Cette thèse porte sur la formation des adultes considérée à partir de sa dimension politique et de son rapport avec le développement du territoire. Cette recherche vise à comprendre en quoi les politiques de professionnalisation des formateurs participent à la transformation sociale du territoire. Elle interroge les interactions et les positionnements des différents acteurs et les différentes dimensions sociales, éducatives, économiques et politiques du rapport formation/territoire. Il s’agit de comprendre comment ce rapport s’articule et ainsi repérer les dynamiques et potentialités de développement à l’œuvre. Nous mobilisons et articulons les théories interactionnistes, les travaux du courant de l’analyse des politiques publiques, les théories socio-économiques du développement et la sociologie des groupes professionnels pour aborder les notions de territoire, de formation, de professionnalisation et de développement. Le contexte de cette recherche trouve sa singularité dans sa situation au croisement des terrains scientifiques et politiques. En effet, cette thèse a été financée par une convention CIFRE dont l’employeur était un Conseil Régional. Nous nous sommes appuyée sur la commande institutionnelle pour construire une démarche méthodologique spécifique en immersion / This thesis focuses on the training of adults considered on the basis of its political dimension and its relation to the development of the territory. This research aims to understand how policies for the professionalization of trainers contribute to the social transformation of the territory. It examines the interactions and positions of the differents actors and the various social, educational, economic and political dimensions of the training / territory report. It is a question of understanding how this relationship articulates and thus identifying the dynamics and potentialities of development at work. We mobilize and articulate interactionist theories, the work of the current public policy analysis, socio-economic theories of development and the sociology of professional groups to address the notions of territory, training, professionalization and development. The context of this research finds its singularity in that it is situated at the crossroads of scientific and political ground. Indeed, this thesis was financed by a CIFRE agreement whose employer was a Regional Council. We relied on the institutional command to construct a specific methodological approach in immersion

xv, 140 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / Although research on action processing indicates people segment action according to a partonomic goal hierarchy, no previous research has investigated whether memory for complex human action is actually organized in the mind with respect to goals. This dissertation explored the primary organization of action memory in adults and young children and explored the role of familiarity in young children's organization of action in memory. Borrowing from the text memory literature, a priming experiment was designed to investigate the degree to which action memory is organized with respect to goals versus veridical temporal structure. In all studies, participants viewed videos in which goals were carried out in an interleaved fashion, such that the execution of a goal was at times interrupted by action related to the other goal. In a first experiment with adults, the results indicated that adults reorganize action information in memory in order to emphasize goal structure relative to verbatim temporal structure. A second control experiment with adults clarified that the goal priming effect observed in the first experiment arose as a result of viewing the action scenario and was not simply due to the stimuli cuing pre-existing semantic memory. The results of a third experiment with adults revealed this process of goal organization is unlikely to be a by-product of goal-based linguistic encoding, but instead reflects encoding of human action itself. Young children's action memory was examined in a fourth experiment, and the role of children's familiarity with the action scenarios in action memory organization was also explored. Children did not display a significant tendency to organize action according to goal inferences (or temporal structure, either, for that matter). As well, children's prior familiarity with action did not modulate their memory organization to any significant degree. Overall, the results of this dissertation suggest that adult memory for action emphasizes goal inferences but cannot speak to how or when this process in achieved developmentally. These findings have implications for contemporary theories of action processing, point to commonalities in the processing of language and human action, and open the door to future research into the development of action memory organization. / Committee in charge: Dare Baldwin, Chairperson, Psychology; Marjorie Taylor, Member, Psychology; Ulrich Mayr, Member, Psychology; Eric Pederson, Outside Member, Linguistics

