Made available in DSpace on 2016-04-25T18:39:48Z (GMT). No. of bitstreams: 1 Jeanderson Rocha.pdf: 1568320 bytes, checksum: 6520fce58e0fa5b5e4a1f36b63f383ba (MD5) Previous issue date: 2012-06-27 / Considering accounting as an applied social science, it seems quite natural that the evolution of the society, its ways of organization, its practices, including the commercial ones, as well as the invention of new technological devices and new business models, that influence the constitution of the set of knowledge necessary to the accounting professional for the proper exercise of their profession. It has been a growing perception that the market expects the accountants to be interdisciplinary agents, with holistic training, with the ability to deal with numbers and computers, which are endowed with logical reasoning and analytical, being capable of making decisions and that know how to communicate yourself efficiently. In this context, the College Institutions develop a prominent role, and must offer to their students an adequate education according to the market needs, each time more demanding and globalized. In this sense, the basic curriculum of accounting science course over the years has undergone to reformulation, where the technical and quantitative nature of the profession has been complemented with disciplines aimed at training more humanistic accountants, in order to efficiently enable them to interact and communicate with the various users of information. This work discuss about the importance of curriculum to the process of accountant formation and to the college degree in general. And finally, from the premisses issued by the UN-UNCTAD noted whether the accounting science courses that are offered in the city of Sao Paulo are appropriate to market needs, as well as the degree of adherence of the curricula of colleges of the state capital the model recommended by the UN / Sendo a contabilidade uma ciência social aplicada, parece bastante natural que a evolução da sociedade, de suas formas de organização, de suas práticas, inclusive comerciais, bem como a invenção de novos aparatos tecnológicos e novos modelos de negócios, influencie a constituição do conjunto de saberes necessários ao profissional da contabilidade para o adequado exercício de sua profissão. Tem sido cada vez maior a percepção de que o mercado espera que os contadores sejam agentes interdisciplinares, com formação holística, com habilidade para lidar com números e informática, que sejam dotados de raciocínio lógico e analítico, que tenham a capacidade de tomar decisões e que saibam comunicar-se eficientemente. Neste contexto, as Instituições de Ensino Superior IES desenvolvem um papel proeminente, devendo oferecer aos seus alunos uma formação adequada às necessidades do mercado, cada vez mais exigente e globalizado. Nesse sentido, o currículo básico do curso de ciências contábeis ao longo dos anos vem sofrendo reformulações, onde o caráter tecnicista e quantitativo da profissão tem sido complementado com disciplinas que visam uma formação mais humanista do contador, com vistas a habilitá-lo a uma interação e comunicação mais eficiente com os diversos usuários da informação. Assim, este trabalho disserta sobre a importância do Currículo no processo de formação do contador e no ensino superior em linhas gerais. E por fim, a partir das premissas emanadas pela ONU-UNCTAD, verificou-se se os cursos de ciências contábeis que são oferecidos na cidade de São Paulo estão adequados às necessidades do mercado, bem como o grau de aderência dos currículos das faculdades da capital paulista ao modelo preconizado pela ONU

A pesquisa trata da relação entre dispositivos culturais (bibliotecas) e a constituição de saberes informacionais atitudinais, em especial (mas não exclusivamente), por crianças e jovens. A abordagem da questão decorre de indagações sobre diferentes tendências observadas em torno das chamadas literacias informacionais e da aprendizagem pela pesquisa. O objetivo é identificar o papel de dispositivos culturais nos processos de construção de atitudes face ao conhecimento. A metodologia foi desenvolvida sob dois eixos: pesquisa bibliográfica e pesquisa de campo na Estação do Conhecimento Einstein- Paraisópolis, que implicou a escolha de um objeto empírico de análise: o Programa Aprendendo a Pesquisar (PAP). Além disso, a pesquisa teve abordagem e participação no contexto internacional, em diálogo com pesquisadores francófonos e profissionais que atuam nas Bibliotecas Públicas da cidade de Rennes, França. Os resultados indicam a possibilidade de reinvenção da noção de pesquisa como relação significativa dos atos de conhecer e de criar conhecimento, considerando os aspectos cognitivos, afetivos e conativos dos sujeitos no contexto do dispositivo cultural dialógico. Concluímos que a redefinição do caráter e dos modos de relação com o saber podem atuar a favor da construção de convicções internas, a serem explicitadas por ações afirmativas dos sujeitos (protagonismo cultural), fazendo frente às dinâmicas utilitaristas, procedimentais e pragmáticas que marcam nossa época, sobretudo, pela noção de competitividade pelo conhecimento, que tem marcado práticas no contexto das bibliotecas. / The research adresses the relation between cultural devices (libraries) and the constitution of attitudinal information knowledges, in special (but not exclusively), by children and young people. The approach of the question stems from inquiries about