Made available in DSpace on 2016-03-15T19:30:48Z (GMT). No. of bitstreams: 1 Marcelo de Souza Bispo.pdf: 13963819 bytes, checksum: 4a31dbccf26b40ed671961b264b93b27 (MD5) Previous issue date: 2011-06-16 / Fundo Mackenzie de Pesquisa / The demands on organizations for innovation and change in order to survive in a hyper-competitive environment suggest new ways of thinking "what is" to learn and to know, that seems to go beyond what is available in books, textbooks, classrooms and companies training rooms. We must try to understand how people learn from each other in everyday life,from the social interactions that transcend the formal processes used by organizations. This effort requires looking at organizations as symbolic fields in which people live in constant interaction mediated by language building meaning to their everyday activities (HATCH;YANOW, 2003). According to this perspective it is possible to understand the organization as a place of learning and knowledge generation, permeated by negotiation and continued exchange among its members and artifacts, especially the technological ones, which share the same environment (BRUNI, 2005; BRUNI; GHERARDI; PAROLIN, 2007, SUCHMAN et al., 1999). Valtonen (2009) points out that micro and small tourism enterprises have a range of possibilities to be investigated and epistemological qualities that enable relevant research, unlike what occurs predominantly in the research on the Administration field, where such organizations are seen as displaying a "knowledge vacuum" or being unable to adopt efficient systems of knowledge management. In this sense Valtonen (2009) points out that small companies in the tourism sector contribute to a distinct way of knowledge generation,particularly when the focus is on a more practical knowledge. This research adopted as a guiding question how the process of collective learning of using information and communication technologies, particularly the Internet, while labor practice in a travel agency occurs. The main objective of the research was to understand the process of collective learning of technology use as a practice in travel agencies. In this perspective, Practice-based Studies (PBS) is seen as an option to debate, discuss and understand the collective and nonformal learning processes in organizations (NICOLINI; GHERARDI; YANOW, 2003;GHERARDI, 2001, 2006). To Gherardi (2006) such an understanding allows working with the phenomena in a situated form, whereas the temporality and historicity have significant value to a better understanding of social worlds. Also according to the author, this way of thinking about organizations value what she regards as knowing-in-practice , i.e., that knowledge is situated as a social, human, material, aesthetic, emotional and ethical process.Ethnomethodology was used as an empirical research strategy for conducting this study which was carried out in three travel agencies belonging to the same company during a period of seven months. The main findings concern to how the use of technology as a practice influences the organizing, sales and management processes inside the researched company and the main conclusion is that collective learning is not the extrapolation of learning at the individual level / As demandas sobre as organizações por inovação e mudança para sobrevivência no ambiente hiper-competitivo sugere novas formas de pensar o que é aprender e conhecer que parecem ir além do que está disponível em livros, manuais didáticos, salas de aula e treinamentos nas empresas. É preciso tentar entender como as pessoas aprendem umas com as outras no cotidiano, a partir das interações sociais que transcendem os processos formais utilizados pelas organizações. Este esforço exige pensar as organizações enquanto campos simbólicos nos quais as pessoas convivem em constante interação, mediadas pela linguagem construindo significado e sentido para suas atividades cotidianas (HATCH; YANOW, 2003).Segundo esta ótica é possível entender a organização como um espaço de aprendizagem e geração de conhecimento, permeado de negociação e troca contínua entre seus membros e os artefatos, especialmente os tecnológicos, que compartilham de um mesmo ambiente (BRUNI,2005; BRUNI; GHERARDI; PAROLIN, 2007; SUCHMAN et al., 1999). Valtonen (2009)destaca que as micro e pequenas empresas de turismo possuem uma gama de possibilidades para serem pesquisadas e, para a autora, estas organizações possuem qualidades epistemológicas que possibilitam pesquisas relevantes, ao contrário do que ocorre predominantemente nas pesquisas na área de Administração em que estas organizações são vistas como vácuo de conhecimento ou incapazes na adoção de sistemas eficientes de gestão do conhecimento. Neste sentido Valtonen (2009) aponta que as pequenas empresas do segmento turístico contribuem para uma forma distinta da geração do conhecimento,particularmente, quando o foco está em um conhecimento prático. A presente pesquisa adotou como pergunta norteadora: como ocorre o processo de aprendizagem coletiva do uso de tecnologias de informação e comunicação, em especial a Internet, enquanto prática de trabalho em uma agência de viagens? O objetivo principal da pesquisa foi compreender o processo de aprendizagem coletiva do uso da tecnologia como prática em agências de viagens. É nessa perspectiva que os Estudos