A compreensão da infância como uma etapa dotada de especificidade e destinada à proteção e à separação dos perigos e demandas do mundo é produto de uma realidade histórica e cultural, assim como a noção de escolarização e sua centralidade para a formação da criança. Ambos invenções modernas, o conceito de infância e a forma escolar são o fulcro da pedagogia e de seu discurso. Por se caracterizar pela forma prescritiva e programática e por traduzir um ideal de formação, o discurso pedagógico pressupõe uma noção de infância, ao passo que também produz uma representação da infância. Esta tese investiga as rupturas e mutações nas representações da infância delineadas no discurso pedagógico moderno e contemporâneo. Com o intuito de examinar e descrever essas diferentes imagens sobre o mundo infantil, sobre a criança e sobre sua relação com os adultos, esta investigação propôs três categorias analíticas: infânciaquarentena, que corresponde à representação da infância como um estágio da vida a ser superado em virtude de constituir-se como o locus da ausência ou insuficiência da racionalidade e da maestria de si; infância singularizada, que diz respeito às concepções de cunho puericêntrico que representam a criança como um sujeito peculiar, inocente e dotado de qualidades específicas; e infância ensimesmada, que consiste na representação de um universo infantil praticamente autorrealizado, dotado de um fim em si mesmo e no qual a criança é vista como cidadã e produtora de cultura. Entende-se que as transformações das imagens da infância têm uma estreita ligação com determinados aspectos das sociedades modernas, a saber: as alterações no modo de relacionar-se com o tempo e o processo progressivo de individualização dos sujeitos no contexto da modernidade. Nesse sentido, a compreensão pedagógica de uma infância cada vez mais centrada em si vincula-se à ascensão e ao declínio da ideia de progresso, à eleição do presente como tempo que ordena as relações dos adultos com o mundo e com as novas gerações e, por fim, ao movimento de crescente individualização dos sujeitos e assunção de seus desejos e necessidades como valores centrais. / The understanding of childhood as a life stage endowed with specificities and oriented to the protection and isolation from the worlds dangers and demands is a product of historical and cultural reality, as is the notion of schooling and its centrality in childrens development. Both modern inventions, the concepts of childhood and schooling are the fulcrum of pedagogy and its discourse. Being characterized by its prescriptive and programmatic form and representing an ideal of development, the pedagogical discourse presumes a specific notion of childhood, at the same time producing a certain representation of childhood. This thesis investigates the disruptions and changes in the representations of childhood outlined in modern and contemporary pedagogical discourses. In order to examine and describe these different images of the child, its world, and its relationship with adults, this research proposes three analytical categories: quarentine childhood, which corresponds to the representation of childhood as a stage in life to be overcome, since it is the locus of absence or insufficiency of racionality and of self-command; singularized childhood, which regards puero-centric conceptions that represent the child as a distinctive and innocent individual, endued with specific qualities; and self-absorbed childhood, consisting in the representation of a virtually selfdetermined universe of the child, with an end in itself, and in which children are seen as citizens and producers of culture. Transformations in the images of childhood are considered closely related to certain aspects of modern society, namely: changes in the way we relate to time, and the gradual process of individualization of subjects in the context of modernity. In this sense, the pedagogical understanding of an increasingly selfcentered childhood is related to the rise and fall of the idea of progress; to the choosing of the present as the time that orders the relationships of adults with the world and the new generations; and, at last, to the movement toward the individualization of subject and the assumption of their needs and wants as core values.

Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2017-03-07T14:21:48Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) HISTÓRIAS DE VIDA DE DOCENTES QUE SE TORNARAM SINDICALISTAS.pdf: 2843234 bytes, checksum: 20e2675064fc05d352272bf3af0bc03a (MD5) / Made available in DSpace on 2017-03-07T14:21:49Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) HISTÓRIAS DE VIDA DE DOCENTES QUE SE TORNARAM SINDICALISTAS.pdf: 2843234 bytes, checksum: 20e2675064fc05d352272bf3af0bc03a (MD5) Previous issue date: 2016-06-22 / Esta pesquisa tem como objetivo geral compreender como determinadas pessoas construíram sua individualidade pelo desenvolvimento de um autocontrole instintivo e consciente. Em face da continuidade dessa construção, relacionaram-se e exerceram funções num sindicato docente (SINTEPE), contribuindo assim, para sua educação sindical, resultando, destarte, em mudanças de comportamento. O estudo trata das histórias de duas pessoas que se formaram professores e que na década de 80 do século passado se articularam no movimento docente, tendo esse grupo de indivíduos se filiado, posteriormente, a uma representação sindical, em 1990. No entanto, mediante essas relações de interdependência e funções exercidas em meio aos sindicalistas do SINTEPE, por condicionamento e compulsão, os indivíduos desta pesquisa interiorizam novos hábitos entre si, refletindo a partir deles os novos comportamentos sociais, as características da representação dessa entidade. Sinalizando, com isso, para uma perspectiva de uma educação informal. Para fundamentar este estudo, sustentome nos parâmetros metodológicos, no campo educacional, por uma abordagem historiográfica, fundamentada na teoria da História Nova, de Jacques Le Goff (1990), estruturada pelo método de história oral temática. Esta metodologia se apoia nas memórias desses indivíduos, mediante processo de coleta de dados por instrumento de entrevistas semiestruturadas, em que buscamos uma análise dos mesmos, em face ao aporte teórico de Nobert Elias (1970; 1994; 1998; 2011), tendo como primazia a valorização da oralidade, mas não desconsiderando a necessidade do diálogo entre outras fontes documentais em que esse processo analítico se apoiou, referenciado no procedimento de análise, segundo Kohl (2012). Consequentemente, alcançamos os resultados dos objetivos desta pesquisa. Primeiramente, a partir dos docentes sindicalistas entrevistados por terem apresentado a formação de suas individualidades a partir de aspectos sólidos e amadurecidos, para um autocontrole psíquico adulto. Em seguida, desdobraram relações de interdependência no seio do movimento sindical docente, mediante diversos níveis e formas, prevalecendo às características da função e do poder, latentes nestes processos relacionais. Por fim, através dessas experiências de relações figuraram para uma educação informal, embora articulada, também, pela modalidade educativa formal já existente, a partir da formação política do SINTEPE, onde, destarte, os docentes sindicalistas entrevistados apresentaram terem tido mudanças de hábitos mediante compulsão coletiva, no período em que passaram a interagir neste grupo social. / This work focuses on understanding how some people were able to build up their individuality by developing na instinctive and conscious self-control. This development took place in the Teacher`s Union where these people worked together and started some relationship, improved their Union education resulting in behavioral changes. The research is about two persons Who graduated teachers and on the 80`s were part of a teaching movement. Later, they were affiliated to Union representation. However, through these interdependence relationships and their work with Union staff, by compulsion and conditioning, they internalized new habits each other as well as a new social behavior. This fact created na informal education perspective. In order to support the study, I use methodological parameters in the educational field by a historiographical approach, based on the theory of New History, Jacques Le Goff (1990), and structured by the thematic oral history method. This methodology is based on the memories of these individuals through data collection process by means of semi-structured interviews, in which we seek an analysis thereof, by the theoretical framework of Nobert Elias (1970; 1994; 1998; 2011). We excel for the valuation of orality, but not disregarding the need for dialogue between other resources in which this analytical process is supported and referenced in the analysis procedure, according to Kohl (2012). Some results were reached out. Firstly, the union teachers presented formation of their individuality from solid and mature aspects. Secondly, they deployed interdependencies within the teacher trade union movement, through various levels and forms, prevailing the characteristics of the function and power, visible in these relational processes. Finally, these relationship experiences resulted in informal education, although articulated also by a previous formal educational modality, from the political formation of SINTEPE, where respondents union teachers had changes in habits by collective compulsion, in the period they began to interact in this social group.