different tendencies observed around the so called informational literacies and the learning from research. The objective is to identify the role of cultural devices in the processes of construction of attitudes face to the knowledge. The methodology was developed under two axes: bibliographic research and field research in the Estação do Conhecimento Einstein-Paraisópolis, which implied the selection of an empiric object of analysis: the \"Learning to Research Program\" (Programa Aprendendo a Pesquisar (PAP). Furthermore, the research has had approach and participation in the international context, in dialogue with francophone researchers and professionals who act in Public Libraries in the city of Rennes, France. The results indicate the possibility of reinvention of the notion of research as significant relation of the acts of knowing and creating knowledge, considering the cognitive, affective and conative aspects of the subjects in the context of the dialogical cultural device. We conclude that the redefinition of the character and of the means of relation with knowing can act in favor of the construction of internal convictions, to be explicit by affirmative actions of the subjects (cultural protagonism), facing the utilitarian, procedural and pragmatic dynamics that mark our time, above all, for the notion of competitiveness for knowledge, that has been marking practices in the context of the libraries.

Submitted by Maria Aparecida (cidazen@gmail.com) on 2017-04-19T12:20:43Z No. of bitstreams: 1 Alice Parentes da Silva.pdf: 2593569 bytes, checksum: 94296a54a64fb3bfbea374d603ced0cd (MD5) / Made available in DSpace on 2017-04-19T12:20:43Z (GMT). No. of bitstreams: 1 Alice Parentes da Silva.pdf: 2593569 bytes, checksum: 94296a54a64fb3bfbea374d603ced0cd (MD5) Previous issue date: 2017-02-01 / Introduction: Good practices towards parturition and birth are recomendations based on scientific evidence of researches performed in different countries, which are the foundation for the work of Rede Cegonha, which aims to promote humanized assistance with quality, in addition to give women the chance of having a safe and positive experience, during pregnancy, parturition and birth. Among the notable and proved practices, which must be stimulated during labor, parturition and post-parturition we shall highlight: the free will companion during labor, parturition and post-parturition; the skin-to-skin contact between mother and child and the breastfeeding as precocious practices developed, preferably, in the first hour of life of the newborn. Objectives: To analyze the expectations and experiences of women during parturition and birth. Method: Qualitative research divided in three phases: prenatal interview; the observation of parturition; interview during puerperium. For database analysis, it was used the Contest Analysis in the Theme modality. Results and discussion: Eighteen women in the prenatal phase were interviewed. Among them, twelve were interviewed during puerperium and four were observed during parturition. The categories that highlighted in the research were: Too many doctors, no bond; An individual of the family would bring us another perspective from the birth room; The kind of parturition expected and the kind of parturition experienced; Sometimes they already put on the chest. Among the practices studied, the free will companion was the nearest recommended by the good practices during parturition and birth. On the other hand, breastfeeding showed the worst results during the research. Final considerations: Despite the actions on national levels, that aim to encourage the implementation of good practices during parturition and birth, those practices still presents many challenges. / Introdução: As boas práticas de atenção ao parto e ao nascimento são recomendações baseadas em evidências científicas de pesquisas realizadas em diversos países e ancoram a formulação das ações da Rede Cegonha, que visa promover assistência humanizada e de qualidade, além de possibilitar às mulheres experiências seguras e positivas durante a gravidez, o parto e o nascimento. Dentre as práticas demonstradamente úteis, que devem ser estimuladas durante o trabalho de parto, parto e pós-parto destacamos: o acompanhante de livre escolha no trabalho de parto, parto e pós parto; e o contato pele a pele entre a díade mãe-bebê e a amamentação como práticas precoces, desenvolvidas, de preferência, na primeira hora de vida do recémnascido. Objetivos: Analisar as expectativas e experiências de mulheres em relação ao momento do parto e do nascimento. Método: Pesquisa qualitativa realizada em três fases: entrevista no pré-natal; observação do parto; e entrevista no puerpério. Para análise dos dados foi utilizada Análise de Conteúdo na modalidade Temática. Resultados e discussão: Foram entrevistadas 18 mulheres na fase do pré-natal. Dessas, 12 foram entrevistadas no puerpério e 4 foram observadas durante o parto. As categorias encontradas foram: Muitos médicos, pouco vínculo; Uma pessoa da família seria o outro olho da gente; Parto esperado e parto vivido; Às vezes eles já colocam no peito. Das práticas estudadas, o acompanhante de livre escolha foi a que se apresentou mais próxima do preconizado pela RC. Por sua vez, a amamentação apresentou os piores resultados no estudo. Considerações finais: Apesar das ações a nível nacional que estimulam as boas práticas ao parto e nascimento, a implementação das mesmas ainda apresenta muitos desafios.