Baseados em Prática (EBP) apresentam-se como opção para debater, discutir e compreender os processos de aprendizagem coletivos e não formais nas organizações (NICOLINI; GHERARDI; YANOW, 2003; GHERARDI, 2001,2006). Para Gherardi (2006) tal entendimento possibilita trabalhar com os fenômenos de maneira situada, considerando que a temporalidade e a historicidade têm valor significativo para uma melhor compreensão dos mundos sociais. Ainda segundo a autora, esta forma de pensar as organizações valoriza o que ela coloca como knowing-in-practice, ou seja, significa que o conhecimento é situado como um processo social, humano, material, estético, emotivo e ético. A etnometodologia foi utilizada como estratégia de investigação empírica para a condução deste estudo que foi realizado em três agências de viagens de uma mesma empresa durante o período de sete meses. Os principais achados foram no sentido de como o uso da tecnologia como prática influencia os processos de organizing, vendas e gestão da empresa pesquisada e a principal conclusão é que a aprendizagem coletiva não é a extrapolação da aprendizagem no nível individual.

Submitted by isabela.moljf@hotmail.com (isabela.moljf@hotmail.com) on 2017-04-27T12:57:08Z No. of bitstreams: 1 priscilajulioguedespinto.pdf: 3970525 bytes, checksum: 39e07f9cc235df6c2bbd16e72422bb54 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-05-12T15:48:59Z (GMT) No. of bitstreams: 1 priscilajulioguedespinto.pdf: 3970525 bytes, checksum: 39e07f9cc235df6c2bbd16e72422bb54 (MD5) / Made available in DSpace on 2017-05-12T15:49:00Z (GMT). No. of bitstreams: 1 priscilajulioguedespinto.pdf: 3970525 bytes, checksum: 39e07f9cc235df6c2bbd16e72422bb54 (MD5) Previous issue date: 2015-11-24 / O presente trabalho tem como objetivo mapear as práticas de apurar crimes, desempenhadas por um inspetor de polícia, nos interrogatórios policiais da Delegacia de Repressão a Crimes Contra a Mulher (doravante DRCCM). A relevância deste trabalho deve-se ao fato de a atividade de apurar crimes, nos interrogatórios policiais, ser fundamental para a composição do processo criminal, encaminhado ao judiciário para punição dos acusados. Esta pesquisa baseia-se no referencial teórico-metodológico da Análise da Conversa de base Etnometodológica (SACKS, SCHEGLOFF e JEFFERSON (2003 [1974]) para o mapeamento sequencial dessas práticas, que são construídas localmente nas interações dos interrogatórios policiais. O trabalho insere-se no panorama da Linguística Aplicada das Profissões (SARANGI, 2005). Considerando que a apuração se processa, sobretudo, por meio de sequências de pares adjacentes de pergunta e resposta, a análise parte do estudo das práticas de apurar crimes executadas por um policial, e das perguntas e/ou afirmações que as implementam. Este estudo evidencia que, através de tais práticas, o policial atinge a sua meta institucional, tentando coletar informações que comprovem a materialidade dos delitos. Os resultados desta pesquisa mostram que das oito práticas detectadas, em apenas duas, o policial consegue as informações criminais que ele busca obter. Apesar de a maioria dessas práticas não tenham sido eficazes para o policial comprovar a materialidade dos delitos, destaca-se que o conhecimento adquirido pelos policiais civis dessas práticas possa contribuir para o desenvolvimento do trabalho policial nas Delegacias de Polícia, de modo que os próprios policiais reflitam sobre o seu fazer investigativo e busquem novas práticas que possam ajudá-los na obtenção de informações relacionadas aos delitos. / The purpose of this thesis is to map out the practices of investigating crimes led by the police officer in the police interrogations at an All-female Police Station. The relevance of this work is due to the fact that the act of investigating crimes in police interrogations is fundamental for the whole criminal process that it is then sent to the court for the correct punishment of the accused. This research is based on the methodological and theoretical references of Conversation Analysis Ethnomethodology (SACKS, SCHEGLOFF e JEFFERSON (2003 [1974]) for the sequential mapping out of these practices, which are done locally in the interactions of the police interrogations. This work is part of the so called Applied Linguistics of Professions panorama (SARANGI, 2005). Considering that the investigation is processed, above all, through the adjacent pairs of question and answer sequences, the analysis goes from the study practices of investigating crimes done by a police officer, and the questions and/or statements that they implement. This study shows that, through such practices, the police officer reaches his institutional goal in trying to collect information to prove the materiality of crimes. The results of this research show that of the eight practices detected, in only two, the police officer collects the criminal information that he seeks to obtain. Although most of these practices have not been effective to the police officer proves the materiality of crimes, it is emphasized that the knowledge gained of these practices by the police officers can contribute to the development of police work within the Police Stations, in a way that the police officers can reflect upon their interrogation techniques and seek new ways to help them get information related to the crimes.

