conscience collective qui se nourrit des possibles, de la créativité et du savoir nés de l’agir responsable des individus. Au niveau philosophique, il s’agit de comprendre comment l’Homme singulier devient Total par l’acquisition des compétences qui transforment le savoir en praxis. À partir des observations focalisées sur le projet individuel de l’adulte, l’analyse de terrain explore l’engagement de la personne dans son processus de formation lorsque ce dernier induit des changements et influence son processus d’individuation. Il s’agit de comprendre l’impact de l’éducation tout au long de la vie sur les adultes en reprises d’études et de discuter des transformations identitaires.L’étude s’appuyant sur la théorie ancrée, repose sur 126 récits de vie d’étudiants en licence Sciences de l’éducation et 4 entretiens biographiques non-directifs d’adultes en formation. Le recueil des données a été classé selon dix catégories substantives permettant d’analyser les ressentis des participants face à leur reprise d’études. Les récits de vie délivrent des indices qui apportent une vision empirique des possibles de la réalité de l’éducation tout au long de la vie.Les résultats montrent que l’individu s’engage dans son évolution. Il se forge un capital de connaissances pour se transformer, changer de vie ou se changer la vie. La réalité de l’éducation tout au long de la vie apparaît majoritairement comme un moyen au service du reclassement professionnel et social. Les adultes augmentent leurs compétences et présentent au regard des employeurs un capital qui les valorisent. Ces étudiants/adultes sont engagés dans la course d’un avenir professionnel qui fluctue selon leur désir de promotion et de satisfaction au travail pour atteindre un meilleur niveau de vie et de confort au quotidien. Le processus d’individuation est centré sur l’analyse de l’intensité de leur émancipation et de leur épanouissement. Dans chaque récit, les étudiants expliquent leur prise d’autonomie et manifestent leur enthousiasme suite à la formation, ce qui témoigne de leur transformation identitaire et du niveau de progression de leur individuation en adéquation à l’acte d’apprentissage. / Lifelong learning has become the paradigm of education supported by UNESCO and the Council of Europe. In France, under the aegis of the OECD policies have favored the introduction of continuing education schemes in response to employment problems rather than the recognition that the education system needs an overhaul. The 1971 Act challenged continuing education and imposed itself as a compromise to these principles by omitting the integration of adults into the traditional educational system.This research, presented in three parts, examines continuing education and training. More specifically, it focuses on how the individual shapes and refines their personality in such an educational condition. The study is empirical, based on experience, first concentrating on the course taken by the researcher, then the course taken by adults having resumed their education. The scientific approach is based on two lines of research which will analyze the conditions and needs of adults engaged in continuing education and study their personal course in order to measure their degree of individuation. The thesis will approach such ideas as the enrichment of the collective consciousness feeding on possibilities, and creativity and knowledge brought forth by the responsible actions of the individual. At a philosophical level, it is a matter of understanding how an individual becomes complete through the acquisition of skills transforming knowledge into praxis. Based on observations focused on the adult’s personal project, the field study explores the person's involvement in the training process and how by making changes the individual can influence the individuation process. The aim is to understand the impact of continuing training on adults having resumed their education and to examine how it can result in an identity transformation.The study is a grounded theory and is based on 126 accounts of students studying for a degree in Education Science and 4 biographical interviews led in a self-centered approach of adults engaged in continuing training. The data collected has been classified in ten nominal categories enabling the analysis of the participants feelings regarding their continuing education. The individual accounts deliver clues allowing an empirical view of the possibilities of the conditions in which continuing education is engaged.The results show that the individual is actively involved in his evolution. The person builds a capital of knowledge in order to transform oneself, to change lives, or to bring change to one’s life. The facts of continuing education mostly appear as a means of professional or social reclassification. Adults increase their skills and are therefore better considered by employers. These adult students are engaged on a professional course that shifts according to their desire for promotion or work satisfaction in order to attain a better standard of living and well-being.The results show that the individual is committed to its evolution. The individuation process focuses on the analysis of the degree of their emancipation and development. In each narrative the students explain how they became autonomous and their enthusiasm for the training, which indicates their identity transformation and the level of progress in their individuation process in line with the action of learning.

