Avoir une qualité est une condition indispensable pour que l’action soit recevable. La question de la qualité évoque certaines controverses sur la détermination et la définition de son sens et de sa nature juridique. Pour certains auteurs, la qualité est une condition distincte de la recevabilité de l’action, pour d’autres auteurs la qualité ne constitue qu’une condition parmi d’autres. La majorité de la doctrine française et égyptienne considère la qualité comme une condition autonome de recevabilité de l’action, elle se distingue des autres conditions, et notamment de celle de l’intérêt. Le législateur français distingue entre la qualité comme condition de recevabilité de l’action et la qualité comme condition de validité de la procédure. Dans le premier cas, le législateur consacre la qualité comme telle et ne considère pas l’intérêt comme seule condition de recevabilité de l’action ; dans le deuxième cas, la qualité constitue une condition de validité de l’acte de procédure. En revanche, le législateur égyptien ne prévoit pas de texte consacrant expressément la qualité comme condition de recevabilité. En outre, la controverse relative à la nature juridique soulève la question sur la sanction applicable en cas de défaut. Le législateur français a soumis le défaut de qualité nécessaire à la validité de l’acte de procédure et la qualité pour recevabilité de l’action à une sanction variable en fonction de la nature juridique, alors que le législateur égyptien n’ a prévu qu’une seule sanction en cas de défaut de qualité : la fin de non recevoir. / Having a quality is a prerequisite for action to be admissible. The quality issue raises a controversy on the identification and the definition of its meaning and its legal nature. For some authors, the quality is a separate condition of admissibility of the action. Other authors believe that the quality is only one condition among others. The majority of the French and Egyptian doctrines consider quality as a separate condition of admissibility of the action ; it is distinguished from other conditions, including that of interest. The French legislature distinguishes between quality as a condition of admissibility of the action and quality as a condition of validity of the procedure. In the first case, the legislature devotes quality as such and does not consider the interest as the sole condition for admissibility of the action. In the second case, quality is a condition of validity of the proceeding. In contrast, the Egyptian legislature does not consider the text providing expressly quality as a condition of admissibility. In addition, the controversy concerning the legal nature raises the question about the applicable penalty in case of default. The French legislature has submitted the lack of the necessary quality to validity of the proceeding and the quality of the action’s admissibility to the penalty varying according to the legal nature, while the Egyptian legislature has considered only one penalty for the lack of quality: the end of inadmissibility.

Au Maroc, l’insertion professionnelle des jeunes diplômés est problématique. Lors des décennies qui suivent l’indépendance, cette catégorie sociale fait valoir sa formation pour obtenir un emploi dans un secteur public alors en pleine expansion. Un tel débouché consolide une représentation du diplôme comme voie infaillible de promotion sociale. Or, l’application des mesures d’ajustement structurel, à partir de 1983, freine de façon drastique le rythme d’insertion dans la fonction publique. Mis à mal, l’Etat employeur n’est pas relayé par un secteur privé, au demeurant incapable d’assurer la stabilité sociale afférente aux emplois publics.Depuis la fin des années 1980, des « diplômés chômeurs » s’organisent dans des structures militantes pour revendiquer collectivement leur insertion dans la fonction publique. Leurs demandes donnent lieu à diverses formes d’action : marches, sit-in, grèves de la faim, occupations de bâtiments ou lobbying direct auprès des responsables publics. Le discours collectif met en avant le statut de diplômé et l’ « injustice » implicite au chômage de cette catégorie. Devenue une constante de la scène protestataire, la mobilisation des diplômés chômeurs est parvenue à se stabiliser dans une version apparemment « apolitique ». Son