A presente dissertação teve como motivação geral aprofundar na compreensão do trabalho dentro da Flaskô, uma Empresa Recuperada pelos Trabalhadores (ERT), devido ao interesse nessas experiências de autogestão. A questão de fundo consiste em entender se seriam as ERT\'s capazes de possibilitar transformações substanciais no trabalho de maneira a apontar para novas relações sociais e de produção. Questão abrangente que permanecerá por muito tempo. A partir de um recorte um pouco mais específico, buscamos compreender como se configura a cooperação entre os trabalhadores em suas atividades de produção. Para isso utilizamos o referencial teórico da Ergonomia da Atividade. Foi feita uma pesquisa-ação na fábrica seguindo a metodologia Análise Ergonômica do Trabalho (AET), que permitiu que nos aproximássemos da atividade e da organização real do trabalho, podendo observar no processo de mudança e projeto de novas formas organizacionais os interstícios, contradições e lógicas do trabalho na fábrica. A partir das vivências que os trabalhadores deixaram emergir na AET bem como dos relatos, entrevistas e observações realizadas, analisamos a cooperação à luz dos conceitos da Psicodinâmica do Trabalho, tentando construir uma interpretação da deontologia do fazer na fábrica, ou seja, dos processos que permitem o reconhecimento intersubjetivo dos trabalhadores através da discussão, deliberação, criação de acordos, normas e regras que envolvem a capacidade de construir confiança, comunicar-se, coordenar as inteligências singulares através de arbitragem e da legitimação de certo tipo de autoridade fundada no saber e na utilidade, e não na dominação. / The present work was motivated by the general interest to understand deeply the work inside Flaskô, a self-management company which was recovered by its workers during the failure process, due to the interest in these self-management and democracy at workplace experiences. The fundamental question behind all the work is to understand if those experiences are able to produce substantial changes in work leading to new social and production relations. But that is a question that will remain for a long time. In this research, more specifically, we tried to focus on in understanding how the cooperation between the workers in the production activities is configured. For this purpose, we use the theoretical reference of the Activity Ergonomics, following the methodology of Ergonomic Analysis of Work in Flaskô, which allowed us to approach the work activity and the real organization of the work. In the process of designing changes in the organization with the workers we were able to observe the interstices, contradictions and logics of work. The workers brought up a lot of experiences from their lives at the factory. That allowed us, along with the reports, interviews and observations that we made, build an interpretation of the cooperation, using as theoretical framework the concepts of Work Psychodynamics. We tried to understand cooperation from the process of \"deontology of work\" in the factor: the processes that allow the intersubjective recognition of workers through discussion, deliberation, creation of agreements, norms and rules that involve the capacity to build trust, communicate, coordinate the singular intelligences through arbitration and the legitimation of a certain type of authority based on knowledge and in utility, not domination.

Background - Hand intense occupational activities have been associated with an increase in the incidence of carpal tunnel syndrome (CTS). CTS is characterized by an impairment of median nerve function. To date, a dose-response relationship between wrist activity and median nerve performance has not been documented. Since repetitive hand/wrist activity in the workplace has significant implications, it is important to establish a scientific basis for the aetiology of work-related carpal tunnel syndrome. Methods -- In a laboratory environment, twenty-seven clinically confirmed asymptomatic female subjects performed continuous repetitive wrist motion in the flexion-extension plane during which an angle of 120 degrees was subtended about the neutral wrist position. Four levels of wrist activity, corresponding with 0 (static), 22 (Iow), 38 (medium) and 49 (high) repetitions per minute, were prescribed. Wrist motion was recorded using a state-of-the-art 3D electromagnetic tracking system (HumanTRAC). Mathematical descriptors of wrist kinematics, including cycle time, amplitude, angular velocity and angular acceleration, were calculated. Sensory median nerve response to imposed physical stressors was monitored antidromically and recorded using a clinical electroneurometer every ten minutes