Made available in DSpace on 2016-07-27T13:54:18Z (GMT). No. of bitstreams: 1 JOICY MARA REZENDE ROLINDO.pdf: 889362 bytes, checksum: c7733a9787cadb75712009b3a9b0c87e (MD5) Previous issue date: 2008-08-20 / The significant growth of the undergraduate teaching in our country has making educational system worry about the teaching formation of those teachers who work in this educational level. Based in the necessity of looking at carefully to teaching education, this work tried to identify how teachers who do not have a specific formation to teaching realize their own formation and qualification to work at colleges (ensino superior). We have comprehended and known about the representations they have about themselves as teachers and how they act in during the teaching action. For that, it was necessary to get some elements which make part of their professionalism as teacher, their views about the requirement of teaching and action in the classroom. We chose and selected the graduation course of Agricultural Engineering at Goiás State University (UEG) as the research context, where thirty teachers have answered a questionnaire, and five teachers were interviewed and gave us permission to observe their classes for a semester. The reason why we have chosen this course is that the most part of teachers do not have a specific, didactic and pedagogic education. The theory which we use as a basis for this study was: data analisys avaliable in bibliography about the university pedagogy and teaching education presented by foreign researchers such as Tardif, Nóvoa, Shulman, Ariza and Toscano and Brazilian researchers such as Masetto, Cunha, Morosini, Veiga, Vasconcelos, Pimenta, Pimenta e Anastasiou e Libâneo. In the research we used the qualitative method and a case study. In the first moment the subjects of this research answered a questionnaire in which we could obtain data about personal identification, academic and educational formation and their professional life. In a second moment, we selected five teachers who were interviewed and whose classes we observed. We still used as instruments for this research the Project politician. Pedagogic of the institution and the lesson plans of those teachers. The analisys showed that a) based on the their representations, the academic teachers do not consider the pedagogic formation as a basis of the professional identity and their action in the classroom. They consider most their knowledge in their specific area; b) the pedagogic formation, in the studied context, is based on their own professional experience and in their own practice through a right and wrong process; c) there is a favorable motivation to teacher occupation. The conclusions point to the necessity of having an academic and teaching formation based in the theorical and scientific dimension in a specific area in which those teachers act and the necessity of techniques and practice involving a professional and specific preparation to teaching, in which we must include a didactic knowledge education (Cf. Libâneo, 1994, p.27) / O aumento significativo das instituições de Ensino Superior no país tem levado a uma crescente preocupação com a qualificação dos professores que atuam nesse nível de ensino. Diante da necessidade de uma atenção maior à formação docente, este estudo buscou captar como professores sem formação específica para a docência representam seu próprio preparo para atuação no ensino superior. Tratouse de saber as representações que fazem de si próprios como professores e como elas atuam na configuração de sua prática docente. Para isso, foi necessário buscar alguns elementos da constituição de sua profissionalidade como professor, suas percepções sobre requisitos da atividade docente e sua atuação em sala de aula Foi escolhido como campo de pesquisa o curso de Engenharia Agrícola da Universidade Estadual de Goiás, onde trinta professores responderam a um questionário, dos quais cinco passaram por entrevistas e tiveram suas aulas observadas por um período de um semestre. A escolha desse curso deu-se em razão de existir maior probabilidade de seus professores não possuírem formação pedagógico-didática específica. A fundamentação teórica para estudo e análise dos dados foi obtida na bibliografia disponível sobre pedagogia universitária e formação de professores, tendo sido consultados autores estrangeiros, como Tardif, Nóvoa, Shulman, Ariza e Toscano e nacionais, como Masetto, Cunha, Morosini, Veiga, Vasconcelos, Pimenta, Pimenta e Anastasiou e Libâneo. A pesquisa realizada foi qualitativa, utilizando-se o estudo de caso. Na primeira etapa, os docentes responderam a questionário visando obter dados referentes à identificação, formação acadêmica e desenvolvimento profissional. Na segunda etapa, foram selecionados cinco os professores para serem entrevistados e serem observados em