This thesis investigates how high school students collaboratively solve naturally occurring spelling problems in an English as a foreign language (EFL) classroom in Stockholm, Sweden. The study is motivated by the scarcity of research on spelling solving, both in terms of the observable spelling practices adopted by the students and in terms of the collaborative management of spelling issues in the second/foreign language classroom. The theoretical and methodological framework is multimodal ethnomethodological conversation analysis (CA). The data consists of video recordings of ten EFL lessons that took place during five consecutive school days. The thesis focuses specifically on three spelling solving episodes and analyzes at the micro level the process by which the students go from initiating to closing the spelling solving sequence. In providing fine-grained accounts of the students’ verbal and embodied actions as they collaboratively attempt to solve the spelling problems, the thesis respecifies spelling solving strategies as observable spelling solving practices. The analysis demonstrates how the participants orient to spelling solving as an important form-focused activity. Moreover, the analysis shows how the students integrate different verbal and embodied resources as well as cultural artifacts to accomplish the spelling solving. Finally, the analysis demonstrates how the students’ relative orientations to individual versus collaborative achievements and their management of epistemic rights and responsibilities in completing the task influence the sequential organization and the outcome of the solving sequences. The thesis discusses the findings in relation to prior work on spelling solving and also points out potential implications for second/foreign language instruction that may be of use for current and future EFL instructors.

Au Québec, la décision de placer un enfant est considérée comme une mesure d’exception. En vertu du principe de maintien de l’enfant dans son milieu d’origine, cette décision doit être prise en tenant compte de la notion de réunification familiale. Lorsque cette réunification n’est pas possible, les intervenants doivent décider de la meilleure manière d’orienter le projet de vie de l’enfant afin d’assurer la stabilité des liens et la continuité des soins. Malgré l’importance de ce processus, les connaissances à son sujet sont très limitées. La recherche sur la prise de décision en protection de l’enfance s’est principalement concentrée sur l’étude des décisions individuelles et des facteurs qui les déterminent, dans une approche essentiellement déductive visant principalement à contrôler l’erreur humaine. Cependant, le processus décisionnel en protection de l’enfance est rarement individuel et la décision n’est pas prise en vase clos. Au contraire, ce processus est collectif, itératif et influencé par différents éléments du contexte. Cette thèse visait à comprendre la complexité du processus décisionnel autour de la clarification du projet de vie et du choix d’un milieu de vie de permanence alternatif à la réunification, dans le cas de jeunes enfants (0 à 5 ans). Les deux objectifs spécifiques consistaient à décrire comment les professionnels interagissent dans leurs routines pour prendre des décisions, ainsi qu’à cerner la manière dont ils interprètent le contexte institutionnel pour y arriver. Reposant sur une approche qui combine la théorie de la structuration de Giddens et l’ethnométhodologie, cette étude est le fruit de neuf mois d’observation de comités aviseurs et d’entrevues auprès d’acteurs clés (n=16). Les résultats soulignent que ce processus repose sur un contexte d’action qui prend forme grâce aux routines que créent les acteurs afin d’organiser et de comprendre leur pratique. Ils montrent la nature nettement interactive et collective de ce processus impliquant la participation d’une diversité d’acteurs avec des rôles différents. Ils permettent aussi de dégager des éléments sous-jacents qui structurent ce processus : les pivots de l’action et les logiques institutionnelles. Considérer l’ensemble de ces éléments amène parfois des tensions qui rendent compte de la complexité et du défi que celui-ci représente pour la pratique. / In Quebec, the decision to place a child is considered an extraordinary measure. Based on the principle of keeping the child in the family, this decision must consider the goal of family reunification. When such reunification is not possible, practitioners must decide on the best way to direct the child's permanent plan to ensure continuity of care and stable relationships. Despite the importance of this process, we know very little about it. Research on decision-making in child welfare has focused primarily on the study of individual decisions and the factors that determine them, in an essentially deductive approach aimed primarily towards controlling human error. However, decision-making in child protection is rarely carried out on an individual basis and decisions are not made in isolation. On the contrary, this process is collective, iterative and influenced by different contextual elements. The aim of this thesis was to understand the complexity of the decision-making process