Le désir de changer la vie, de s'accomplir et de s’émanciper dans les années 1830 trouve, pour se concrétiser, une expression artistique qui se poursuit aujourd’hui sous d'autres formes. Les prolétaires du XIXe siècle décident de ne plus vivre l’insupportable. Ils prennent des heures sur leur temps de repos, pour se cultiver, se former. Ils fondent des journaux, composent des chansons, des poèmes, des pamphlets, lisent les textes des penseurs Saint-simoniens et Fouriéristes. Leur lutte emprunte les voies du régime esthétique. Cette expérience d’émancipation fait le lien, à travers le temps, avec les multiples tentatives qui se sont poursuivies pour transformer la société, avec des temps forts en 1936, 1968, 1995. Lors du mouvement social de 1995, les grévistes ont choisi l’expression cinématographique pour relater leur lutte. Un flot d’images a accompagné les grèves, tout au long des manifestations et des Assemblées Générales. Ces films aboutissent à donner une autre vision des grèves et à construire une mémoire ouvrière par les travailleurs eux-mêmes. Ils sont un contrepoint aux images et commentaires proposés par la majorité des médias. Ce sont aussi des expériences esthétiques. Cette prise de caméra par les travailleurs n’est pas nouvelle. Elle s’inscrit dans l’histoire du cinéma militant pour créer une représentation sociale du monde du travail. Il est nécessaire, pour comprendre ces différentes périodes d’émancipation, de construire et analyser les figures de cette Histoire de l’irruption de l’esthétique dans le champ de l’Histoire ouvrière. Il faut aussi s’interroger sur les significations politiques et anthropologiques de ces temps de rupture où le désir d'émancipation et d'accomplissement s'inscrit dans une dimension esthétique Au moment où la classe ouvrière est en pleine refonte de son identité, où l’on évoque la disparition de ses valeurs, il est indispensable de montrer sa combativité et les luttes qui continuent de jalonner son histoire. / The desire to change life, to be accomplished and emancipated in the 1830s was found through artistic expression. This continues today in other forms. The proletariat of the nineteenth century decided to no longer live the unbearable. They took hours on their free time, to educate and cultivate themselves. They founded newspapers, composed songs, poems, pamphlets, read the texts of thinkers like Saint-Simonian and Fourierists. Their struggle followed the routes of the aesthetic regime. This experience of emancipation is the link, through time, with other multiple attempts that continue to transform society, with highlights in 1936, 1968, 1995. During the social movements in 1995, the strikers chose cinematic expression to recount their struggle. A flood of images followed the strikers throughout demonstrations and General meetings. These films led to creating a different vision of strikes and to building a working memory by the workers themselves. They are a counterpoint to the images and comments offered by most of the media. They are also aesthetic experiences. This very use of the camera by workers is not new. It is part of the history of militant cinema that creates a social representation of the working world. It is necessary to understand these different periods of emancipation, to build and to analyze the figures in this history of the emergence of aesthetics in the field of working history. We must also question the political and anthropological significance of these breaking points where the desire for emancipation and fulfillment is part of an aesthetic dimension When the working class is being overhauled its identity, when the disappearance of its values is evoked, it is essential to show its fight and struggles that continue to stake its history.

Cette recherche porte sur la gestion émancipatrice mise en œuvre par les entreprises sociales en vue de libérer leurs bénéficiaires –les populations «cibles » de leurs actions – de la pauvreté et de l’exclusion. Nous nous intéressons au cas particulier d’une entreprise sociale brésilienne, localisée dans la ville de São Paulo, dont la mission principale est de former des couturières et des artisans de quartiers populaires pour les intégrer au marché de la mode en tant qu’acteurs professionnels et autonomes. Reposant sur une étude ethnographique de près de dix-huit mois, cette thèse met en évidence la nature ambivalente des pratiques de gestion des entrepreneurs sociaux, en démontrant leurs effets à la fois libérateurs et oppressifs sur leurs bénéficiaires. En s’appuyant sur la théorie de l’émancipation développée par le pédagogue brésilien Paulo Freire, une référence décisive pour les entrepreneurs sociaux, cette thèse se propose de porter un regard critique sur le projet émancipatoire des entreprises sociales. Elle vise ainsi à apporter trois types de contribution à la littérature sur l’entrepreneuriat social. Sur le plan méthodologique, tout d’abord, cette étude met en avant la richesse d’une approche ethnographique interprétativiste et processuelle pour cerner toute la complexité des pratiques quotidiennes des entrepreneurs sociaux. Sur leplan théorique, ensuite, cette thèse replace au cœur du débat académique la question des relations entre entrepreneurs sociaux et populations locales, en faisant de ces dernières des acteurs centraux pour juger le potentiel émancipateur de l’entrepreneuriat social. Enfin, sur le plan de la pratique, cette étude propose de rénover la formation des entrepreneurs sociaux afin de redonner toute sa place aux thèmes du pouvoir et de ses déséquilibres, au sein du cursus des futurs praticiens de l’entrepreneuriat social / This research analyzes the emancipatory management implemented by social enterprises to free their beneficiaries – the “target” populations – from poverty and exclusion. This study focuses in particular on the case of a Brazilian social enterprise, located in the city of São Paulo, whose main mission is to train seamstresses and artisans from poor neighborhoods to integrate them into the fashion market as professional and autonomous actors. Based on an ethnographic study of nearly eighteen months, this thesis highlightsthe ambivalent nature of social entrepreneurs’ management practices, by demonstrating both their liberating and oppressive effects on beneficiaries. Based on the theory of emancipation developed by the Brazilian educator Paulo Freire, an essential reference for social entrepreneurs, this thesis proposes to take a critical look at the emancipatory project of social enterprises. It thus aims to bring threetypes of contribution to the literature on social entrepreneurship. First, methodologically, this study highlights the benefits of an interpretivist and processual ethnographic approach to identify the complexity of social entrepreneurs’ everyday practices. Second, with regards to theory, this thesis puts the relations between social entrepreneurs and local populations back at the center of the academic debate, making the latter key actors to assessing the emancipatory potential of social entrepreneurship. Finally, in terms of practice, this study proposes to renew the training of social entrepreneurs in order to prioritize the issue of power imbalances in the curriculum of future social entrepreneurship practitioners.

