Le décrochage scolaire est un processus impliquant des facteurs multiples dont la qualité de la relation élève-enseignant n'est pas des moindres. Investir, ou simplement supporter, la relation à l'enseignant en période adolescente ''ne va pas de soi'', notamment parce que cela solliciterait un intense travail d'élaboration de la dynamique passivité-activité : passivité du côté de l'être (dé)formé, affecté, séduit par l'autre enseignant et dépendant de celui-ci; et activité du côté de l'emprise, de l'appropriation subjective et de la création adolescente. Nous proposons dans la présente thèse d'étudier l'hypothèse selon laquelle l'adolescent inscrit dans un processus de décrochage scolaire serait particulièrement en difficulté pour opérer ce travail d'élaboration de la dynamique activité-passivité tant au niveau intrapsychique que dans la relation intersubjective avec les enseignants. Dans cette perspective nous avons rencontré 17 collégiens âgés de 13 à 16 ans inscrits pour la plupart dans des structures de type classe relais. Nous nous sommes également entretenu avec deux enseignantes de classe relais. Notre méthodologie de recherche combine plusieurs outils : l'entretien, les tests projectifs du TAT et du Rorschach, le dessin et quelques observations in situ. Nous observons que la majorité des sujets acceptent, voire investissent, la position passive sur les plans interconnectés des affects (être affecté par l'autre) et de la dépendance dans le rapport à l'enseignant. Ils semblent cependant tenir à préserver et cultiver la position active de celui qui touche affectivement l'enseignant. La dynamique activité-passivité est marquée par un défaut d'élaboration de la fantasmatique de séduction qui semble ressurgir sur la scène de la classe à travers des conflits entre l'élève et l'enseignant. Nous discutons des enjeux de ces analyses pour la pratique clinique et pédagogique auprès des adolescents et pré-adolescents inscrits dans un processus de décrochage scolaire. / School dropout is a process that implies multiple factors, not the least of which is the quality of the teacher-pupil relationship. To invest or to simply put up with this relationship with the teacher during adolescence is not "obvious” at all, especially because it calls upon an intense work of elaboration of the activity-passivity dynamics : passivity from the one who is (de)formed, affected, seduced by the other (the teacher); and activity represented as grip, subjective appropriation and teenage creation. Our purpose in the present thesis is to study the hypothesis according to which teenagers who dropout from school cannot mentally elaborate the activity-passivity dynamics both on the intrapsychic level and that of the intersubjective relationship with teachers. To do so, we met 17 high school students from 13 to 16 years old registered in special classes for marginalized school children (called“classes relais” in French). We also conducted interviews with two teachers operating in those special classes. Our research method combines interviews, administering TAT and Rorschach’s projective tests, drawings and few in situ observations. We notice that most of the participants accepted, even invested the passive position from the perspective of both the interconnected affects (to be affected by the other) and the dependency to the teacher. However, it seems that they want to keep and improve the active position of the one who affectively touches the teacher. The activity-passivity dynamics is marked by a lack of elaboration of the seduction fantasy that spring up in the classroom through conflicts between pupils and teachers. These analyses are discussed in terms of the issues at stake for the clinical and educational practice for adolescents and pre-adolescents in the process of dropout.

Play with toy car from activity psychology approach This master thesis is aimed at play of preschool children with toy cars. A theoretical base for my research is the activity psychology perspective, which states that play is the leading activity of development in a preschool period. Following this thought, in my thesis I tried to find out, how can the preschool development be leaded by play with toy cars. My thesis contains theoretical and empirical part. In theoretical part I focus on a preschool period and the role of play in it. In this part I also distinguished the activity psychology approach and its concept of play. In empirical part I introduce my own qualitative research aimed at analysis of car toys observed in preschool facility. Based on analysis of play activities to partial units I discovered that toy car play provided motoric, cognitive and social development. What seemed to be important in all three areas was that children purposely complicated their games, which created higher demands for their skills and abilities. Children in their games impersonated various social roles, which included the whole system of activities and relations to other social roles. The rules of their games were mostly implicit and were connected to activity or role which a child impersonated.