suas aulas. Foram utilizados, também, como instrumentos de pesquisa, o projeto Pedagógico da instituição e os Planos de Ensino dos professores. A análise de dados mostrou que: a) segundo suas representações, os docentes universitários não consideram a formação pedagógica como base de identidade profissional e nem de usa prática docente. Esta tem como peso significativo os saberes da área específica; b) a formação pedagógica, no âmbito do curso estudado, se dá pela prática e pela experiência adquirida na própria prática por um processo de erro e acerto; c) há uma motivação favorável à profissão de professor. As conclusões a que se chegou estão em conformidade com as necessidades de formação do docente universitário com a abrangência de duas dimensões: a teórico-científica na área específica de atuação e a técnico-prática visando à preparação profissional específica para a docência, incluindo aqui o conhecimento didático ( Cf. Libâneo, 1994, p. 27)

L’avancée des forêts au Moyen Age confinait à une proximité inquiétante avec des animaux sauvages qui échappaient à notre volonté de maîtrise et de contrôle, engendrant d’inévitables conflits de territoire. Ces conflits sont à l’origine du classement de certaines espèces dans la catégorie des « nuisibles ». Les plus étudiés d’entre eux demeurent les grands prédateurs, loup et ours notamment. Les mustélidés (la belette (Mustela nivalis), la fouine (Martes foina), la martre (Martes martes), le putois (Mustela putorius) et le vison d’Amérique (Mustela vison)) ont beau être des prédateurs plus discrets en taille comme en popularité, ils n’en demeurent pas moins étroitement dépendants des « respirations » de l’imaginaire humain. Leurs mœurs nocturnes et leurs comportements furtifs sont le terreau sur lequel poussent et se nourrissent les perceptions humaines. Brossant le portrait de cette insaisissable engeance, regroupée par les piégeurs sous le vocable collectif de « sauvagine », nous engageons une réflexion pluridisciplinaire réconciliant sciences naturelles et humaines et mêlant plusieurs approches capables de s’éclairer et de se répondre : géographie, anthropologie, écologie et symbolisme. L’étude des écrits naturalistes anciens, associée à un travail d’enquête auprès de naturalistes et de piégeurs dans les campagnes de moyenne montagne du sud-ouest du Massif central (Aveyron, Tarn et Tarn-et-Garonne), permet de mieux appréhender l’évolution de la notion d’animal « nuisible » et sa perception par les acteurs de terrain. Éternels « hors-la-loi », les mustélidés déjouent nos tentatives de les cerner, de les identifier et de leur assigner un territoire parfaitement distinct du nôtre. Le partage des territoires échoue, l’homme échouant à tenir ces petits animaux ondoyants en respect, à leur place, de leur côté de la barrière. Les « nuisibles » offrent une illustration exemplaire de l’homme confronté au sauvage et permettent une analyse de l’hésitation permanente entre ordre et désordre, partage et partage, altérité et identité. / The advance of forests in the Middle Ages bordered on a disturbing nearness with wild animals which escaped our will of control, engendering inevitable conflicts of territory. These conflicts are at the origin of the classification of certain animal species in the category of “pests”. The most studied of them remain the big predators, wolf and bear in particular. Mustelids (weasel (Mustela nivalis), stone marten (Martes foina), marten (Martes martes), polecat (Mustela putorius) and American mink (Mustela mink)) may be more discreet predators in size as in popularity, they remain not less strictly dependent on “breaths” of the human imagination there. Their night-customs and their furtive behavior are the compost on which the human perceptions grow and feed. Painting a portrait of this imperceptible scum, grouped by trappers under the collective word of “Sauvagine”, we commit a multidisciplinary reflection reconciling natural and human sciences and mixing several approaches : geography, anthropology, ecology and symbolism.The study of natural histories, associated with investigations with naturalists and with trappers in the countrysides of low mountain range of the southwest of Massif Central (Aveyron, Tarn and Tarn-et-Garonne), allows to comprehend better the evolution of the notion of “pests” and its perception by rural actors. Eternal “outlaws”, weasels frustrate our attempts to encircle them, to identify them and to assign them a territory perfectly different from ours. The sharing of territories fails, the man failing to hold these small undulate animals in respect, on their place, from their part for the barrier. “Pests” offer an exemplary illustration of the man confronted with the savage and allow an analysis of the permanent hesitation between order and disorder, sharing and sharing, otherness and identity.