around the clarification of the permanent plan and the choice of a permanent living environment as an alternative to reunification, particularly in the case of young children (0 to 5 years old). The two specific objectives were to describe how professionals interact in their routines to make decisions, and to identify how they interpret the institutional context in order to do so. Based on an approach that combines Giddens's structuration theory and ethnomethodology, this study is the result of nine months of observation of advising committees and interviews with key actors (n=16). The results emphasize that this process is founded on a context of action that takes shape through the routines that actors produce in order to organize and understand their practice. They show clearly the interactive and collective nature of this process involving the participation of a diversity of actors with different roles. They also identify underlying elements that structure this process: the pivots of action and the institutional logics. Considering such elements together sometimes leads to tensions which reflect the complexity and the challenge it represents for practice.

The overarching aim of the present study is to elucidate how preschool teachers and children in their interaction accomplish institutional everyday activities in preschool. What is analyzed, more specifically, is how the preschool teachers and children use certain interactional phenomena as resources when they organize their social interaction. The study is a video-based study and ethnomethodological and conversation analytic perspectives are taken as theoretical and analytical points of departure. This means that parts of the video recorded material has been transcribed in detail and micro analyzed. The results of the study are presented in two empirical chapters where it is shown, in detail, how preschool teachers and children in their interaction accomplish everyday activities in preschool. In particular, it is illuminated how the interactional phenomenon question-answer-sequences can function as an important interactional and educational resource for the participants, when they organize their interaction. Further, the detailed analyses show that since the interaction is being organized through question-answer-sequences, it becomes possible for the teacher to capture and direct the children’s attention towards different mathematical, physical and linguistic contents, in line with the intentions of the curriculum, as well as create a shared experience of these curricula contents in practice. Altogether, the analyses of the study thus show how the educational practice of preschool is being accomplished locally – by preschool teachers and children in interaction. / <p>Licentiatuppsats inom den Nationella forskarskolan för ämnesdidaktik i mångfaldens förskola.</p>

This doctoral dissertation is an empirical qualitative research study on the emergence of learnables in classrooms of Swedish as a second language. It adopts a dialogical and praxeological approach, and analysis is based on video recorded teacher-student interactivities in classrooms. Learnables are taken to be linguistic items or constructs that are displayed as unknown by students, or problematized by students or teachers, and therefore oriented to as explainable, remediable, or improvable. Learnables are introduced in planned or less planned classroom activities, either in passing, while continuing the current main activity, or in sidesequences. In these activities, teachers and students not only talk, but also use other embodied resources (e.g. pointing) or available artifacts (e.g. worksheets) to highlight linguistic learnables. Teachers and students use these resources for achieving and maintaining intersubjectivity as well as contributing learnables to the interactivities. Through manifest embodied practices, abstract linguistic learnables become objectified, and knowledge about them gets organized in and through joint co-operative activities. / Denna avhandling är en empirisk, kvalitativ studie om uppkomsten av s.k. ”learnables” i svenska som andraspråksutbildning. Studien antar ett dialogiskt och praxeologiskt perspektiv, och analysen baseras på video-inspelade lärare-elevinteraktiviteter i klassrummet. ”Learnables” utgörs av språkliga objekt eller konstruktioner, som hanteras som obekanta av elever, eller som problematiseras av elever eller lärare, och därför orienteras emot som objekt som kan förklaras, korrigeras eller förbättras. ”Learnables” kan uppstå i planerade eller mindre planerade klarssrumsaktiviteter, antingen i förbigående, samtidigt som huvudaktiviteten fortsätter utan avbrott, eller i sidosekvenser. I dessa aktiviteter använder lärare och elever inte bara talspråk, utan även andra kroppsliga resurser (t.ex. pekningar) eller tillgängliga artefakter (t.ex. papper) för att fokusera på språkliga ”learnables”. Lärare och elever använder dessa medel för att uppnå och bibehålla intersubjektivitet, samt för att bidra med ”learnables” till interaktiviteterna. Genom konkreta kroppsliga metoder blir abstrakta, språkliga ”learnables” objektifierade och kunskapen om dem organiseras i och genom deltagarnas koordinerade handlingar.