throughout the simulated work activities. Near-nerve skin temperature was recorded at three sites along the distal sensory branch of the median nerve every twenty minutes. Results - After adjusting for changes in near-nerve skin temperature, a significant within-subject effect of duration of exposure (time) was detected. Sensory median nerve conduction velocity differed statistically by 2.1 ms-1 between the static and high wrist activity conditions after 120 minutes of exposure, signifying adverse effects on nerve conduction that are uniquely attributable to repetitive hand motion. Wrist activity measures of mean angular acceleration presented a highly significant association with nerve performance, where nerve conduction decreased as wrist activity increased. Using regression analysis, a maximum safe wrist-workload exposure limit of 0.91 repetitions per minute is proposed. Limitations of this result are discussed. A biomechanical model is presented to calculate the effect of physical risk factors on tendon forces at the wrist. This model offers a method by which findings of the study can be employed for workplace exposure surveillance and development of ergonomic workstation design recommendations. Conclusions -- Across the study population of clinically asymptomatic female participants, a change in median nerve performance was observed. This significant effect was evoked due to imposed physical stressors. A dose response relationship between work intensity, exposure time and median nerve conduction velocity was demonstrated. The research explored in this thesis presents a foundation for the future development of a "Dynamic Median Nerve Stress Test". This test would involve the performance of a repetitive motion activity of the wrist during which changes in the function of the median nerve are closely monitored. The Dynamic Median Nerve Stress Test might prove to be valuable both as a provocative clinical test as well as an important research tool.

L’objet de la thèse est d’étudier l’activité de travail de professeurs engagés dans un nouveau dispositif : la co-intervention. En France, la réussite de tous les élèves à l’école primaire s’appuie sur un postulat : le travail collectif des enseignants fait évoluer les pratiques pédagogiques et améliorer les résultats des élèves. Les réformes éducatives se multiplient et conduisent à une diversification de la forme scolaire et une complexification du travail enseignant. Plusieurs projets expérimentent depuis plusieurs années la co-intervention, où deux enseignants travaillent ensemble au sein même de la classe. Notre recherche en ergonomie de l’activité enseignante donne à voir et à réfléchir sur la ré-organisation des milieux de travail et les motifs de l’activité conjointe dans les dispositifs d’aide en co-intervention, source potentielle d’une activité dialogique qui ouvre à de nouvelles manières de faire « possibles » et une transformation des pratiques. La co-intervention est une nouvelle situation de travail qui bouscule les dimensions collectives telles qu’elles existent pour un maître seul dans sa classe. Contrairement à l’affirmation institutionnelle, nos résultats montrent que co-intervenir avec un enseignant ordinaire ou un enseignant spécialisé ne produit pas forcément une activité conjointe ni un débat professionnel sur les manières de faire et de penser orientés vers les élèves en difficulté d’apprentissage. / This research aims at studying the work of teachers who are experimenting a new system : co-teaching. In France, it is widely considered that the academic success of all elementary school pupils relies on the teachers' collective work, which makes teaching practices evolve and improves pupils' results. Educational reforms multiply, leading to more diverse teaching methods and a more complex teaching job. Many projects have been experimenting co-teaching for severaly years, with two teachers working together in the same classroom.Our research in teaching activity ergonomics gives us some visibility and food for thought concerning a new organization of the working environment and the reasons justifying joint activity in those new ways to help the pupils in the school system. If co-teaching is a new work frame that allows to redefine what has to be done and how to do it, it then becomes the source of some dialogic activity that opens new horizons and new possible ways to work as well as changing practices. Unlike what the educational authorities are saying, our results show that co-teaching with a regular or a specialized teacher does not necessarily lead to similar joint activities, nor does it produce a professional debate on the ways of acting and thinking with underachieving pupils.