Made available in DSpace on 2017-07-10T19:07:26Z (GMT). No. of bitstreams: 1 Dissertacao Luciane Friedrich2.pdf: 3562377 bytes, checksum: 67c04d95d7c4a96c7eae815a85e0f59f (MD5) Previous issue date: 2014-02-27 / The object of this dissertation is the Criminological Examination, prepared by Social Service and Psychology professionals, as an aid to the decision of the Judge of the Criminal Enforcement of Foz do Iguaçu/PR regarding the progression of regime of prisoners from Foz do Iguacu state penitentiaries (Foz do Iguaçu State Penitentiary I and Foz do Iguaçu State Penitentiary II) in 2012. This dissertation aims to understand the purpose of criminological examination. Thus, it seeks to discuss the criminological examination, its legal and theoretical reasoning as well as its merits, taking into account a set of overlapping correlations involved in its execution, which encompasses different specialized knowledge such as the knowledge of psychologists, social workers, Judges of Criminal Enforcement and Public Prosecutors. The argument explored is the conducting methods, the goals and the power relations between different actors involved in the preparation of this exam, intrinsic to the judicial practices of a disciplinary society in which we seek social control and appropriateness of behaviors. It is observed that by individualizing the service and elaborating the criminological examination, there is a construction of the individual s identity as a prisoner within the penal system, thus resulting in the blaming of the individual and his family for criminal involvement, and making him liable for his process of reintegration into society. The family is seen in this context as an important link between the prisoner and society during the execution of the sentence, and source of support for his return to social life. / O objeto desta dissertação é o Exame Criminológico, elaborado pelos profissionais do Serviço Social e da Psicologia, como subsídio à decisão do Juiz da Vara de Execuções Penais de Foz do Iguaçu/PR quanto à progressão de regime dos presos detidos nas penitenciárias estaduais de Foz do Iguaçu (Penitenciária Estadual de Foz do Iguaçu I e Penitenciária Estadual de Foz do Iguaçu II) no ano de 2012. Esta dissertação tem como objetivo compreender a finalidade do exame criminológico. Busca-se, assim, discutir o exame criminológico, sua fundamentação legal e teórica bem como suas particularidades, tendo em vista o conjunto de relações imbricadas na realização do mesmo que envolve diferentes saberes especializados em sua execução, como os saberes do psicólogo, do assistente social, do Juiz da Vara de Execução Penal e do Promotor de Justiça. O argumento explorado é de que a metodologia de realização, os objetivos e as relações de poder entre diferentes atores envolvidos na elaboração desse exame são intrínsecos às práticas judiciárias de uma sociedade disciplinar, na qual se busca o controle social e a adequação dos comportamentos. Observa-se que, através da individualização da pena e da elaboração do exame criminológico, ocorre a construção da identidade do indivíduo como preso no sistema penal, resultando na culpabilização do indivíduo e de sua família pelo envolvimento criminal, e responsabilizando o preso pelo seu processo de reintegração à sociedade. A família é vista, nesse contexto, como importante elo de ligação do preso com a sociedade durante o cumprimento da pena, e fonte de apoio para o seu retorno ao convívio social.