efficacité est imprévisible mais réelle, au regard des postes d’emploi accordés aux militants, ce qui entretient une disponibilité de candidats pour le passage à l’acte. L’efficacité de la mobilisation tient aux modalités d’insertion des protestations dans l’arène politique marocaine, faisant du « diplômé chômeur » l’objet d’usages disparates.En tant que catégorie sociologique et acteur protestataire, les diplômés chômeurs incitent une pluralité d’acteurs à « faire et à dire ». Les modalités d’action et de discours des chômeurs sont en constant mouvement, altérées ou intégrées aux calculs de partis en situation de concurrence électorale, de coalitions protestataires élargies critiques à l’égard du régime, de responsables publics visant à légitimer leurs décisions, etc. Protéiforme et apparemment inépuisable, la dynamique protestataire des diplômés chômeurs nous renseigne sur les limites autoritaires des expressions de mécontentement au Maroc. Elle nous permet d’approcher les modalités de la gestion de la question sociale et les ressorts du traitement des débordements sociaux et des (potentielles) oppositions politiques. Si la gestion par la force n’a pas disparu, elle est sans doute effacée et dépassée par une approche publique qui vise à domestiquer la mobilisation protestataire. / In Morocco, educated youth faces difficulties to join the job market. After the independence in 1956, this social category use to be recruited in a growing public sector, therefore consolidating an image of the university diploma as an infallible channel of social promotion. However, structural adjustment policies, implemented since 1983, dramatically slowed down the recruitment of civil servants. The “employer-State” will barely be relieved by a private sector unable to assure the stability of public sector jobs. Since the end of the eighties, « unemployed graduates » organise themselves in mobilization structures claiming for recruitments in the public administration. They set up a wide range of actions: rallies, sit-in, hunger strikes, building occupations or lobbying actions. The collective discourse stresses the interpretation of unemployment as an « injustice » suffered by the graduates. The mobilisation of unemployed graduates has achieved a high level of stability within the contentious politics Moroccan arena. Using an apparently “apolitical” discourse, the action of the unemployed periodically succeeds in obtaining jobs. The efficacy of the collective action is to be understood as an assumption of the targets and stakes that unemployed graduates serve in the multiple scenes of the political. Action and discourse modalities are in constant movement. They are influenced (and sometimes co-opted) by parties within electoral contexts, by contentious actors within projects of opposition to the regime, and by public authorities trying to legitimize their choices. Diversified and apparently inexhaustible, the collective action of the unemployed graduates sheds some light on the authoritarian limits to the expression of collective grieves in Morocco. It enables us to observe how the social question is approached and how power deals with social unrest and potential political oppositions.

Text in English / In this study the use of the narrative analogy in couple's counselling has been outlined. A literature study situates the narrative analogy within a wider philosophical framework. The underlying assumptions of the narrative analogy, both in general and in the work with couples, as well as the role of the counsellor using the narrative analogy, are explored. A case example is described to illustrate the use of the narrative analogy. / Social Work / M. Soc. Sc. (Mental Health)