Submitted by Mário Sérgio Machado Souza (marios_machado@yahoo.com.br) on 2016-07-20T17:50:00Z No. of bitstreams: 1 Dissertação_Mário Sérgio_Versão final digital.pdf: 889800 bytes, checksum: 03c3876e3e935f39bdde43ef12be107a (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2016-07-21T14:48:01Z (GMT) No. of bitstreams: 1 Dissertação_Mário Sérgio_Versão final digital.pdf: 889800 bytes, checksum: 03c3876e3e935f39bdde43ef12be107a (MD5) / Made available in DSpace on 2016-07-21T14:48:01Z (GMT). No. of bitstreams: 1 Dissertação_Mário Sérgio_Versão final digital.pdf: 889800 bytes, checksum: 03c3876e3e935f39bdde43ef12be107a (MD5) / Esta dissertação, Mobilização e Recontextualização dos Saberes Docentes: um estudo sobre a prática pedagógica de professores(as) de cursos técnicos de Educação Profissional, apresenta pesquisa qualitativa realizada no Mestrado em Educação da Faculdade de Educação da Universidade Federal da Bahia. O título indica o objetivo geral da pesquisa em compreender a forma com que docentes da Educação Profissional e Tecnológica recontextualizam, isto é, de que forma eles selecionam, se apropriam e relacionam os diversos saberes em sua prática cotidiana, de modo a criar novos saberes. Para tanto, utilizamos enquanto aporte teórico, entre outros autores, as ideias de Tardif e Charlot sobre saberes docentes, Bernstein e Caria sobre mobilização e recontextualização do conhecimento. Utilizamos na pesquisa a abordagem qualitativa, em forma de estudo de caso, mas com inspirações no método etnográfico, já que, além de realizar entrevistas com os docentes, fizemos o acompanhamento de suas rotinas de trabalho, incluindo sua atuação em sala de aula e o momento de interação entre eles nos espaços da instituição. Visamos descrever o mais detalhado possível as situações descritas e vivenciadas pelos docentes de forma a exaltar o potencial formativo da prática e da troca de experiências. A pesquisa de campo se organizou em três momentos: 1) registro por meio de observação em sala de aula da atuação docente; 2) registro de observação dos momentos de interação e troca de experiências pelos docentes; 3) realização de entrevistas individuais com os docentes. O campo de pesquisa foi uma instituição privada de Educação Profissional e Tecnológica de Salvador, onde os sujeitos foram 10 professores que ministram várias disciplinas nos cursos ofertados pela instituição. Ao final da pesquisa, a compreensão sobre a mobilização e recontextualização dos saberes dos professores/as foi construída de forma interativa entre o pesquisador e os sujeitos da pesquisa. Observamos que, para que haja um avanço significativo e perene nas políticas de formação de docentes para esta modalidade de ensino, é necessário valorizar não apenas os conhecimentos formais, sistematizados, escolarizados, mas, também, os saberes oriundos das experiências desses docentes. Esses saberes, por sua vez, se constituem em uma soma de fatores que vão desde suas histórias de vida e passam por suas relações cotidianas com seu trabalho, com os outros e consigo, que constroem e reconstroem saberes, contribuindo para uma formação docente emancipadora. / ABSTRACT This dissertation, Mobilization and contextualization of Knowledge Teachers: a study of the pedagogical practice of teachers (the) technical courses Professional Education presents qualitative research conducted in the Master of Education Faculty of the Federal University of Bahia Education. The title indicates the general objective of the research to understand the way teachers of Vocational and Technological Education, recontextualize that is, how they select, they appropriate and relate the various knowledge in their daily practice, in order to create new knowledge. Therefore, we use as a theoretical contribution, among others, the ideas of Tardif and Charlot on teaching knowledge, Bernstein and Caria on mobilization and re-contextualization of knowledge. We use research qualitative approach in the form of case study, but with inspirations in the ethnographic method, as well as conduct interviews with teachers, made the monitoring of their work routines, including his performance in the classroom and the time interaction between them in the spaces of the