La négociation d’autorité des femmes politiques burkinabè à travers leurs interactions est le thème central de la présente thèse. Cette thèse se veut une étude ethnométhodologique des formes dynamiques (émergentes) d'autorité, formes qui, jusqu'à présent, occupent peu de place, à bien des égards, tant dans la recherche sociale et organisationnelle que dans les études de sociologie du développement. Ces formes d'autorité surgissent et s'établissent ou disparaissent en fonction de la réaction des interlocuteurs tout au long d'une interaction donnée. Elles fluctuent en fonction des situations et se matérialisent par des mouvements de cadrage et de recadrage où chaque interlocuteur essaie d'établir « son autorité » en tentant d'influencer l'autre ou les autres par ses idées et ses arguments. Cette étude nous a permis de toucher du doigt les activités au quotidien de ces femmes, d’analyser leurs interactions et de rendre compte de leur combat pour se faire accepter en tant qu’actrices à part entière ainsi que de leur participation aux différentes luttes pour l’épanouissement de la femme et son implication au processus de développement. Ce faisant, ce document, que nous avons voulu plus empirique que théorique, part du constat de l’évolution sociopolitique du Burkina ainsi que des approches qui ont jalonné les différents luttes et travaux de féministes, universitaires et autres partenaires au développement. Par la suite, nous rendons compte d’une étude de terrain réalisée par la méthode dite du shadowing (filature), suivie d’analyses de conversation. Avec l'ethnométhodologie (une sociologie développée autour de l’œuvre de l’Américain Harold Garfinkel) comme principale source d’inspiration concernant le cadre analytique, il s’est agi, pour le travail d'analyse, d’opérer une série de descriptions analytiques des séquences d'interactions enregistrées puis de réaliser une catégorisation des formes dynamiques d'autorité identifiées. Cette catégorisation s’est opérée sur la base des différents marqueurs d'autorité que nous avons recensés dans des interactions impliquant quatre femmes politiques et un homme politique dans leur milieu de travail respectif. Le résultat de ces travaux nous a permis, par la suite, de faire une analyse comparative des marqueurs d’autorité, d’une part, entre les femmes politiques elles-mêmes et, d’autre part, entre celles-ci et l’homme politique. Cette comparaison nous a permis, dans un premier temps, de nous rendre à l’évidence que, comme leurs collègues hommes, les femmes politiques ont beaucoup recours à des marqueurs d’autorité pour non seulement s’affirmer comme actrice politique, mais aussi pour rallier leur(s) interlocuteur(s) ou pour faire passer (accepter) leurs idées et leurs positions. Dans un second temps, elle nous permet aussi d’affirmer que, contrairement aux apparences et souvent loin des couvertures médiatiques et des salons diplomatiques, les femmes politiques, avec les ressources qui sont les siennes, s’impliquent activement dans la gestion de la vie de la nation et dans les activités de la promotion de la femme et du développement. / This thesis centers on the negotiation of authority enacted by Burkinabe female politicians through their interactions with other parties. This thesis consists in an ethno-methodological study of dynamic (emerging) forms of authority, a topic that, until now, has been somewhat neglected by the literature in social and organizational research as well as in developmental studies. Throughout a given interaction and based on the interlocutors’ moves and countermoves, these forms of authority emerge, establish themselves or disappear. They fluctuate along situations and materialize through framing and reframing dynamics in which interlocutors attempt to establish their respective authority by trying to influence the others with their ideas, thoughts, and positions. This study allows us to learn more about the daily activities of these female politicians by analyzing their interactions and accounting not only for their struggle to be accepted as stakeholders in their own right, but also for their participation in multiple initiatives for women development and their involvement in the economic development process. In doing so, this thesis, which is meant to be more empirical than theoretical, begins with observations about the socio-political history of Burkina and approaches that marked the various struggles and work by feminists, academics and other development partners. We then report on our fieldwork, which was completed through a combination of shadowing and conversation analysis. Using ethnomethodology (a sociological approach developed by Harold Garfinkel) as the main source of our analytical framework, the study first makes a series of analytical descriptions of sequences of interactions. We then propose a dynamic categorization of forms of authority. This categorization is based on different markers of authority that were identified throughout the interactions involving four female politicians and one male politician, in their respective workplace. The result of this work allowed us to make a comparative analysis of the various markers of authority enacted by the female politicians as well as a comparison of these markers between them and the male politician. This ultimately allowed us to show that female politicians, just as their male counterparts, mobilize authority markers not only to assert their political role, but also to rally their interlocutors or to convey (or convince with) their ideas and positions. This study also allows us to show that, contrary to appearances, and often far from media coverage and diplomatic salons, female politicians, in their own ways, get actively involved in the management of state affairs, and in the activities for the advancement of women and economic development.

