Traditionnellement présentés comme des univers étanches et que tout semble opposer, les marchés financiers sont de plus en plus structurés comme des marchés de consommation. Au regard de l’analyse pragmatique de la réalité économique et sociale de ces deux secteurs, il apparaît donc juste et opportun d’offrir aux investisseurs particuliers une protection essentiellement comparable à celles des consommateurs. C’est d’ailleurs dans cette direction que s’oriente nettement le droit financier ces dernières années. L’émergence d’un principe d’assimilation des investisseurs aux consommateurs permet de rendre compte juridiquement de ce phénomène de « consumérisation » du droit financier et d’aller plus loin en ce sens. Techniquement, ce principe invite à la reconnaissance d’une notion juridique hybride d’investisseur consommateur.Pratiquement, les investisseurs-consommateurs pourraient revendiquer directement l’application de nombreuses dispositions du Code de la consommation. À un niveau plus théorique, ce principe invite à repenser en profondeur la manière traditionnelle de concevoir le paradigme du droit financier et les principales notions des deux disciplines mobilisées. Enfin, parce que la technique juridique d’assimilation s’est révélée être un « impensé » de la science du droit, une réflexion en retour sur ce procédé a été engagée. Il en ressort, qu’en droit, l’assimilation présente une suffisante spécificité justifiant une double reconnaissance : d’une part, en tant qu’instrument normatif, en un principe général d’assimilation et, d’autre part, en un concept de la science du droit à fonctions théoriques multiples. / Financial markets, traditionally presented as separate watertight universes, are now structured increasingly as consumer markets. With regard to the pragmatic analysis of the economic and social reality of these two sectors, it appears justified to offer to private investors a form of protection that is essentially comparable to protection offered to consumers. Moreover, financial law has been clearly oriented in this direction other the last years. The emergence of a principle of assimilation of investors with consumers makes it possible to recognize this phenomenon of ‘consumerisation’ of financial law and to go further with this idea. Technically, this principle encourages the recognition of a hybrid legal notion of investor-consumer. On a practical level, investors-consumers could demand directly the application of numerous provisions of the Consumer Code. On a more theoretical level, this principle encourages a thorough rethinking of the tradition way in which the paradigm of financial law and the principal notions of the two mobilized disciplines are perceived. Finally, because the legal technique of assimilation has proved to be an ‘unthinkable’ of legal science, a back reflection has begun. From this it has emerged that, in law, assimilation presents sufficient specificity to justify a double recognition : on the one hand, as a normative instrument of general principle of assimilation and, on the other hand, as a concept of legal science with multiple theoretical functions.

[pt] Este estudo teve como foco investigar como se dá o processo de formação de conceitos científicos, especificamente no ambiente de uma sala de aula, utilizando como metodologia a Teoria Geral da Atividade do psicopedagogo russo Alexei Nikolaivich Leontiev (1903-1979), apoiado pela Teoria Histórico-Cultural do bielo-russo Lev Semienovich Vigotski (1896-1934), com interlocução com a Teoria da Assimilação de Piotr Yakovlevich Galperin (1902-1988). Orientou-se pelo pressuposto de que o ensino estruturado, segundo os princípios da Teoria Histórico-Cultural, converge para o processo de formação dos conceitos científicos, promovendo o desenvolvimento das funções complexas, da estruturação da consciência e da constituição da personalidade. Partiu-se da seguinte questão: como se dá o processo de construção dos conceitos científicos, especificamente no ambiente de uma sala de aula? A parte empírica da pesquisa foi desenvolvida na cidade de Corumbá (MS), numa escola estadual, com três turmas do primeiro ano do ensino médio e suas respectivas professoras. Foram acompanhadas e analisadas diversas sequências didáticas na disciplina de biologia. O método empregado foi o dialético. Os instrumentos de coleta de dados foram: entrevistas semi estruturadas, questionários e diário de campo. A pesquisa trouxe evidências de que as questões relativas à motivação, à contextualização dos conceitos, à função da avaliação e ao papel do ensino médio na educação básica compõem aspectos fundamentais a serem considerados no processo ensino aprendizagem dos conceitos científicos. Também demonstrou que a Teoria Geral da Atividade constitui um valioso recurso para a análise do processo educativo, especialmente aquele relacionado à formação de conceitos científicos. / [en] The main objective of the study was to investigate the process of building scientific concepts, specifically in a classroom environment, using the methodology of the General Theory of Activity from the Russian psychopedagogist Alexei Nikolaivich Leontiev (1903-1979), supported by the Historical-Cultural Theory from Byelorussian Lev Semienovitch Vigotski (1896-1934), with interlocution with the Assimilation Theory from Piotr Yakovlevich Galperin (1902-1988). The assumption that conducted the research was that structured teaching, according to the principles of Historical-Cultural Theory, favors the process of building scientific concepts, by promoting the development of higher psychological functions, the structuring of consciousness and the formation of personality. It started with the following question: how does the process of constructing scientific concepts, specifically, in the classroom environment, take place? The empirical part of the study was developed in the city of Corumbá (Mato Grosso do Sul, Brazil), in a state school, in three first-grade secondary school classes and their teachers. Some teaching sequences where accompanied and analyzed during the Biology classes. The method used was dialectical; the data collection instruments were: semi-structured interviews, questionnaires and field diaries. The study provided evidence that the issues related to motivation, contextualization of concepts, evaluation function and the role of secondary education in basic education are fundamental aspects to be considered in the teaching-learning formation process of scientific concepts. It also demonstrated that the General Theory of Activity constitutes a valuable resource for the analysis of the educational process, especially the one related to the formation of scientific concepts.