institution. We aim to describe as detailed as possible to the situations described and experienced by teachers in order to exalt formative potential of practice and exchange of experiences. The field research was organized in three stages: 1) record through observation of classroom teaching performance; 2) observation record of the moments of interaction and exchange of experiences by teachers; 3) conducting individual interviews with teachers. The research field was a private institution of Professional and Technological Education of Salvador, where the subjects were 10 teachers who teach various disciplines in the courses offered by the institution. At the end of the research the understanding of the mobilization and re-contextualization of knowledge of teachers (as) was built interactively between the researcher and the research subjects. We note that, so there is a significant and lasting improvement in teacher training policies for this type of education, it is necessary to appreciate not only the formal, systematized, schooled knowledge, but also the knowledge derived from the experiences of these teachers. This knowledge, in turn, constitute a sum of factors ranging from their life stories and go through their daily relationships with their work, with others and with that construct and reconstruct knowledge, contributing to teacher training emancipatory.

Les recherches menées en Guyane sur l’Ecole, mettent en avant l’inadaptation du système scolaire au regard de la situation géographique et sociolinguistique du territoire. Les résultats scolaires rapportés au niveau national, placent l’Académie de la Guyane en queue de peloton. Dans une société si diversifiée; composée de groupes dont l’installation est très ancienne ; doivent cohabiter des populations très récemment installées. Les difficultés linguistiques sont propulsées comme vecteurs de l’échec scolaire. La réussite scolaire s’impose sur tous les sites et auprès de l’ensemble de la population scolarisée. Avant les années 70, les populations bushinengué, considérées comme «indigènes» ou «tribales», selon la terminologie de l’époque étaient écartées du système politique, économique, social et éducatif. Elles étaient essentiellement régies par des règles coutumières. Après 40 ans de changement administratif et statutaire : comment les jeunes bushinengué habitant Apatou, appréhendent le système scolaire ? Que signifie aller à l'école, y travailler, y apprendre les savoirs proposés ? Comment vivent-ils leur scolarité ? Quels sont leurs ambitions, leurs projets ? Quels regards portent-ils sur l’Ecole ? sur leur commune ? Cette recherche vise à comprendre, dans une société en pleine mutation, comment les collégiens d’Apatou à travers le rapport au savoir, se construisent, se projettent et cultivent la réussite dans l'espace scolaire. Les données sur la singularité des histoires scolaires des élèves de la 6ème à la 3ème, seront recueillies à partir d’observations, d’entretiens et de questionnaires / Researches carried out in French Guiana, reveal that the school system isn’t adapted in regards to the territory’s geographical and sociolinguistic situation. Reported at the national level, the school outcomes rank French Guiana on the tail of the peloton. It is a diversified society where anciently settled people and recently settled ones must live together. Language difficulties are shown as conveyors of school failure. Academic success applies to all sites and to the entire school population. Before the 70s, bushinengue considered as “indigenous” or “tribal”, according to the terminology in use at that time, were excluded from the political, economic, social and educational systems. They were essentially governed by customary laws. After 40 years of administrative and statutory changes : This research aims at understanding, how high school students, learning subjects develop and how do they evolve in school, through the notion of relationship to knowledge. Data on the specificity of their educational background will be collected from observations, interviews and questionnaires. It will contribute to understanding how individuals from a society undergoing massive changes and can manage to cultivate their success.