Propõe-se uma agenda de intervenção para a ergonomia da atividade no processo de requisitos de sistemas computacionais interativos centrados no usuário. Esta agenda adotou a abordagem multidisciplinar preconizada em normas internacionais de qualidade de software, como a ISO-13407. O objetivo da agenda é integrar a Análise Ergonômica do Trabalho na engenharia de requisitos, abordando a complexidade do ambiente de uso de forma sistemática, e garantir a interoperabilidade com a equipe de desenvolvimento. A agenda é aplicada experimentalmente em um estudo de caso de informatização na área médica, e envolveu o especialista em usuário, especialistas em computação e especialistas na área médica. Os resultados apresentados corroboram para a abordagem multidisciplinar proposta, evidenciando-se em processos de informatização de atividades de trabalho. / An agenda for the intervention of the activity ergonomics in the requirements process of interactive computing systems centered in the user is proposed. The agenda adopted a multidiscplinary approach aimed by international software quality standarts, as ISO 13407. The objective of the agenda is to integrate the Ergonomic Analysis of Work in the requirements engineering, approaching complexity of the environment of use, while making possible interoperability with the development team. The agenda is experimentally applied in a case study of automation in the medical field, involving user, computing and medical specialists. Results presented corroborated to the multidisciplinary approach proposed, argued for automation of working activities.

Propõe-se uma agenda de intervenção para a ergonomia da atividade no processo de requisitos de sistemas computacionais interativos centrados no usuário. Esta agenda adotou a abordagem multidisciplinar preconizada em normas internacionais de qualidade de software, como a ISO-13407. O objetivo da agenda é integrar a Análise Ergonômica do Trabalho na engenharia de requisitos, abordando a complexidade do ambiente de uso de forma sistemática, e garantir a interoperabilidade com a equipe de desenvolvimento. A agenda é aplicada experimentalmente em um estudo de caso de informatização na área médica, e envolveu o especialista em usuário, especialistas em computação e especialistas na área médica. Os resultados apresentados corroboram para a abordagem multidisciplinar proposta, evidenciando-se em processos de informatização de atividades de trabalho. / An agenda for the intervention of the activity ergonomics in the requirements process of interactive computing systems centered in the user is proposed. The agenda adopted a multidiscplinary approach aimed by international software quality standarts, as ISO 13407. The objective of the agenda is to integrate the Ergonomic Analysis of Work in the requirements engineering, approaching complexity of the environment of use, while making possible interoperability with the development team. The agenda is experimentally applied in a case study of automation in the medical field, involving user, computing and medical specialists. Results presented corroborated to the multidisciplinary approach proposed, argued for automation of working activities.

Submitted by Milena Rubi (milenarubi@ufscar.br) on 2017-02-15T13:09:47Z No. of bitstreams: 1 SILVA_Daniela_2016.pdf: 80229234 bytes, checksum: b31611b87e5042713f6fb30cf6fd48ff (MD5) / Approved for entry into archive by Milena Rubi (milenarubi@ufscar.br) on 2017-02-15T13:10:02Z (GMT) No. of bitstreams: 1 SILVA_Daniela_2016.pdf: 80229234 bytes, checksum: b31611b87e5042713f6fb30cf6fd48ff (MD5) / Approved for entry into archive by Milena Rubi (milenarubi@ufscar.br) on 2017-02-15T13:10:08Z (GMT) No. of bitstreams: 1 SILVA_Daniela_2016.pdf: 80229234 bytes, checksum: b31611b87e5042713f6fb30cf6fd48ff (MD5) / Made available in DSpace on 2017-02-15T13:10:14Z (GMT). No. of bitstreams: 1 SILVA_Daniela_2016.pdf: 80229234 bytes, checksum: b31611b87e5042713f6fb30cf6fd48ff (MD5) Previous issue date: 2016-05-16 / Não recebi financiamento / This research analyzes the work of the operators of a converter substation of electricity from the interior, which can be considered exhausting due to the operating modes that are intrinsic in their daily lives. The objective seeks to identify the impacts caused by organizational changes on the work of people and the system performance due to reduced staff started in 2011. The methodology used was a case study outlined by the Activity Ergonomics of Work. The results indicated that before the staff reduction procedures were performed more safely and accompanied by aspects related to learning issues and recognition of operators. It was concluded that changes in work organization impacted in accelerating the scrapping of the equipment and the precariousness of the work of operators. / Esta pesquisa analisa o trabalho dos operadores de uma subestação conversora de energia elétrica do interior paulista, que pode ser considerado desgastante devido aos modos operatórios que estão intrínsecos no seu cotidiano. Como objetivo busca identificar quais os impactos causados pelas mudanças organizacionais sobre o trabalho das pessoas e no desempenho do sistema, advindo principalmente da redução da equipe, iniciada em 2011. A metodologia aplicada foi um estudo de caso delineado pela Análise Ergonômica do Trabalho. Os resultados indicaram que antes da redução de pessoal os procedimentos eram executados de forma mais segura e acompanhados de aspectos relacionados a questões de aprendizado e reconhecimento dos operadores. Concluiu-se que as mudanças na organização do trabalho impactaram na aceleração do sucateamento dos equipamentos e na precarização do trabalho dos operadores.