Thesis (MA (Industrial Psychology))--University of Stellenbosch, 2009. / ENGLISH ABSTRACT: Affirmative action is arguably one of the more controversial topics in the South African society today. Implemented in response to many years of apartheid which marginalised the Black population of South Africa specifically, this form of redress is aimed at reversing the wrongs of the past and at levelling the playing field in terms of access to scarce resources. Unfortunately, massive social structural changes such as these are hardly ever implemented without encountering resistance and unintended consequences. This is why the aim of this study was to explore the relationship between knowledge of affirmative action and attitudes towards affirmative action, as well as the relationship between attitudes towards affirmative action and the different forms of (dysfunctional) consequences this could have in the South African work environment for both the Designated-(Blacks, Indians, Coloured and White female employees) and Non-designated groups (White male employees) respectively. A non-experimental (ex-post facto) research design were utilised for these purposes. The constructs were defined as follows: knowledge of affirmative action as the respondents’ actual knowledge of South Africa’s Employment Equity Act, (1998) and attitudes towards affirmative action as the respondents’ stance (in terms of negativity or sensitivity) towards 5 affirmative action-related debates. These include attitude towards merit, - quotas, -reverse discrimination, - drop in standards, and – tokenism (Charlton & Van Niekerk, 1994; Human, Bluen, & Davies, 1999; Lynch, 1989; Qunta, 1995). For the Non-designated group (White males), Adams’ equity theory (1965) was used to explain how perceived inequity in the work environment could lead to certain forms of dysfunctional work behaviour, namely exit, voice, loyalty, stealing and silence (Hirschman, 1970; Pinder, 1998). For the Designated groups, relational demography theory (Riordian, 2000; Williams & O’Reilly, 1998) was used to argue how possible “out-group” status of affirmative action candidates could lead to lower levels of job satisfaction, group cohesion and organisational commitment, as well as to higher levels of conflict and role ambiguity. An availability sample of one-hundred-and-eighty respondents was drawn from the databases of several leading recruitment agencies in the Western Cape. Several scales were utilised, of which all were added into one composite questionnaire. / AFRIKAANSE OPSOMMING: Daar kan argumenteer word dat regstellende aksie waarskynlik vandag een van die mees kontroversie le temas is in die Suid-Afrikaanse samelewing. Regstellende aksie is g implimenteer in reaksie op baie jare van apartheid waarin veral die Swart Suid-Afrikaanse populasie ontsien is van baie geleenthede, en stel dus ten doel ‘n ommeswaai in die verkeerde praktyke van die verlede sowel as die gelykmaking van die speelveld in terme van toegang tot skaars hulpbronne te bring. Ongelukkig is dit so dat massiewe sosiale strukturele veranderinge soos hierdie byna nooit g implimenteer word sonder weerstand en nie-vooraf verwagte gevolge nie. Die doel van hierdie studie was daarom om die verhouding tussen kennis van regstellende aksie en houdings teenoor regstellende aksie, sowel as die verhoudings tussen houdings teenoor regstellende aksie en verskillende disfunksionele gevolge in die Suid-Afrikaanse werksplek as gevolg hiervan, vir beide die Aangewese (Swart, Indi r, Gekleurde en Wit vroulike werknemers) en Nie-aangewese (Blanke manlike werknemers) groepe onderskeidelik, te ondersoek. A nie- eksperimentele (ex-post facto) navorsingsontwerp was gebruik om hierdie doel te bereik. Die belangrike konstrukte was gedefinie r as volg: kennis van regstellende aksie as die respondente se werklike kennis van Suid-Afrika se Wet op Gelyke Indiensneming (1998) en houdings teenoor regstellende aksie as die respondente se standpunt (in terme van negatiwiteit of sensitiwiteit) teenoor vyf regstellende aksie-verwante debatte. Hierdie debatte sluit in houding teenoor meriete, - kwotas, - omgekeerde diskriminasie, - verlaging van standaarde en -“tokenism” (Charlton & Van Niekerk, 1994; Human, Bluen, & Davies, 1999; Lynch, 1989; Qunta, 1995). Vir die Nie- aangewese groep (Wit mans), is Adams se billikheidsteorie (1965) gebruik om te verduidelik hoe die persepsie van onbillikheid in die werksplek kan lei tot sekere vorms van disfunksionele werksgedrag, naamlik “exit, voice, loyalty, stealing” en “silence” (Hirschman, 1970; Pinder, 1998). Vir die Aangewese groepe was “relational demography” teorie (Riordian, 2000; Williams & O’Reilly, 1998) gebruik om te beskryf hoe moontlike “uit-groep” status van regstellende aksie kandidate kan lei tot laer vlakke van werksatisfaksie, groep kohesie en organisatoriese betrokkenheid, en tot ho r vlakke van konflik en rol dubbelsinnigheid.