Nous nous fixons pour but, dans cette thèse, de contribuer à la lecture des récits d'Eric Chevillard sous l’angle des savoirs à l’œuvre. Pour ce faire, nous nous intéressons aux questions d’insertion et d’appropriation de discours étrangers dans sa prose narrative et autres écrits. De manière générale, si les questions d’interdisciplinarité ont été abordées via l’étude de quelques-uns de ses romans, cette thèse se consacre à l’œuvre entière en analysant l’importance et la pertinence de ce qu’il conviendrait ici de nommer l’esprit encyclopédique chevillardien. En se servant de l’épistémocritique comme approche générale des liens entre savoirs et discours littéraire, ce travail s’emploie à lire cette relation dialogique qui induit de fait le rapport de l’écrivain à la science, au savoir et à la connaissance. Le but de ce travail est donc de questionner cette inquiétude proprement poétique du savoir. L’examen porte ainsi sur la manière dont le langage poétique et romanesque articule le savoir, le met en œuvre. L’approche encyclopédique permet finalement de constater, chez l’auteur, une continuation de la tendance qui, depuis Flaubert du moins, montre une appropriation « palimpsestique » de discours de savoir. D’autant que, dans les récits étudiés ici, ce rapport au savoir oscille fréquemment entre logique dissertative et réflexivité. / In this thesis, we aim to contribute to the reading of Eric Chevillard's work by analyzing the relationships between science and litterature. In order to do this, we are interested in questions of insertion and appropriation of foreign discourses in his narrative prose and other writings. In general way, if the questions of interdisciplinarity have been studied through the analysis of some of the author’s novels, this thesis is devoted to the entire work by analyzing the importance and relevance of what should be called chevillard’s encyclopaedism. Using epistemic analysis as a general approach to the links between knowledge and literary discourse, this work attempts to read this dialogical relationship which in fact induces the writer’s relation to science and knowledge. The aim of this thesis is therefore to study this properly poetic concern of knowledge. We thus examine the way in which poetic and romantic language articulates knowledge and implements it. Here, the encyclopaedic approach finally reveals readers to see in his work a continuation of the tendency which, since Flaubert at least, shows a "palimpsestic" appropriation of discourse of knowledge. Especially since, in the narratives studied, this relation to knowledge oscillates between dissertative logic and reflexivity.

Em um mundo cada vez mais transnacional e multicultural, a identidade cultural é formada por meio de um processo constante de mobilidade e deslocamentos, resultando na formação de identidades culturais diaspóricas. Tais identidades culturais híbridas e heterogêneas se caracterizam por travessias de fronteiras e limitações impostas à construção da subjetividade. O presente estudo consiste em uma análise interpretativa de representações de identidades culturais diaspóricas em dois escritos autobiográficos ficcionais: Borderlands/La Frontera: The New Mestiza (1987), de Gloria Anzaldúa e Zami A New Spelling of my Name, a biomythography (1982), de Audre Lorde. As representações de identidades culturais diaspóricas desenvolvidas em ambos os textos produzem efeitos que desestabilizam a política de representação da identidade cultural articulando identificações e desejos informados por hibridismo e diferença bem como reconstruindo a categoria da experiência e a produção do conhecimento através da ficcionalização da construção da identidade. O objetivo é investigar como as vozes narrativas projetam representações de identidades culturais diaspóricas simultaneamente resistentes e marginais em relação à cultura hegemônica. Tais representações são analisadas à luz do seguinte referencial teórico: a reconstrução da categoria da experiência de Joan Scott; a teoria dos conhecimentos situados de Donna Haraway; e uma estratégia crítica que propõe uma intersecção entre argumentos advindos do pensamento feminista e pós-moderno, que postulam a identidade como um constructo fluído, múltiplo, e instável, sustentada em The Politics of Postmodernism, de Linda Hutcheon; a coleção de ensaios editada por Linda Nicholson, Feminism/Postmodernism; e The Postmodern Condition, de Jean-François Lyotard. O referencial teórico oferece uma perspectiva privilegiada para a investigação de representações de identidades culturais que questionam a concepção de identidade como fixa autônoma e anterior ao contexto sócio-histórico no qual a identidade e sua representação são formadas. / In an increasingly transnational and multicultural world, cultural identities are shaped through a constant process of mobility and displacements, resulting in the formation of diasporic cultural identities. These hybrid heterogeneous cultural