Made available in DSpace on 2016-06-02T19:53:33Z (GMT). No. of bitstreams: 1 SOUZA_Renato_2014.pdf: 1978160 bytes, checksum: c3d8365999634e1499ee6fe2898caa01 (MD5) Previous issue date: 2014-12-17 / Financiadora de Estudos e Projetos / This dissertation discusses the construction of the operational methods in the conveyor belt of sorting recyclable materials in a collectors' cooperative. Cooperatives represent not only a way out of the problems of management of municipal solid waste, but also a possibility of integration and income generation for people who are outside the formal work. Nevertheless, the search for income and better life clashes with precarious working conditions. In this context, the aim of this study is to understand how the cooperative regulate their activity against the difficulties in the conveyor belt of sorting recyclable materials. The applied methodology includes a case study outlined by the Activity Ergonomics. The results indicate both an intense physical and mental effort associated with the collection of recyclable materials. During the activity, the cooperative members face few situations which may affect the objectives and regulate their activity without risking their internal state. Collective joints emerge from the conveyor belt as a possibility of collective regulation of the difficulties arising from the instantaneous overlapping variations (volume, variety and condition of materials) and ascending and descending requirements. These results indicate that the collection of recyclable materials is only possible through the inventiveness of the cooperative members to use perceptual exploration and solve problems facing the pace of work. / Nesta dissertação se discute a construção dos modos operatórios na esteira de triagem de materiais recicláveis em uma cooperativa de catadores. As cooperativas representam não só uma saída para os problemas de gestão dos resíduos sólidos municipais, mas também uma possibilidade de integração e geração de renda para pessoas que estão à margem do trabalho formal. Apesar disso, a busca por renda e melhor condição de vida se choca nas precárias condições de trabalho. Nesse contexto, o objetivo deste estudo é compreender como os cooperados regulam sua atividade frente às dificuldades na esteira de triagem de materiais recicláveis. A metodologia aplicada conta com um estudo de caso delineado pela Ergonomia da Atividade. Os resultados indicam um intenso esforço físico e mental associado à triagem de materiais recicláveis. Durante a atividade os cooperados se deparam com poucas situações em que podem agir sobre os objetivos e regularem sua atividade sem colocar em risco seu estado interno. As articulações coletivas emergem da esteira como uma possibilidade de regulação coletiva das dificuldades advindas das sobreposições instantâneas das variabilidades (volume, variedade e estado dos materiais) e das prescrições ascendentes e descendentes. Esses resultados indicam que a triagem de materiais recicláveis só é possível graças à inventividade dos cooperados em utilizar a exploração perceptiva e resolver problemas frente ao ritmo de trabalho.