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No. of bitstreams: 1 rodrigues_afb_me_sjrp.pdf: 2537389 bytes, checksum: 0483db11d6f1bf523f39dd9b62ecec21 (MD5) Previous issue date: 2018-08-17 / Essa pesquisa tem como cenário de investigação a Escola Maria Peregrina, uma escola confessional situada no município de São José do Rio Preto, interior do estado de São Paulo, que trabalha com uma proposta metodológica pautada na Pedagogia de Projetos. O objetivo é investigar se os principais pressupostos da organização e do desenvolvimento curricular da referida escola favorecem o que Longhi (2005) defende como Ação Educativa na perspectiva do Agir Comunicativo de Jürgen Habermas. Trata-se de um estudo de caso único de natureza qualitativa. Estabelece-se um diálogo entre as teorias do currículo e a legislação para o ensino de matemática, tendo como referencial a Ação Educativa na perspectiva do Agir Comunicativo, pois, por se tratarem de crianças e adolescentes, não se pode esperar que o ideal da Ação Comunicativa se concretize, tal como supõe Habermas, para acontecer entre e por adultos. Os dados foram constituídos por meio de levantamento documental, no qual foram analisados Itinerários Propostos dos projetos, fichas de Comentário do Tutor e/ou Orientador Educativo sobre Atividade do aluno, fichas das auto avaliações dos alunos e o diário (caderno) de anotações do professor especialista da inteligência lógico-matemática. Foi também realizado um levantamento de práticas, no qual foram analisadas a escolha do projeto, a construção do Itinerário Proposto, a maneira como acontecem os plantões de aprendizagem e as Avaliativas formais e informais. As análises dos dados evidenciaram que ações desenvolvidas na Escola Maria Peregrina, tais como a maneira de abordar o Currículo de Matemática do Estado de São Paulo, a relação professor-aluno ao elaborar o Itinerário Proposto e o modo como é tratada a avaliação da aprendizagem, fazem da Ação Educativa uma possibilidade de Agir Comunicativo entre crianças e adolescentes. / This research has as its investigative scenario the Maria Peregrina School, a confessional school located in São José do Rio Preto, in the interior of the state of São Paulo, Brazil. The pedagogic program of the school is built on project-based learning. The objective of the study is to investigate if the main assumptions of the organization and curriculum development of the school offer ways to develop what Longhi (2005) states as Educational Action in the perspective of Communicative Action of Jürgen Habermas. This is a qualitative case study. The research explores a dialogue between curriculum theories and policies for mathematics teaching, regarding as theoretical framework the notion of Educational Action as Communicative Action. Since the participants are children and adolescents, the ideal of Communicative Action can not be expected to de materialized as Habermas supposes to happen between and by adults. The data were constituted by document analysis, which considered Project Itineraries, Tutor Comments and/or Educational Advisor on Student Activity, student self-assessment fact notes, and notebook (diary) of specialist teacher’s notes on logical-mathematical intelligence. It was also conducted a analysis of practices considering the choice of the project, the construction of the Proposed Itinerary, the way in which the learning sessions occur, and assessment and evaluation. The analysis of the data showed that actions developed at the Maria Peregrina School, such as the way to approach the Mathematics Curriculum of the State of São Paulo, the teacher-student relationship in elaborating the Proposed Itinerary and the way in which the evaluation of learning is handled, offered ways for Educational Action as a possibility of Communicative Action among children and adolescents.