identities are characterized by multiple crossings of borders and limitations imposed on the construction of a sense of subjectivity. The present study consists of an interpretative analysis of representations of diasporic cultural identities in two fictional autobiographical writings: Gloria Anzaldúa’s Borderlands/La Frontera: The New Mestiza (1987) and Audre Lorde’s Zami A New Spelling of my Name, a biomythography (1982). The representations of diasporic cultural identities developed in both texts produce disruptive effects on the politics of representation of cultural identity by articulating identifications and desires informed by hybridity and difference as well as reconstructing the category of experience and the production of knowledge through the fictionalization of the construction of identity. The objective is to investigate how the narrative voices project representations of diasporic cultural identities simultaneously resistant and “marginal” to the hegemonic culture. These representations are analyzed under the following theoretical framework: Joan Scott’s reconceptualization of the category of experience; Donna Haraway’s theory of situated knowledges; and a critical strategy that proposes an intersection of arguments derived from feminist and postmodern thinking, which posit identity as a fluid, multiple, and unstable construct, supported on Linda Hutcheon’s The Politics of Postmodernism; the collection of essays edited by Linda Nicholson, Feminism/Postmodernism; and Jean-François Lyotard’s The Postmodern Condition. The theoretical framework provides a privileged perspective to investigate representations of cultural identity that question the conception of identity as fixed, autonomous, and prior to the social-historical context in which identity and its representation are shaped.

Actuellement, le développement du travail en mode projet, ainsi que le travail en réseaux, entraînent de profondes modifications dans la manière de concevoir les espaces de travail et les bureaux. Les entreprises qui conçoivent ces espaces associent souvent des architectes et des designers.La thèse a pour objet de répondre à la question suivante : comment les connaissances nouvelles sont elles générées dans les activités de conception relatives au domaine de l'aménagement des espaces de travail ?Le premier chapitre s'articulera autour des différents travaux relatifs aux activités deconception (travaux de Lebahar, Hatchuel et Visser, etc.). Le second s'intéressera aux différentes théories relatives à la génération des connaissances (travaux de Nonaka, Tsoukas et Engeström, etc).Afin de répondre à notre question de recherche, nous avons mis en place un dispositif d'observation de longue durée au sein des entreprises étudiées (approche de nature ethnométhdologique). Il s'agit de deux entreprises parisiennes spécialisées dans l'aménagement des espaces de travail: Génie des Lieux et Workspace CBRE.Nous avons montré que des difficultés d'intercompréhension apparaissent dans les activités de conception. Ces obstacles sont dûs à l'existence des connaissances tacites relationnelles au sens d'Harry Collins. Ces dernières peuvent être rendues explicites par la conception d'objets intermédiaires. Nous avons vu également comment la conception des artefacts en deux dimensions et en trois dimensions permet la génération des connaissances nouvelles et utiles dans un projet d'aménagement d'espaces de travail. / The development of this work is currently carried out in a project mode, since working in the network requires deep modifications in a way of conceiving the workspaces as well as the offices. The enterprises that conceive these spaces often associate both the designers and the architects.The purpose of this present thesis is to answer the flowing question: how are the recent knowledges generated in the conception activities which appear in the field of work space planning?The first chapter focuses on the works related to the conception activities (works of Lebahar, Hatchuel and Visser...etc...). The second deals with the different theories relating to the generation of knowledge (works of Nonaka, Tsoukas and Engeström... etc...).To answer our research question, we have installed a device which requires a long_term intervention inside the enterprises meant for study (ethnomethodological approach). There are two Parisian enterprises that specialize in work space planning: (GENIE DES LIEUX and workspace CBRE).During the work, we have shown some difficulty intercomprehension that emerged in the conception activities. We have concluded, as a result, that these obstacles were due to relational tacit knowledges (RTK) according to Harry Collins theory. However these difficulties can be made explicit by the conception of intermediate objects.We have also noticed that ho when conceiving the artifacts into two and three dimensions, this allows the generation of new and useful knowledges in a project of work space planning.