Esta dissertação tem por objetivo estudar a relação do professor iniciante de FLE com sua atividade e seu posicionamento diante das orientações/prescrições para seu trabalho, tendo como contexto de pesquisa uma escola particular de língua francesa localizada em uma cidade no interior do Estado de São Paulo, onde trabalhava a professora participante da pesquisa. O quadro teórico e metodológico que fornece o eixo central deste estudo é o Interacionismo Social (VYGOTSKI, 1984; 2008), de onde se originam suas vertentes também aqui adotadas: o Interacionismo Sociodiscursivo (BRONCKART, 1999; 2004; 2006; 2008; 2010; 2011; BRONCKART; MACHADO, 2004; MACHADO, 2004; 2007; 2009a; 2009b;) e duas das Ciências do Trabalho, a Clínica da Atividade (CLOT, 1995; 2001a; 2001b; 2006a; 2006b; 2008; 2010; 2012; 2013; FAÏTA, 2002; 2004) e a Ergonomia da Atividade dos Profissionais da Educação (AMIGUES, 2002; 2003; 2004; 2009; SAUJAT, 2002; 2003; 2004; AMIGUES; FÉLIX; ESPINASSY, 2014). A fim de analisar nossos dados, além do quadro teórico-metodológico proposto por Bronckart (1999; 2006), servimo-nos também dos estudos de Bulea (2010), Kerbrat-Orecchioni (2006). Maingueneau (1989) e Marcuschi (1999) para enriquecer nossas análises. A metodologia desta pesquisa consistiu na coleta e análise dos documentos de orientação existentes na situação de trabalho da professora iniciante participante desta pesquisa, bem como de duas entrevistas de Instrução ao Sósia (2001b) realizadas com ela e dos diários de aula produzidos pela professora participante, em que ela registrou suas impressões e sentimentos suscitados a partir de suas aulas. Através das análises de nossos dados, procuramos investigar o papel das prescrições (explícitas e implícitas) na situação de trabalho de nossa professora participante, os protagonistas de sua situação de trabalho bem como as implicações do uso da Instrução ao Sósia e dos diários de aula em processos de formação de professores iniciantes. Os resultados de nossas análises revelam a grande influência das prescrições explícitas e implícitas no agir do professor, sendo que elas podem vir a tolher seu poder de agir e prejudicar sua saúde no trabalho (CLOT, 2010; 2013). Vimos que, como protagonistas da situação de trabalho do professor iniciante, há a coordenadora pedagógica, o coletivo de professores e os alunos, instância também prescritora e responsável pelas intenções de mudanças do agir da professora. Finalmente, vimos que as entrevistas de Instrução ao Sósia e os diários de aula podem ser instrumentos que atuam na aprendizagem do métier e, possivelmente, no desenvolvimento do professor iniciante. Sabendo que o estudo do trabalho do professor iniciante pode ajudar a ampliar os conhecimentos do métier do professor (SAUJAT, 2004), ressaltamos a importância desta pesquisa para o campo da formação de professores, não apenas de francês como, também, de outras disciplinas. / This thesis has as its main objective to study the relationship between the FSL beginning teachers and their activity, as well as their position towards the guidance/prescription to their work, having as research background a French private school at the countryside of the state of São Paulo where the teacher who is also the research participant worked. The theoretical and methodological framework that supplies the pivoting point of this research is the Social Interactionism (VYGOTSKI, 1948; 2008), from which come its branches, which were also used in this paper: the Socio-discursive Interactionism (BRONCKART, 1999; 2004; 2006; 2008; 2010; 2011; BRONCKART; MACHADO, 2004; MACHADO, 2004; 2007; 2009a; 2009b;) and two of the Work Sciences, the Activity Clinic (CLOT, 1995; 2001a; 2001b; 2006a; 2006b; 2008; 2010; 2012; 2013; FAÏTA, 2002; 2004) and the Activity Ergonomics of the Education Professionals (AMIGUES, 2002; 2003; 2004; 2009; SAUJAT, 2002; 2003; 2004; AMIGUES; FÉLIX; ESPINASSY, 2014). To analyze our data, besides the theoretical and methodological framework proposed by Bronckart (1999; 2006), we also used the studies by Bulea (2010), Kerbrat-Orecchioni (2006), Maingueneau (1989) and Marcuschi (1999) to enrich our analyses. The methodology of this research consisted of collecting and analyzing the guidance documents which existed in the work situation of the beginning teacher participant of this research, as well as two interviews from Instruction to the Double (2001b) done with her and the teacher\'s diaries produced by the participant teacher, where she registered her impressions and the feelings aroused from her classes. Through the analyzes of our data, we attempted to investigate the role of the prescriptions (explicit and implicit) in the work situation of our participant teacher, the protagonists of her work situation as well as the implications of the use of Instruction to the Double and the teacher\'s diaries in the processes of beginning teachers\' development. The results of our analyzes show the great influence from the explicit and implicit prescriptions on the way the teacher performed, showing that they can come to hinder their power of performing and harm their well-being at work (CLOT, 2010 ; 2013). We realized that, as protagonists on the work situation of the beginning teacher, there are the pedagogical coordinator, the group of teachers and the students, who are also a prescribing instance responsible for the changing intentions on the teacher\'s way of acting. Finally, we realized that the interviews from the Instructions to the Double and the teacher\'s diaries can be tools that operate on the métier learning process and possibly, on the development of the beginning teacher. Knowing that the study on the beginning teacher\'s work may help to broaden the knowledge of the métier of the teacher (SAUJAT, 2004), we highlight the importance of this research in the teachers\' development field, not only for French, but also for other subjects.