O presente trabalho é uma investigação em filosofia da educação, no contexto teórico da Teoria da Ação Comunicativa, de Jürgen Habermas. Trata-se de propor um conceito de ação pedagógica dentro das categorias habermasianas de análise da ação social, ou seja, uma analítica da ação pedagógica. No primeiro capítulo, faz-se uma revisão da literatura acerca do tema, bem como das breves menções do assunto nos textos de Habermas. Constata-se um ponto de clivagem na literatura, encaminhando a uma dicotomia entre identidade conceitual ou exclusão recíproca, quanto à relação entre ação pedagógica e ação comunicativa. Problematiza-se o conceito do pedagógico na teoria da ação comunicativa. O problema investigado é: o que é a especificidade da ação pedagógica e de que modo ela se estrutura segundo a ação comunicativa, apesar da assimetria entre os atores? No segundo capítulo, reconstrói-se brevemente o recorte conceitual da tese – a teoria habermasiana do discurso. Enfatiza-se a reflexividade da linguagem natural, propriedade central tanto para a ação comunicativa, quanto para o discurso e a ação pedagógica. Também o tema da aprendizagem é abordado. No terceiro e último capítulo, procede-se à analítica da ação pedagógica, seguindo o fio condutor das relações entre racionalidade e aprendizagem. De início, aponta-se o papel da aprendizagem na teoria habermasiana, estando localizada no discurso. Argumenta-se por um momento assimétrico do discurso, em que o sucesso na aprendizagem é condição para a obtenção de acordo. Propõe-se o discurso explicativo como o lócus específico da ação pedagógica, pois os problemas de inteligibilidade a tornam necessária e explícita. A ação pedagógica se inscreve ou co-realiza no discurso explicativo, cujas propriedades a possibilitam. Propõe-se a categoria de situação pedagógica, enquanto situação específica da ação pedagógica, necessária para a compreensão desta em um modelo comunicativo de ação. A questão da coordenação entre planos de ação docentes e discentes é colocada, encaminhando ao ponto central da tematização didática ou uso didático da linguagem, médium desta interação. Caracteriza-se os aspectos de engendramento e antecipação da tematização didática: o primeiro se refere à relação abstrata com o mundo, decorrente do uso explicativo da linguagem, e o segundo trata da compreensão das tomadas de posição fáticas dos interlocutores, mesmo não explícitas. Por fim, aborda-se a ação pedagógica, enquanto orientada à aprendizagem, quando se procura responder ao problema enunciado no início do trabalho. À questão do estratégico aparente, responde-se com a distinção entre a atitude objetivante da ação estratégica e a atitude hipotética do discurso, realizativa e objetualizadora simultaneamente. À questão da compatibilidade entre simetria comunicativa e assimetria pedagógica, responde-se, sob o ângulo dos meios da ação, pela subsunção da tematização didática na explicativa, e, sob o ângulo dos fins, pela subsunção da orientação à aprendizagem na orientação ao entendimento. Em síntese, a especificidade da ação pedagógica é a tematização didática, a qual se estrutura, segundo a ação comunicativa, através das propriedades do discurso explicativo. / The present work is an investigation on philosophy of education in the theoretical context of the Theory of Communicative Action, by Jürgen Habermas. It is a proposition of a pedagogical action concept within the Habermas’ categories of analysis over the social action, i.e. an analysis of the pedagogical action. The first chapter presents a literature review as well as brief mentions over this subject included in Habermas’ texts. It verifies a point of cleavage in the literature, concerning the relationship between pedagogical action and communicative action that leads towards a dichotomy between conceptual identity or mutual exclusion. The section discusses the concept of pedagogic action in the theory of communicative action. The problem investigated is: what is the specificity of the pedagogical action and how it is structured according to communicative action, despite the asymmetry between the actors? The second chapter reconstructs briefly the conceptual cutting of the Habermas’ Discourse Theory. It emphasizes the reflexivity of the natural language, the main characteristic for the communicative action, for the discourse and pedagogical action. The learning theme is also addressed in this part. The third and final chapter performs the analysis of the pedagogical action, following the thread of relations between rationality and learning. At first, it points out the role of learning in the Habermas’ theory which is located in the discourse. Also, it argues for an asymmetrical moment of the discourse, in which success in learning is a prerequisite for reaching any agreement. The study proposes the explanatory discourse as the specific lócus of the pedagogical action; the problems concerning the intelligibility make it necessary and explicit. The pedagogical action is included or happens together with the explanatory discourse whose properties make it possible. The analysis also proposes the category of pedagogical situation as a specific situation of pedagogical action which is necessary for the its understanding in a communicative model of action. The issue concerning the coordination between teachers and students’ action plans is presented in this part conducing to the focus of the didactic thematization or the didactic use of language, which is the médium of this interaction. It characterizes the aspects of the didactic thematization engendering and anticipation; the first one refers to the abstract relationship with the world due to the use of explanatory language, and the second deals with the understanding of the factual positions taken by the parties involved in the process, even if they are not explicit. Finally, it addresses the pedagogical action while oriented to the learning process when it tries to respond to the problem stated in the beginning of this work. The distinction between the objectifying attitude of the strategic action and hypothetical attitude of the discourse, simultaneously performative and objectifying, responds to the matter of the strategic apparent. To the question of the compatibility between communicative symmetry and pedagogic asymmetry it responds, from the perspective of the means of the action, through the subsumption of the didactic thematization in the explicative, and from the perspective of the ends, through the subsumption of the orientation to the learning process in the orientation to the understanding process. In summary, the specificity of the pedagogical action is the didactic thematization, which is structured according to the communicative action through the properties of the explanatory discourse.