Essa dissertação tem por objetivo colocar em perspectiva crítica e histórica o fenômeno da individualização de personagens no documentário contemporâneo, muitos elevados a título dos filmes, e o critério de seleção desses personagens por valores como carisma, talento e rentabilidade cênica, em sintonia com a noção de performance em sentido amplo (inclusive empresarial). Os filmes centrais para essa discussão são Estamira (2006), de Marcos Prado, e A pessoa é para o que nasce (2006), de Roberto Berlinner, ambos protagonizados por mulheres em situação de déficit social e orgânico, mas inseridas em uma dinâmica de superávit cênico e produtivo, como auto-empreendedoras que trabalham para ter imagem. Nesses dois documentários, e em alguns outros, impõese um \"modelo egológico\", centrado nos indivíduos, sem muitas implicações sociais. A pesquisa não lida apenas com uma circunscrição do documentário nos anos 2000, operando ainda um breve panorama histórico do documentário brasileiro posterior a Cabra marcado para morrer (1984), de Eduardo Coutinho, além de analisar uma mudança de estratégias de enfoque na comparação com a linhagem moderna dos anos 1960, conectada ao Cinema Novo, quando o \"outro de classe\" era abordado em uma perspectiva política e social, com o posicionamento dos filmes por meio de um locutor associado a um saber, procedimento classificado por Jean-Claude Bernardet como modelo sociológico. / The objective of this dissertation is to place the phenomenon of characters\' individualization in the contemporary documentary inside a critic and historical perspective, transforming many times the name of the character in the name of the movie, and to discuss the selection criterion of these characters by values as charisma, talent or scenic´s profitability, in tune with the notion of performance in a broad sense (inclusive in a business sense). The central movies of this discussion are Marcos Prado´s Estamira (2006) and Roberto Berlinner´s A pessoa é para o que nasce (2006), both with principal female characters that are inserted in a social and organic deficit situation, but, still, in a dynamics of scenic and productive superavit, acting as selfentrepreneurial that build their own images. In these documentaries and others are imposed a self-logical model, centered in the individuals, without many social implications. The research doesn´t deal only with a documentary circumscription in the 2000´s, operating still in a brief historical panorama of the Brazilian documentary that follows Cabra marcado para morrer (1984) and analyzing a strategy change of focus in comparison with the 1960´s modern lineage, connected into the Cinema Novo, when the another of lower class was approached in a political and social situation and placing the movie through a narrator that were associated with a knowledge, procedure that is classified by Jean-Claude Bernardet as sociological model.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-04-29T17:56:26Z No. of bitstreams: 1 neyrismarfelipedossantos.pdf: 630131 bytes, checksum: de3b3423fef0e53aa949e010e4cb4c2c (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-05-02T01:25:15Z (GMT) No. of bitstreams: 1 neyrismarfelipedossantos.pdf: 630131 bytes, checksum: de3b3423fef0e53aa949e010e4cb4c2c (MD5) / Made available in DSpace on 2016-05-02T01:25:15Z (GMT). No. of bitstreams: 1 neyrismarfelipedossantos.pdf: 630131 bytes, checksum: de3b3423fef0e53aa949e010e4cb4c2c (MD5) Previous issue date: 2014-09-30 / Na atual conjuntura social, em que muitos dos valores perpetuados há gerações parecem ter se perdido ao longo do tempo, a escola, mais do que nunca tem sentido o reflexo deste fenômeno, pois cada vez mais vem tomando para si a tarefa de educar moral e tecnicamente, o que acaba por sobrecarregar ainda mais esta instituição. Neste contexto, surge como iniciativa adotada pela rede estadual de ensino no Estado do Ceará, o Projeto Diretor de Turma (PDT) que visa o estreitamento de laços entre os agentes educacionais, quais sejam: O aluno, a escola e a família. Advindo de Portugal e adotado na rede pública estadual cearense em meados de 2008, o PPDT tem como centro a proposta de desmassificar o ensino, tornando-o mais personalizado e tentando, ao máximo, suprir as necessidades educacionais dos agentes envolvidos no processo de educar. É a partir desse cenário que defino como objetivo principal para o meu trabalho avaliar a implementação e a execução deste projeto na escola que foi alvo desta pesquisa, bem como, fazendo um comparativo entre o desenho do projeto e a realidade encontrada na referida escola. A investigação tem como aporte teórico os estudos de Leite(2010), Mendonça(2009), Nogueira(2006), Peregrino(2010), Zenhas(2004), dentre outros. Com a intenção de construir um panorama sobre o funcionamento do projeto na escola estudada, utilizo a pesquisa documental e a pesquisa de campo. Neste trabalho de pesquisa, que tem como centralidade a análise do referido projeto que busca tornar-se uma política pública em educação, serão elencados pontos fortes, pontos que precisam ser melhorados, bem como, um plano de ação educacional, com base nos dados coletados na escola pesquisada. / In the current social climate that many values perpetuated for generations seem to have been lost over time, and the school, more than ever has felt the effect of this phenomenon, since increasingly been taking up the task of educating and moral technically, what ultimately overload this institution. In this context, emerges as an initiative adopted by state schools in the state of Ceará, the Project Director of Class (PPGP) aimed at strengthening ties between educational agents, which are: the student, the school and the family. Coming from Portugal and adopted in Ceará state public schools and in mid 2008, the center has as PPDT the proposed singularize the education, making it more personalized and trying as much as possible meet the educational needs of those involved in the education process. It is from this scenario which I define the main objective as my work to evaluate the implementation and execution of this project in school that was the target of this research, as well as making a comparison between the project design and the reality found in this school. Research has as the theoretical studies of Leite (2010), Mendonçaa (2009), Nogueira (2006), Peregrino (2010), Zenhas (2004), among others. With the intention to build a picture of the operation of the project at the school, I use the desk research and field research. In this research work, which has centered on the analysis of that project that seeks to become a public policy education, will be show strengths, areas that need improvement, as well as an educational action plan, based on the data collected will be listed at school studied.