À l’été 2010, le gouvernement canadien a annoncé le remplacement du formulaire long obligatoire par l’Enquête nationale auprès des ménages, un questionnaire facultatif. Ce changement a causé beaucoup de réactions, parce que cela affectera la qualité et la continuité des données recueillies, qui servent à appliquer différents programmes et lois, et qui sont utilisées par de nombreux groupes dans leurs fonctions de recherche et de représentation. Le présent mémoire a pour objectif de comprendre pourquoi le recensement devient parfois le centre d’un conflit politique, quels acteurs sont impliqués, et pour quelles raisons. À l’aide d’une analyse comparative de cas antérieurs dans différents pays, nous identifions trois éléments nécessaires pour que la méthodologie du recensement devienne un enjeu politique. Il s’agit de la présence: (1) d’un aspect identitaire; (2) d’une dimension idéologique qui concerne particulièrement le rôle de l’État et l’action positive; et (3) de programmes ou d’objectifs gouvernementaux qui dépendent directement des données du recensement. Pour évaluer si ces trois facteurs sont également présents au Canada en 2010, nous avons effectué des entrevues avec les groupes qui ont contesté la décision de l’annulation du formulaire long obligatoire. Ces groupes ont contesté la décision devant les tribunaux, et ont évoqué les risques de non-respect du gouvernement envers ses obligations légales, notamment envers la Charte des droits et libertés. L’analyse de ce conflit nous permet aussi d’évaluer les relations entre le gouvernement canadien et la société civile, et le manque de ressources et d’opportunités auquel font face les groupes d’intérêt et les représentants de minorités à la recherche d’équité. / In 2010, the Canadian government announced the cancelation of the long-form mandatory census of 2011. It was replaced by the non-mandatory National Household Survey. Many protests were heard, because the data will be less accurate and there will be no continuity with the previous censuses. This data has many purposes, like the application of laws or governmental programs. Different groups also use it in research and advocacy activities. This master’s thesis analyses different situations of controversy over the census methodology, in various countries, to understand how it becomes a political conflict, who are the actors that get involved and why they do so. We find that 3 conditions are necessary to turn a census into a political battlefield. It is : (1) an identity concern; (2) an ideological dimension, about the role of the State and of affirmative action; and (3) the presence of laws or programs that depend directly on the census data. To test this affirmation, we interviewed groups that contested the decision of the cancelation of the mandatory long-form census in Canada in 2010. They took the case in front of the Courts, and think that the government has now the opportunity to escape from some of its obligations, one of which is the Canadian Charter of Rights and Freedoms. This controversy’s analysis shows patterns in the relations between the Canadian government and the civil society. Interest groups and minorities now face very little opportunity of doing advocacy activities before the federal government.

Cette thèse relevant du domaine de la Didactique des langues (français langue étrangère) concerne l’apprentissage/enseignement enrichi par les TICE. Elle définit et analyse les stratégies de collaboration pour un écrit interactif, pratiquées par une communauté virtuelle d’élèves blogueurs. Le cadre théorique s’inscrit dans la perspective actionnelle (CECRL), instrumentée des TICE, et il embrasse les réseaux sociaux et leur application dans l’éducation, les caractéristiques de l’écrit interactif en tant que nouveau cybergenre. La méthodologie appliquée est principalement qualitative et relève de la recherche-action et, en particulier, de la recherche-développement appliquée à la conception de ressources multimédia. La construction d’un blogue communautaire a permis le recueil des données pour la partie empirique. Dans cet environnement numérique d’apprentissage, des élèves de 15 à 17 ans de Pologne, Ukraine, Tchéquie et Italie, stimulés par un scénario d’apprentissage, ont réalisé des interactions écrites pendant huit mois. La recherche a montré que les extensions intégrées au blog ont facilité l’émergence d’une communauté d’apprentissage. Elle a également montré comment ces artefacts ont été exploités, en se concentrant notamment sur une analyse des stratégies mobilisées pour l’écrit, ainsi que les caractéristiques de cet écrit interactif produit. / This dissertation belongs to the field of foreign language didactics (French as a foreign language) and it focuses on the use of ICT in learning and teaching. Its objective is to define and analyse the collaborative strategies in interactive writing practiced by a virtual community of blogging students. The theoretical framework is mainly qualitative, based on the principles of action research and more specifically Research and Development. The data for empirical studies were collected through a digital learning environment – a Communitarian Blog, specifically constructed and enriched with different plug-ins. In this learning environment, students, aged 15-17, from Poland, Ukraine, Italy and the Czech Republic, stimulated by a learning scenario, developped written interactions for eight months. The study has demonstrated that the added extensions have facilitated the emergence of a new learning community. It has also shown how the added artefacts have been used, allowing for an extensive analysis of the strategies mobilised for writing and the characteristics of this interactive writing.