[pt] A produção alienadora das cidades tem avançado mediante ações político-estatais cada vez mais alinhadas com a racionalidade neoliberal. Tal fato, dentre outras características, contribuiu para ampliar a contradição entre o processo de produção social do espaço e sua apropriação privada. Neste sentido, o direito à cidade tem sido um termo cada vez mais utilizado por diferentes sujeitos como possibilidade de reafirmar projetos de emancipação também contraditórios (emancipação política e emancipação humana) que sustentam modelos de democracia distintos. Portanto, partindo-se de uma análise (meta)geográfica, na qual consideramos o direito à cidade como um conceito radical em obra homônima escrita por Henri Lefebvre, estaríamos diante de um processo contraditório de banalização-potencialização deste conceito ainda fundamental para (re)pensar a alienação urbana. Nesse sentido, em relação à experiências concretas, ainda estaríamos à margem de formas de organização social e política que materializem toda a radicalidade contida e expressa neste conceito apresentado originalmente por Henri Lefebvre. Enquanto sujeitos históricos estaríamos (ainda) às margens do direi-to à cidade ao considerarmos os limites e as fronteiras dos diferentes projetos de democracia contidos nos contraditórios projetos de emancipação política e emancipação humana e suas relações com práxis comprometidas com a produção do espaço a partir da dialética entre o possível-impossível. Acreditamos que, a crítica radical proposta pela metageografia, nos proporcionaria pensar a produção do espaço através de um caminho teórico-metodológico comprometido com a reafirmação da radicalidade contida no conceito de direito à cidade desenvolvido por Henri Lefebvre. / [en] The alienating production of cities has advanced through state-political actions increasingly aligned with neoliberal rationality. This fact, among other characteristics, contributed to extend the contradiction between the process of social production of space and its private appropriation. In this sense, the right to the city has been a term increasingly used by different subjects as possibility to reaffirm also contradictory emancipation projects (political emancipation and human emancipation) that support different models of democracy. Therefore, starting from a (meta)geographical analysis, in which we consider the right to the city as a radical concept in a homonymous work written by Henri Lefebvre, we would be in the face of a contradictory process of trivialization-potentiation of this still fundamental concept to (re)think the urban alienation. In this sense, in relation to concrete experiences, we would still be at the margins of social and political organization forms that materialize all the radicality contained and expressed in this concept originally presented by Henri Lefebvre. As historical subjects we would be (still) at the margins of the right to the city when considering the limits and boundaries of the different projects of democracy contained in the contradictory projects of political emancipation and human emancipation and their relations with praxis committed to the production of space from the dialectic between the possible-impossible. We believe that the radical critique proposed by metageography would allow us to think about the production of space through a theoretical and methodological path committed to the reaffirmation of the radicality contained in the concept of the right to the city developed by Henri Lefebvre.