Syftet med detta arbete är att undersöka hur engelskundervisning kan bedrivas i år 4, 5 och 6. Vi är intresserade av att se hur olika lärare i olika skolor arbetar och vilka undervisningsmetoder de använder sig av samt hur förutsättningarna i elevgruppen inverkar på valet av metod. Vi vill också undersöka hur valet av undervisningsmetod påverkar elevernas intresse och motivation i ämnet. Frågeställningarna är följande: • Vilka metoder använder engelsklärare i sin undervisning och hur kan detta se ut i praktiken? • Hur tar engelsklärarna hänsyn till elevgruppen och varje elevs individuella behov när det gäller val av undervisningsmetod? • Vilken påverkan har valet av undervisningsmetod på eleverna vad gäller deras intresse och motivation i engelskämnet? Skiljer sig lärarnas uppfattningar om elevernas inställning från elevernas egna? För att kunna genomföra studien har vi valt att intervjua fem engelsklärare i år 4-6 i en och samma kommun i Sverige. För att få reda på elevernas motivation och intresse i ämnet har vi gjort en enkätundersökning i de klasser där intervjurespondenterna undervisar. Resultatet visar att lärarna är ganska lika då det gäller val av undervisningsmetod. Samtliga lärare är kommunikativt inriktade men är inte särskilt insatta i olika undervisningsmetoder utan grundar sig istället på styrdokumentens syn. Vi kan dock se att de har influenser av metoden Communicative Language Teaching i sin undervisning. Eftersom lärarna inte medvetet använder sig av någon specifik metod blev vår andra frågeställning svår att besvara och vi fick istället inrikta oss på hur de gör för att individualisera undervisningen. Lärarna och eleverna har inte alltid samma uppfattning om elevernas motivation. Vi upptäckte att ett bra klassrumsklimat, höga men rimliga krav samt användandet av flera material än läromedlet har en positiv inverkan på motivationen. / The aim with this study is to see how English education can be practiced in the Swedish grades 4, 5 and 6. We are interested in seeing how different teachers in different schools work and what teaching methods they use. At the same time we want to see how the pupils’ needs and interests affect the choice of teaching method. We also want to study how the choice of method influences the pupils’ motivation in the English subject. Our question formulations are: • What methods do English teachers use in their teaching and how can they be practiced? • How do English teachers take every pupil’s individual needs in consideration when it comes to the choice of teaching method? • What effect does the choice of teaching method have on the pupils when it comes to their interest and motivation in the English subject? Do the teachers’ opinions about the pupils’ attitudes differ from the pupils’? To implement this study we have chosen to interview five English teachers in the Swedish grades 4-6 in the same commune in Sweden. To find out about the pupils’ motivation and interest in the subject we have done a questionnaire study in the classes where the respondents in the interview are teaching. The result shows that the teachers are similar when it comes to the choice of teaching method. All teachers have a communicative approach but are not particularly conversant in different methods. Instead they base their thoughts on the view of the curriculum and the syllabus. However, we can see that they in their teaching, have influences from the method Communicative Language Teaching. Due to the fact that the teachers do not use a specific method, our second question formulation was difficult to answer and instead we had to focus on how they implement individualization. The teachers and the pupils do not always have they same opinion about the motivation of the pupils. We discovered that a good classroom climate, high but reasonable demands and the use of more materials than the teaching aid have positive affects on the motivation.