Ce travail propose une interprétation de la catégorie de la valeur économique qui prend pour fil conducteur une alternative aux lectures « économicistes » de Marx. Au lieu de parler de la « théorie de la valeur travail de Marx » et au lieu de nous interroger sur la véracité de cette théorie en termes de capacité de prédiction des prix des marchandises à partir de ce qui est exposé dans Le Capital, nous proposons de nous concentrer sur la forme de la valeur économique. D’après nous, il est possible de considérer la forme de la valeur économique du point de vue de l’action humaine. Ainsi, la valeur économique constituerait le reflet catégoriel d’une modalité d’action caractérisée par le fait que les hommes ne peuvent se comporter les uns vis-à-vis des autres, vis-à-vis du monde naturel et vis-à-vis du monde social, sans faire fonctionner une certaine catégorie de substance comme condition de possibilité, comme médiatrice et comme principe de rationalisation de leurs conduites. Cette compréhension de la valeur économique implique la prise en compte de la quantification de cette substance, afin de rendre opératoires la plupart des interactions. Cette quantification peut être vue comme une norme sociale qui s’inscrit dans les actions des hommes sans qu’il s’agisse, pour autant, d’un acte intellectuel ayant lieu « dans leur tête ». / This work offers an interpretation of the category of economic value which is an alternative to the “economistic” reads of Marx. Instead of speaking of the “labor theory of value of Marx” and instead of questioning the veracity of this theory in terms of ability to predict commodity prices from what is stated in The Capital, we offer to focus on the form of economic value. We believe that it is possible to consider the form of economic value from the perspective of human action. Thus, the economic value would be the categorical reflection of a form of action characterized by the fact that men can’t behave vis-à-vis each other, vis-à-vis the natural world and vis-à vis the social world, without running a certain category of substance as a condition of possibility, as a mediator and as a principle of rationalization of their behavior. This understanding of the economic value involves taking into account the quantification of the substance in order to make operative most part of the interactions. This quantification can be seen as a social norm which is in the actions of men without it being, however, an intellectual act taking place “in their head”.

L’ONG Surfrider Foundation Europe (SFE) s’interroge sur son modèle d’organisation, le rôle et la place de l’action bénévole après une très forte phase de professionnalisation. Autour de la question de la construction du sens pour les individus et les organisations, nous regarderons comment les processus de professionnalisation sont susceptibles de transformer le projet associatif. Ces transformations et ce changement de nature peuvent être source de sens ou de perte de sens pour les bénévoles. L’étude de ce cas unique nous permettra de proposer un modèle de pilotage qui tient compte de la spécificité et de la complexité des organisations associatives. Ces situations hybridées de travail, entre contributions de travail salarié, inscrites sous le registre de l’échange marchand, et contributions de travail bénévole, inscrites sous le registre du don, sont particulièrement riches d’enseignements pour d’autres « situations de gestion » (Girin, 1990). / The NGO Surfrider Foundation Europe questions its organisational model and more specifically the role and the place of volunteer action after a strong phase of professionalisation within the organisation. Regarding the question of the « sensemaking » both for the individuals and for the organisations, we will study how the processes of professionalisation are likely to transform the project of the association. These transformations and this change of constitution could either be a source of meaning or a loss of meaning for the volunteers. The study of this unique case will allow us to offer a steering model that will take into account the specifics and complexity of the associative organisations. These hybridized work situations, benefitting from paid employment input (registered as trade exchange) and from volunteer work input (registered as donation) are particularly instructive for other management situations (Girin, 1990).

Social identity should not be considered anymore as a fixed and static image that defines individual or collective representations. It is embedded within a representational dynamic where biographical and social phases left their marks. This social imprint is partly made by the experience ingrained in the remembrance that gives all its experiential reality to identity. Action participates and reinforces this concreteness. It seems that the prescriptive nature of action reinforces its presence and therefore its effects. More precisely, these effects, which are inherent to action, possess a central power in the identity dynamic. Action is at the heart of subjectivity in the sense that it connects aspirations, representations, as well as the values of the individual and the sense of his own capacity. It involves the tight interweaving of affective and cognitive factors interacting into dynamic regulations and organizing more or less conflicting identity phases. We present in this article the effects of action on subjectivity. / La identidad social no puede ser considerada más como una imagen fijada y estática que determina las representaciones individuales y/o colectivas. Se inserta, más bien, dentro de una dinámica de representaciones que está marcada por fases biográficas y sociales. Esta impresión social está en parte construida por la experiencia personal impresa en los recuerdos, y transfiere una realidad experiencial a la identidad. La acción participa en esta concretización y también la refuerza: es así que el carácter normativo de la acción parece reforzar su propia manifestación y, por lo tanto, su efecto. Esos efectos tienen un poder central en la dinámica de la identidad. La acción se ubica en el centro de la subjetividad, pues pone en relación las aspiraciones, las representaciones y también los valores y el sentimiento de capacidad: la acción favorece una relación estrecha entre los factores afectivos y cognitivos. Esos factores actúan en conjunto elaborando regulaciones dinámicas y organizando fases de identidad más o menos conflictivas. Se presentan los efectos de la acción sobre la subjetividad.