Syftet med denna studie är att omformulera svenskämnets didaktiska utgångspunkt genom att utgå från filosofen Jacques Rancières radikala förståelse av vad demokrati innebär. Detta görs genom en "dekonstruktiv" läsning av ämnets styrdokument där ett alternativt sätt att förstå ämnets didaktiska beståndsdelar formuleras (vilket i sin tur görs med utgångspunkt i Laclau & Mouffes "hegemoniska strategi"). Studien kommer fram till att en oreflekterad läsning av ämnets styrdokument riskerar att leda oss lärare till en odemokratisk förståelse av ämnet. Den belyser också (1) att skolan behöver ses som en arena som rymmer olika motstridiga förståelser av verkligheten, (2) att lärare behöver problematisera demokratibegreppet så att begreppet inte reduceras till att vara intetsägande och godtyckligt, och (3) att lärare bör sträva mot att skapa en didaktik som har större demokratisk potential snarare än att sträva mot illusionen om en ideal och slutgiltig demokratisk didaktik. Slutligen visar studien på en potential i att jobba ämnes- och yrkesöverskridande med skolans demokratiuppdrag utifrån det valda teoretiska perspektivet.

In my diploma thesis I deal with the history of the Německý (today Havlíčkův) Brod in the nineteenth century. I am watching the fate of Josefa Menšíková, Czech patriot and the local mayor's wife. But the diploma work is not limited to one region. Partly I devoted to the town history of Třebíč and Tišnov or phenomenon of Czech emigration to the United States related to the area of Nebraska. Throughout my diploma thesis, I notice the local self-government of the Německý Brod, transformation of the city and its inhabitants and fates of Josefa Menšíková friends. (Karel Havlíček, Ferdinand Čenský). Keywords Havlíčkův Brod; Karel Havlíček Borovský; National emancipation; Německý Brod; Local self-government

The thesis deals on the example of the magazine Vlasta with the means of construction of female identity in Czechoslovakian press in 1948 - 1960. It analyses the norm-making examples of female identity, their changes during the watched period and examines the extent to which the examples disrupt or fortify traditional gender relations. Given issue is put into historical and social context of post-February Czechoslovakia, while it focuses especially on implementation of so called soviet model in Czechoslovakia. In particular it focuses on the analysis of solution of women's question in Marxist-Leninist theory. Further it formulates the elemental forms of norm-making examples of female identity and analyses their changes during the watched period and their impact on gender relations. Further it focuses on the solution of question, to what extent were they slavishly taken over soviet model, respectively if it is possible to find some specifics dependent on the distinctive Czechoslovakian conditions. Key words: gender history, women's history, gender, woman, Czechoslovakia, press, identity, emancipation.

The topic of the thesis is women's emancipation movement in Žilina introduced on the basis of an example of local department of Slovak Women's Association Živena between 1918 and 1945. To start with, the thesis presents the situational context of the town in question and its surrounding regions as well as the Živena Association. It deals with the composition of the department's members and the ways it influenced the selection of adressees, the public's attitude towards the department and self-perception of members' role in the public sphere. The thesis analyses also the chosen strategies of the department's admission into the town's public space, external and internal reasons for choosing them and their success rate in the case of promoting women's emancipation thoughts among the local public.Considering the chosen time period, the thesis also focuses on the development of the studied topics influenced by political and social changes taking place in the region of current Slovakia in the covered time period.

Capitis deminutio minima The purpose of my thesis is to analyse the institute called the capitis deminutio minima. In this respect, it is primarily necessary to describe the meaning of the word caput for the understanding of the whole topic. The first chapter deals with the explanation of the above-mentioned term. The caput of a human being has in Roman Law three elements: the status of liberty, of citizenship and of family, and the subdivisions of the first chapter correspond to it. There, the first subchapter focuses on the persons who are free and those who are slaves; the latter were not considered to be legal persons at all. The following subchapter characterises the rights and duties of Roman citizens and the situation of the foreigners. The last subchapter contains basic information about the Roman family and its members, who are divided into two cathegories - the sui iuris and the alieni iuris. At the beginning the text describes the position of the head of the family (the pater familias), and his powers. The following text examines the conditions of those who are subjected to the authority of the pater familias. The last part of the text demonstrates the importance of religion in the daily life, both for the family and the whole society. The second chapter contains the description of the capitis...

The topic of this thesis is the depiction of marriage in two novels from the Dutch feminist writer from the end of the nineteenth century, Cornélie Huygens. The theoretical part analyses the influence of the literary and historical context, especially of the emerging women emancipation movement, socialism and the general social circumstances of that era. The role of author's personal life is also taken into account as well as the social status of women, their political and literary activities and reception of female authors by literary critics. The practical part consists of literary analysis of two novels written by Cornélie Huygens, in which marriage is the central theme.