Syftet med detta arbete är att undersöka hur lärare i årskurs 1 arbetar med individualisering inom taluppfattning. Taluppfattningen är en av de mest fundamentala delarna inom matematiken och är viktig inför det kommande arbetslivet. Inom ramen av matematikundervisningen är det dock omöjligt att kräva lika arbete av alla elever, där varje barn förväntas arbeta på samma sätt och i samma takt, vilket gör att individualiserade arbetsformer är nödvändiga. Ett individualiserande arbetssätt kan vara avgörande för barnets akademiska framtid, därmed bör undervisningen gestaltas på ett sätt som tillgodoser varje elevs behov.   Med hjälp av nio kvalitativa intervjuer, med utgångspunkt i den fenomenologiska ansatsen, har arbetets två frågeställningar besvarats. Frågeställningarna har dels efterfrågat hurlärare i Västsverige med behörighet i matematik i årskurs 1 arbetar med taluppfattning, och dels varförlärarna arbetar på det sätt de gör.    Resultatet visar att de flesta lärarna utövar nivåindividualisering (undervisningsstoffet anpassas till elevernas kunskapsnivåer), miljöindividualisering (anpassade gruppkonstellationer och lokaler) och materialindividualisering (materialet anpassas utifrån elevernas behov) inom ramen av matematikundervisningen och området taluppfattning. Lärarna i studien hade svårt att besvara varförde arbetar på det sätt de gör, men resultatet visar att de främst jobbar utifrån egna erfarenheter inom området. / The purpose of this study is to investigate how teachers in grade 1 work with individualization when teaching number sense. Number sense is one of the most fundamental parts of mathematics and is important for children’s upcoming working life. It is at the same time impossible in mathematics education to expect the same work, in the same pace from every pupil, which makes an individualized approach necessary. Individualization can be crucial for the academic future of the child, hence the teaching should be shaped in a way that accommodates every pupils need.   With nine qualitative interviews, based on the phenomenological approach, have the two issues of this work been answered. The issues have partly asked howteachers in western Sweden with competence in mathematics in year 1 work with speech perception, and partly whythe teachers work the way they do.   The result shows that most of the teachers imply level individualization (the teaching material is adapted to the students' knowledge levels), environment individualization (custom group configurations and premises) and material individualization (the material is adapted to the needs of the students) within the framework of mathematics education and the area of number sense. The teachers of the study had difficulties explaining why they work the way they do, but the results show that their work is based on their own experience in the field.