M.Ed. / The research was done in Sections A, DI, D2 and E, Giyani Township, in the Northern Province. The main participants were mothers who had lost their adult children in fatal traffic accidents. Other members of the community were also interviewed to find out about their attitudes towards traffic fatalities of young people in Giyani. The research methods used were interviews, questionnaires and observations. These three methods were found to be appropriate in the elicitation of the data. The main purpose of the research was to find out what the views of bereaved parents were with regard to an awareness campaign in road safety. After the analysis of data, it was found that people in Giyani do really need a solution to the said problem, but they would most probably prefer a support group whereby people would be offered assistance after traumatic experiences - not necessarily only when confronted with fatal traffic experiences, but all types of trauma. The opinion of a support group was that people believed traffic fatalities are unpredictable and unavoidable.

M.Comm. / South Africa is in transition. Changes are taking place on the political, social and economic fronts at an increasingly rapid pace. Past practices and wisdom are being openly challenged. Enterprise/Corporate managers today are deeply concerned with two major dilemma. Firstly to fully mobilise the energy of the organisation's human resources toward achievement of the organisation's performance objectives. Secondly to organise the work, the work environment, the communication systems, and the relationships of people. To resolve this dilemma in our rapidly changing environment, new organisation fon-ns must be developed. More effective goal setting and planning processes must be learned. Practised teams of interdependent people must spend real time improving their methods of working, decision-making and communicating. Competing or conflicting groups must move towards a collaborative way of work. In order for these changes to occur and be maintained, a planned, managed change effort is necessary - a program of affirmative action. This dissertation is about affirmative action in employment, and the development of people in organisations. These two concepts overlap in the sense that affirmative action is (or should be) about the development of black people and women but not at the expense of competent white men who are already part of an organisation.

L'enseignement/apprentissage du FLE a été influencé par les TIC au cours des dernières années et nous constatons que les évolutions récentes sont difficilement observées en Irak, où les pratiques pédagogiques, en particulier avec les TIC, sont marquées par des contraintes spécifiques. Les équipements informatiques réduits et les pratiques intégrant le multimédia peu développées ne suscitent pas de pratiques innovantes telles que celles qui sont constatées au niveau mondial. Par ailleurs, le système éducatif et les méthodes utilisées en Irak pourraient aussi bénéficier de réformes permettant de faire évoluer les pratiques. Ainsi, cette recherche s‟intéresse au changement de pratiques dans l‟enseignement/apprentissage du FLE et à l‟intégration des TIC comme un moteur pour celui-ci. Une recherche-action a été effectuée au sein de l‟université de Mossoul afin de mesurer les pratiques et les représentations auprès de différentes catégories d‟usagers. Des entretiens et des questionnaires ont ainsi permis de recueillir un certain nombre de données qui ont été analysées et vérifiées statistiquement. Ce travail a pour vocation de mettre l'accent sur l'utilité d'un dispositif innovant dans l‟enseignement/apprentissage du FLE. Pour être en phase avec ce développement, et assurer, dans le contexte irakien, le recours aux plateformes envisagées, le dispositif se doit d'appréhender « le processus d'appropriation sociale » et tenir compte de trois niveaux d'intervention, macro, méso et micro, pour initier le changement. Grâce aux résultats obtenus au cours de la phase d‟expérimentation, l‟intégration de pratiques innovantes par le biais des TIC pourra sans doute devenir opérationnelle. / The teaching/learning of French as a Foreign Language (FLE) has been influenced by ICT in recent years. We note that the latest evolutions have not been observed in Iraq where pedagogical practice, in particular with the help of Information and Communication Technologies (ICT), is marked by specific constraints. IT equipment is not sufficient and computer aided practice do not quite meet innovation and global digital development. Reform of the educational system and the methods used in Iraq could also permit an evolution of practice. Thus, this research focuses on the changing practices of the teaching/learning of FLE that could result from the integration of ICT. An action research has been conducted at the University of Mosul in order to measure the level of practice and the representation of different kinds of users. Interviews and questionnaires have permitted to gather a certain amount of data that have been analyzed and verified statistically. This work aims to emphasize the usefulness of an innovative environment for the teaching/learning of FLE. To be in phase with this development, and jointly ensure, in the context of Iraq, the use of platforms, the environment had to consider "the social appropriation process" and consider three levels of intervention, macro, meso and micro to initiate change. Thanks to the results obtained during the experimental phase, the development of innovation through the integration of ICT for education is likely to become operational.