L'éducation interculturelle dans la formation des enseignants ne se limite pas à l'idée de la tolérance et de l'acceptation de l'autre. elle comporte trois principes cohérents : l'éveil et le renforcement de la réflexion critique chez l'enseignant, son intérêt et sa flexibilité à gérer des innovations dans l'éducation, la construction d'une conception plus globale et d'une gestion plus efficace de la complexité sociale et humaine. notre travail présente une recherche-action qui a duré deux ans et qui a visé à la formation (longue durée) des enseignants grecs. elle s'est basée sur l'hypothèse générale que l'éveil aux langues est susceptible de créer chez les enseignants des savoirs, des attitudes et des aptitudes qui leur permettent de mieux valoriser le capital linguistique et culturel de leurs élèves ainsi que de leur donner un ensemble de pratiques et une typologie de compétences qui leur permettraient de faire des choses avec les langues dans tous les domaines disciplinaires. de plus nous considérons qu'une formation de type recherche-action sur l'innovation éveil aux langues est susceptible d'aider les enseignants à mieux valoriser le capital linguistique et culturel de leurs élèves, à développer l'interculturalité sous ses divers aspects dans leurs pratiques éducatives ainsi que de mener à bien une éducation langagière en fonction des besoins et des capacités de petits locuteurs de langues variées et sur le plan d'une sensibilisation systématique aux compétences métalinguistiques, métacognitives et interculturelles. / Intercultural Training in teacher education is not limited to the idea of tolerance and acceptance of others. It consists of three integrated principles: the awakening and strengthening of critical thinking among the teacher, his interest in the implementation of educational innovation and the ability to build a more holistic view and more effective management of human and social complexity. Our work presents an action-research project that lasted two years and was aimed at training (long-term) of the Greek teachers. The final sample who participated in our research is 10 persons, all early childhood, primary and high school teachers who are working in multilingual classes. The training model called "Evolutionary training model" is based on the general assumption that the innovation of the Awakening to Languages, when en-golfed by teachers education, may create among teachers knowledge, attitudes and skills that enable them to make better use of the linguistic and cultural capital of their students and provide them a set of practices and a typology of skills that can facilitate them to work with languages throughout the curriculum. To test our hypothesis we chose a triangular approach. Research tools in part have been developed by us, in part from comparable research. These are two types of questionnaires, group interviews recorded and transcribed. In addition, we have based on our own observations as well as the experiment conducted by teachers in multilingual early childhood and primary school classes. In our participatory and action-oriented training, a second set of assumptions has emerged : our long group discussions, individual interviews, our observations have led us to ask whether a dynamic and systemic approach to the type of action-research training, as has been the training at the Awakening Languages, may create the necessary conditions, intra psychic and intra groupal so that the teachers develop a reflexive attitude towards their own, representations, manage their own social and professional problems in a dynamic way and stop feeling professional isolation. The main conclusion is that before talking about an effective intercultural education, we need to modify some elements in the socio-professional and personal identity of the teachers because the innovation of Awakening to Languages can help teachers realize their own representations of linguistic and cultural diversity in the classroorn, as well as their teaching practices and renegotiate with them.

This thesis explores the Danish labor movement’s use of Twitter during the collective bargaining in spring 2018 from a mobilisation perspective. This is done to investigate 1) the form of contentious politics practiced by the Danish labor movement, and 2) the role of trade unions in the Danish labor movement. One specific hashtag, #ok18, is analyzed. This investigation mainly builds on framing theory as developed by Snow & Benford (1986; 2000) and its connection to the logic of collective action, and the logic of connective action developed by Bennet & Segerberg (2013). Three methods were used to analyze the labor movement on Twitter: a social network analysis of @mentions, semantic network analyses of Twitter streams, and a quantitative content analysis. This study finds that the most important and central actors within the labor movement on Twitter are trade unions. Nothing indicates that Danish public employees used Twitter to organize independently of trade unions. Furthermore, the labor movement used Twitter to articulate collective action frames that served as shared “schemata of interpretation” for the collective bargaining. In addition, several framing processes that changed the collective action frames were identified. These results all indicate that the labor movement’s mobilisation on Twitter during the collective bargaining of 2018 is best described by the logic of collective action. There were no indications of personalization of politics or of an increased symbolical inclusiveness. The successful mobilisation in Spring 2018 might therefore be interpreted, with the big proviso that that this study only investigates Twitter, as the first small steps towards a revitalization of conventional trade union politics in Denmark.