ABSTRACT Diabetes Mellitus (DM) embraces a group of metabolic diseases which main characteristic is the presence of high glucose levels in blood. It is one of the diseases with major social and health impact, both for its prevalence and also the consequences of the chronic complications that it implies. One of the research lines to improve the quality of life of people with diabetes is of technical focus. It involves several lines of research, including the development and improvement of devices to estimate "online" plasma glucose: continuous glucose monitoring systems (CGMS), both invasive and non-invasive. These devices estimate plasma glucose from sensor measurements from compartments alternative to blood. Current commercially available CGMS are minimally invasive and offer an estimation of plasma glucose from measurements in the interstitial fluid CGMS is a key component of the technical approach to build the artificial pancreas, aiming at closing the loop in combination with an insulin pump. Yet, the accuracy of current CGMS is still poor and it may partly depend on low performance of the implemented Calibration Algorithm (CA). In addition, the sensor-to-patient sensitivity is different between patients and also for the same patient in time. It is clear, then, that the development of new efficient calibration algorithms for CGMS is an interesting and challenging problem. The indirect measurement of plasma glucose through interstitial glucose is a main confounder of CGMS accuracy. Many components take part in the glucose transport dynamics. Indeed, physiology might suggest the existence of different local behaviors in the glucose transport process. For this reason, local modeling techniques may be the best option for the structure of the desired CA. Thus, similar input samples are represented by the same local model. The integration of all of them considering the input regions where they are valid is the final model of the whole data set. Clustering is t / Barceló Rico, F. (2012). Multimodel Approaches for Plasma Glucose Estimation in Continuous Glucose Monitoring. Development of New Calibration Algorithms [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/17173 / Palancia

Parenting is as old as mankind and all people relate to it in one way or another. It is widely portrayed in a variety of media, from popular culture to scientific texts. The purpose of this bachelor thesis is to investigate parenting, based on how it is constructed and legitimized in two popular science books for parents. In doing so, the study aims to create a wider understanding of contemporary ideas and ideals about parenting. The material used consist of two popular science books about parenting, chosen for their popularity, scientific knowledge claim and that they are aimed both at parents and professionals. The first book is Vad alla föräldrar borde få veta (2019) by Swedish authors Kajsa Lönn Rhodin and Maria Lalouni and the second one is Förstå ditt barns hjärna (2019) by American authors Daniel J. Siegel and Tina Payne Bryson. The material has been analyzed through qualitative content analysis and within a framework of late modern theory, based on the work of sociologists Anthony Giddens, Ulrich Beck and Elizabeth Beck-Gernsheim. The study finds that the parenting ideals presented in the books are highly characterized by individualization. It finds that parenting is constructed in relation to different risks, consisting of mental and physical illness in the child's adult life. The parenting ideal is legitimized by being presented as a protection against these risks. To succeed with parenthood, certain competences appear as desirable. These consist of different psychological methods, usually reserved for professionals, as well as techniques for talking to children, which the parents are encouraged to learn. This requires a lot of self-regulation and self-awareness from the parent. One of the most important tasks that parenting aims for is creating a child fit for the demanding life of modern society. The parent is portrayed as a social engineer with the ability to promote what appears to be important personality traits, such as being self-reflexive, autonomous and constantly striving to develop. The study also finds that the relationship between the parent and the child builds on the idea of the pure relationship, which is based on love and democracy. Through understanding of human evolution and biology, the parent is expected to interpret and if necessary counteract, impulses that are not desirable in a modern society. Throughout the books, the authors construct middle class families as the norm and are in lack of a structural perspective. This results in responsibility being put solely on the parent.

Les données ont massivement investi le monde du sport de haut niveau. Les sports collectifs comme le football et le rugby à 15 qui sont parmi les sports les plus médiatisés sont particulièrement concernés par ce phénomène. De plus, les performances dans un sport collectif sont multifactorielles et multidimensionnelles et sont étroitement liées à la survenue de blessures. Les sport scientists cherchent à comprendre et à contextualiser au mieux ces performances. Pour se faire, ils demandent et consomment énormément de données dont les sources sont multiples car émanant de la concertation des différents membres du staff entourant les athlètes. La participation de l’ensemble du staff, et des joueurs, fait des sciences du sport une thématique de recherche pluridisciplinaire. Dans ce contexte, les biostatistiques trouvent naturellement leur place en collaboration directe avec les sport scientitsts, à l’interface entre les données produites et les problématiques posées par le staff afin d’aider à la prise de décision.Les sports collectifs impliquent des individus