This thesis sets out to investigate the changing social significance of the hand-block printed and resist-dyed cottons of Rajasthan. Once a vital part of the region’s everyday rural textile and dress traditions, communicating information about its wearers and demonstrating the craftsmanship of its makers, today block printed textiles are produced primarily for export and tourist markets. In the space of just a few decades the growing effects of globalisation have wrought irrevocable change upon this traditional craft. Under the pressures of new market forces, modern hand block printed textiles bear little resemblance to their traditional counterparts. Drawing on an ethnographic perspective in general, and an ethnomethodological perspective in particular, the main objective of this thesis is to develop a deeper understanding of traditional hand block printed and resist-dyed textiles – with particular focus on the modernisation of traditional forms of hand block printing in Rajasthan, and the various strategies and experiences which the craftspeople have undertaken to deal with the changes to the market for their products. Using the recent history of block printed cloth production in Rajasthan, as told by local artisans, it explores the manner in which such phenomena as modernisation and globalisation are embodied by shifts in production technology, design aesthetics, and market forces. In order to explore the rural roots and chart the dramatic recent modernisation of the craft this thesis identifies and documents the range of textiles traditionally made by the region’s hereditary communities of cloth printers and dyers, and investigates their role in the projection of identity, exploring the changing communicative function of these textiles, notably with the rise of synthetic fabrics, among the rural communities of Rajasthan. In doing so, this thesis investigates how the consumption of hand block printed textiles has changed over the past forty years and considers the impact of the growth of export and tourism on traditions of cloth printing in the region. It is a socially situated study, based on extensive firsthand fieldwork with the Chhipa community of hereditary cloth printers, making use of ethnography, photography, and personal experience of textile dyeing, printing and design. By developing methodologies based on the detailed documentation of the technologies, materials and processes involved in hand block printing this thesis seeks to update and expand upon the existing literature on the craft by providing and analysing contemporary accounts of family traditions and modern developments in use by current generations of artisans. In doing so this thesis also contributes to current discourse on the preservation of craft knowledge as a form of intangible cultural heritage. The study is primarily located within the field of Indian textile and dress studies. It contributes to contemporary ethnographies of textile crafts through the detailed analysis of print and dye technologies, and, by also considering the meanings and values of block printed cloth as clothing, adds to the literature on the social role of textiles and dress with a regionally-specific focus on the role of pattern and colour. By focussing on the communicative functions of pattern and cloth, it also enhances cross-disciplinary attentions to regional identities and intangible cultural heritage. Finally it engages with the very local processes of globalisation and the contemporary values of handcrafted cloth.