Le mix instrumental de la politique alimentaire française induit une responsabilisation des acteurs de l’industrie agroalimentaire. Toutefois, ce partage d’enjeux est traversé par des logiques contradictoires. Dans cette étude, nous proposons d’analyser dans quelle mesure les instruments de l’action publique liée à l’alimentation interagissent avec les stratégies des entreprises de l’industrie alimentaire française.Pour y parvenir, nous nous appuyons en particulier sur la logique instrumentale de la politique alimentaire, l’approche par les parties prenantes et la théorie néo-institutionnelle. Nous analysons, grâce à la méthode de l’étude de cas unique, enchâssée, les réactions stratégiques d’une pluralité d’acteurs autour de la politique alimentaire.Cette étude contribue à l’analyse des politiques publiques, dans une perspective organisationnelle en l’appliquant au domaine de l’alimentation.Cette recherche a aussi permis d’identifier des modalités de renouvellement de l’action publique, avec une figure étatique qui se renforce. L’Etat, grâce à la mobilisation intelligente de ces parties prenantes, augmente sa capacité d’influence sur certains pans de la société et de la vie quotidienne des citoyens. Finalement, il semblerait que le désengagement observé de l’Etat soit dans certains domaines à relativiser. Derrière un effacement apparent, l’Etat continue à jouer son rôle mais selon des modalités renouvelées, sans doute plus adaptées au contexte actuel. / The instrumental mix of French food policy induces a responsibility to the players in the food industry . However, this share issue is crossed by conflicting logics. In this study , we propose to analyze to what extent the instruments of public policy related to food interact with the business strategies of the French food industry.To achieve this, we rely particularly on the approach by stakeholders . We analyze , using the method of the single case study , embedded , strategic reactions of a plurality of actors around food policy.This study contributes to the analysis of public policies, an organizational perspective by applying it to the field of nutrition.This research also identified renewal terms of public policy , with a state figure is increasing. The State, through intelligent engagement of these stakeholders , increases its influence on some sections of society and daily life of citizens.Finally , it seems that the disengagement of the state is observed in some areas relative. Behind an apparent deletion, the state continues to play its role, but in a manner renewed, probably more suited to the current context.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2015-11-13T14:43:01Z No. of bitstreams: 1 Alessandra Preussler de Almeida_.pdf: 1311570 bytes, checksum: 8fede87b02f9460bcd7e8185c0a6a228 (MD5) / Made available in DSpace on 2015-11-13T14:43:02Z (GMT). No. of bitstreams: 1 Alessandra Preussler de Almeida_.pdf: 1311570 bytes, checksum: 8fede87b02f9460bcd7e8185c0a6a228 (MD5) Previous issue date: 2015-09-23 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este estudo, embasado teoricamente no Interacionismo Sociodiscursivo, teve como objetivo identificar indícios linguísticos e discursivos que demonstrassem a atorialidade docente, a partir da interpretação feita por professores sobre seu trabalho. A atorialidade é entendida como a característica do actante que tem o papel de ator, ou seja, aquele que demonstra ter capacidades, intenções, motivos e responsabilidade para agir (BRONCKART, 2008, p. 122). Buscou-se compreender as formas como professores interpretam seu próprio agir e o agir de outros participantes do processo de ensino-aprendizagem, bem como apreender as possibilidades de reconfiguração do agir docente, analisando as figuras de ação (BULEA, 2004, 2009, 2010; BULEA, LEURQUIN & CARNEIRO, 2013). Tal análise apontou a existência de uma nova figura de ação, a de avaliação, figura que parece favorecer a expressão da atorialidade docente. Os dados foram coletados em entrevistas semiestruturadas realizadas com duas professoras de língua materna de uma rede pública de ensino fundamental, em dois momentos distintos: antes e depois do desenvolvimento de projetos pedagógicos. Foram selecionados trechos das entrevistas identificados como Segmentos de Orientação Temática (SOT) e Segmentos de Tratamento Temático (STT). A partir dessa categorização, foi realizada a análise textual discursiva sob a perspectiva da arquitetura textual (Bronckart,1999/2012), o que permitiu a identificação e a delimitação das