qui jouent en équipe. Par définition, analyser ces sports nécessite un regard à la fois individuel et collectif. C’est cette double analyse qui a été réalisée au cours de cette thèse. L’individualisation du suivi des performances et de l’état de santé des joueurs est clairement indispensable et il implique l’élaboration d’outils statistiques adaptés aux problématiques soulevées. Le développement de méthodes basées sur le z-score pour l’analyse de marqueurs biologiques issus d’un suivi longitudinal est un exemple de l’apport réciproque qu’une collaboration entre biostatistiques et science du sport peut produire : une meilleure compréhension de l’état de santé des joueurs indispensable à l’optimisation de leur performance et à la minimisation de l’exposition aux facteurs de risques de blessure et les perspectives d’optimisation d’outils statistiques existants. La correction d’un test largement utilisé, le test de Mann-Whitney trouve aussi sa place dans la volonté de comparer des performances individuelles évoluant au cours du temps, problématique rencontrée dans la détection, la sélection ou encore les protocoles de soins. C’est ensuite la dimension collective qui a été investiguée. L’individualisation des suivis permet de comprendre ce qu’il se passe au sein de chaque joueur et de personnaliser les prises en charges par le staff. Mais qu’en est-il de la gestion du collectif ? Comment la gestion d’une équipe, d’un groupe peut optimiser sa performance et impacter la survenue de blessures ? A travers deux études sur le rugby à XV, nous avons montré à travers l’application d’outils statistiques adaptés que la dimension collective de l’analyse de la performance était indispensable à sa compréhension. En effet une gestion de groupe optimisée, favorable à la création d’expérience collective, de cohésion, répartissant intelligemment le temps de jeu entre les joueurs participe à la réalisation de meilleures performances. Les perspectives soulevées par ces analyses quantitatives de l’expérience collective dans un sport collectif ont été discutées. Dont l’impact sur la survenue des blessures qui est une problématique majeure soulevée par les staffs car impactant directement la performance du groupe. Mais les relations entre gestion d’effectif et blessures sont à ce jour peu analysées.Les études présentées dans cette thèse illustrent certaines étapes de l’échange nécessaire entre les différentes disciplines rassemblées autour des sciences du sport et montrent comment les biostatistiques s’inscrivent dans le processus de décision des staffs. / Data has massively invaded the world of high-level sport. Team sports such as football and rugby union, which are among the most publicized sports, are particularly concerned by this phenomenon. In addition, performance in a team sport is multifactorial and multidimensional and are deeply linked to the injuries. Sports scientists seek to understand and contextualize these performances as well as possible. To do so, a lot of data are needed and consumed. Those data are coming from many sources as they are the results of a global thinking between staff members surrounding the athletes. The participation of all the staff, and players, makes sports science answering the call of interdisciplinary research. In this context, biostatistics naturally find their place in direct collaboration with sports scientist, at the interface between data produced and the issues raised by the staff in order to help decision-making.Team sports involve individuals who play as a team. By definition, analyzing these sports requires both individual and collective assessment. It is this double analysis that was carried out during this thesis. The individualization of performance monitoring and health condition of players is clearly essential and it involves the development of statistical tools adapted to the issues raised. Z-score-based methods development for the analysis of biomarkers derived from longitudinal monitoring is an example of the reciprocal contribution that a collaboration between biostatistics and sports science can produce: a better understanding of players' state of health, which is essential for optimizing their performance and minimizing exposure to injury risk factors, and the prospects for optimizing existing statistical tools. The correction of a widely used test, the Mann-Whitney test also finds its place in the will to compare individual performance evolving over time, an issue encountered in detection, selection or rehabilitation protocols.Then, the collective dimension has been investigated. The individualization of the monitoring makes it possible to understand what is happening within each player and to personalize support by the staff. But what about team management? How can managing a group optimize its performance and impact the occurrence of injuries? Through two studies on rugby union, we have shown through the application of adapted statistical tools that the collective dimension of the analysis of the performance was essential to its understanding. Indeed, an optimized group management, favorable to the creation of collective experience, cohesion, and cleverly spreading playing time between the players contributes to better performance. The perspectives raised by these quantitative analyzes of collective experience in a collective sport were discussed. Including the impact on the occurrence of injuries which is a major issue raised by staffs because directly impacting the performance of the group. But the relationship between workforce management and injuries is poorly analyzed.Studies presented in this thesis illustrate some stapes of the necessary exchange between the different disciplines gathered around sports sciences and show how biostatistics fit into the decision-making process of the staffs.