Thèse réalisée en cotutelle entre le Département de communication de l'Université de Montréal (sous la direction de François Cooren)et le Centre de sociologie des organisation de Sciences Po Paris (Institut d'études politiques de Paris; sous la direction de Bruno Latour). / Comment une organisation peut-elle agir ? Peut-elle être considérée comme un acteur en elle-même ou nécessite-t-elle que d’autres agissent pour elle ? Comment parler de son action sans présumer son existence ? Je voudrais proposer ici une approche proprement communicationnelle à la question de l’action organisationnelle. M’appuyant sur la narratologie de A. J. Greimas pour rendre apparentes certaines des idées centrales de la philosophie de l’individuation, je montre que l’organisation – et tout être social – agit en se faisant attribuer des actions. La philosophie de l’individuation est nécessaire ici pour dériver une théorie de l’action organisationnelle à partir de la manière même dont se constituent les organisations. Cela me permet notamment d’affirmer que l’organisation participe aussi elle-même à ces pratiques d’attribution, car en tant qu’elle existe déjà « plus ou moins et d’une certaine manière », elle appelle des actions particulières. À travers l’imbrication de mandats et de programmes d’actions, dans une logique d’appropriation/attribution, l’organisation peut effectivement agir tout en comptant toujours sur d’autres pour le faire. Nul besoin de s’en remettre à une ontologie essentialiste de l’organisation pour affirmer qu’elle agit elle-même, car il n’y a pas d’opposition entre affirmer que l’organisation agit et que d’autres agissent pour elle. En fait, loin de s’opposer, ces deux affirmations s’impliquent mutuellement. Les pratiques d’attribution sont nécessaires pour agir légitimement – il faut toujours agir pour autre que soi – mais aussi pour agir tout court, car la logique même de la propriété d’action, donc de pouvoir dire que ceci est mon action, suppose que l’action ne soit jamais tout à fait mienne. Les conséquences de cette proposition sur les questions de pouvoir et d’éthique sont brièvement abordées. En observant quatre terrains distincts, j’ancre cette proposition théorique dans l’empirique. Ces terrains sont une association de locataires, un projet de réforme d’un grand établissement d’enseignement français, quelques événements dans la vie d’un gestionnaire de gratte-ciel de New York et une réunion entre des représentants de Médecins sans frontières et des administrateurs de santé congolais. Compte tenu de la nature théorique de ma proposition, cette variété de terrains permet de montrer l’utilité de ces idées à l’étude d’une diversité de situations. / How can an organization act? Can it be considered as an actor in itself or does it need others to act on its behalf? How is it possible to address these questions without presupposing the organization? I would like to put forward a specifically communicational approach to the question of organizational action. Borrowing from A. J. Greimas’ narratology to make salient some of individuation philosophy’s most central ideas, I show that the organization – and any ‘social’ being – acts by being attributed actions. Individuation philosophy is necessary to derive a theory of organizational action from the very manner organizations are constituted. This allows me, among other things, to suggest that organizations themselves also play a part in attribution practices, for inasmuch as they exist “more or less and in a certain way”, they call for further actions. Through the imbrication of mandates and of programs of actions, in a logic of appropriation/attribution, the organization can act by always relying on others to do so. There is no need to invoke an essentialist ontology of organization to state that it acts by itself, for there is no opposition between stating that the organization acts and that others act for it. In fact, far from opposing, both statements imply each other. Practices of attribution are necessary for legitimate action – I must always act for someone other than myself – but also for acting at all. In other words, to be able to say that this is my action, I need this action not to be entirely my own. The consequences of this proposal on questions of power and ethics are also briefly considered. I provide my theoretical discussion with a firm empirical grounding through the study of four different fields. I analyse audio and video recordings from a tenants association, the reform project of a French higher education institution, events from the daily work of a New York skyscraper manager and a meeting between Doctors without border representatives and Congolese health administrators. Given the theoretical nature of my proposal, this variety of empirical data allows me to show the usefulness of those ideas to the study of a large array of situations.

The aim of this diploma thesis is a qualitative analysis of a media dialogical network's extract regarding chemical attack in Syria on 21st August 2013. In spite of the fact that main social participant in the subsequent international conflict, representatives of United States of America and Syria, president Obama, Secretary of State Kerry on one side and president Assad on the other side, have never actually met face to face, mass media interconnected their reactions into a coherent dialogue between west and east civilization and they accepted it as a part of intercultural negotiation of different meanings and interpretations of reality within a global mass media discourse. Methodological apparatus of conversation analysis and membership categorization analysis provides a tool to observe sequential and categorization aspects of a dynamic intertextual process of specification and respecification of the core cultural and political values in context. Thanks to the term structured immediacy it was also possible to consider sequential ordering of antecendents of the event in historical continuum. This analysis is based on ethnomethodological research of social interaction in mass media and is inspired by articles of J. Nekvapil und I. Leudar, which were dedicated to the analysis of intercultural...