figuras de ação interna e externa. As análises realizadas permitiram propor contextos de expressão de atorialidade, em que o actante demonstra sua implicação no agir, a partir dos quais podem-se inferir os demais elementos que o constituem como ator. Desta forma, percebeu-se que o uso do dêitico pronominal “eu” indica maior grau de responsabilização do professor no discurso, associado a verbos de tomada de responsabilização enunciativa ou verbos dinâmicos. Além disso, as modalizações, com destaque para alguns adjetivos e substantivos, contribuem para intensificar a produção de sentido, pois revelam a subjetividade do actante ao demonstrar peculiaridades do seu posicionamento quanto ao conteúdo temático (KERBRAT-ORECCHIONI, 1997). Por sua vez, a figura de ação avaliação demonstra a reflexão e o ponto de vista das professoras a respeito do seu próprio agir (interna) e também do agir dos demais participantes (externa). Essa figura de ação é caracterizada pelo caráter avaliativo e subjetivo, bem como demonstra forte implicação do professor e sua capacidade de reflexividade. Ao considerar as interações do processo de ensino-aprendizagem, percebeu-se que a articulação de motivos e intenções está associada dialogicamente à presença de outros participantes, que fazem parte do cenário escolar. Enfim, o trabalho realizado mostrou ser possível apreender aspectos reveladores sobre a pilotagem da sala de aula e sua complexidade, uma vez que os professores, ao verbalizarem sobre o seu trabalho, fazem emergir o papel crucial da linguagem que acessa a memória, organiza, comenta, regula as ações e as interações humanas. / This study, theoretically framed by Sociodiscursive Interactionism, aimed to identify linguistic and discursive indices that show teacher´s actoriality, examining teachers’ interpretation about their work. Actoriality is the feature of the actant that plays the role of an actor or one that demonstrates capabilities, intentions, motivations and responsibility to act (BRONCKART, 2008, p. 122). It pursued to understand how the teachers interpret their own action and the action of the other participants of the teaching-learning process, besides the reconfiguration of the teachers´ action, analyzing the action figures (BULEA, 2010; BULEA, LEURQUIN & CARNEIRO, 2013). This analysis indicated the presence of a new action figure, named action figure assessment, which seems to favor the expression of the teachers´ actoriality. The data were collected from semi-structured interviews conducted with two mother tongue teachers of a public school network in two different moments: before and after the implementation of educational projects. Parts of the interviews were selected which were identified as thematic orientation segments (SOT) and thematic treatment segments (STT). From this categorization, the textual and discursive analysis was conducted from the perspective of the textual architecture (Bronckart, 1999/2012), which enabled the identification and the delimitation of the internal and external action figures. The analysis allowed to propose that there are actoriality expression contexts in which the actants demonstrate their implication in the action, from which the other elements that constitute them as an actor may be inferred. Thus, the use of deictic pronoun I indicates higher degree of teacher’s accountability in speech, associated with enunciative verbs for accountability taking or dynamic verbs. In addition, modalizations, some adjectives and nouns, contribute to enhancing the production of meaning, because they reveal the subjectivity of the actants to demonstrate peculiarities of their positioning in regards to the thematic content (KERBRAT-ORECCHIONI, 1997). The action figure assessment shows the reflection and the views of the teachers regarding their own action (internal) and also the action of the other participants (external). This action figure is characterized by its strong evaluative and subjective trait, and demonstrates high involvement of teachers and their reflective capabilities. When considering the interactions of the teaching-learning process, the articulation of motives and intentions is dialogically associated to the presence of other participants that belong to the school setting. Ultimately, it is possible to apprehend revealing aspects of the classroom piloting and its complexity, since teachers, when verbalize about their work, bring out the crucial role of language that accesses memory, organizes, comments, regulates the human actions and interactions.