Esta dissertação tem por objetivo estudar a relação do professor iniciante de FLE com sua atividade e seu posicionamento diante das orientações/prescrições para seu trabalho, tendo como contexto de pesquisa uma escola particular de língua francesa localizada em uma cidade no interior do Estado de São Paulo, onde trabalhava a professora participante da pesquisa. O quadro teórico e metodológico que fornece o eixo central deste estudo é o Interacionismo Social (VYGOTSKI, 1984; 2008), de onde se originam suas vertentes também aqui adotadas: o Interacionismo Sociodiscursivo (BRONCKART, 1999; 2004; 2006; 2008; 2010; 2011; BRONCKART; MACHADO, 2004; MACHADO, 2004; 2007; 2009a; 2009b;) e duas das Ciências do Trabalho, a Clínica da Atividade (CLOT, 1995; 2001a; 2001b; 2006a; 2006b; 2008; 2010; 2012; 2013; FAÏTA, 2002; 2004) e a Ergonomia da Atividade dos Profissionais da Educação (AMIGUES, 2002; 2003; 2004; 2009; SAUJAT, 2002; 2003; 2004; AMIGUES; FÉLIX; ESPINASSY, 2014). A fim de analisar nossos dados, além do quadro teórico-metodológico proposto por Bronckart (1999; 2006), servimo-nos também dos estudos de Bulea (2010), Kerbrat-Orecchioni (2006). Maingueneau (1989) e Marcuschi (1999) para enriquecer nossas análises. A metodologia desta pesquisa consistiu na coleta e análise dos documentos de orientação existentes na situação de trabalho da professora iniciante participante desta pesquisa, bem como de duas entrevistas de Instrução ao Sósia (2001b) realizadas com ela e dos diários de aula produzidos pela professora participante, em que ela registrou suas impressões e sentimentos suscitados a partir de suas aulas. Através das análises de nossos dados, procuramos investigar o papel das prescrições (explícitas e implícitas) na situação de trabalho de nossa professora participante, os protagonistas de sua situação de trabalho bem como as implicações do uso da Instrução ao Sósia e dos diários de aula em processos de formação de professores iniciantes. Os resultados de nossas análises revelam a grande influência das prescrições explícitas e implícitas no agir do professor, sendo que elas podem vir a tolher seu poder de agir e prejudicar sua saúde no trabalho (CLOT, 2010; 2013). Vimos que, como protagonistas da situação de trabalho do professor iniciante, há a coordenadora pedagógica, o coletivo de professores e os alunos, instância também prescritora e responsável pelas intenções de mudanças do agir da professora. Finalmente, vimos que as entrevistas de Instrução ao Sósia e os diários de aula podem ser instrumentos que atuam na aprendizagem do métier e, possivelmente, no desenvolvimento do professor iniciante. Sabendo que o estudo do trabalho do professor iniciante pode ajudar a ampliar os conhecimentos do métier do professor (SAUJAT, 2004), ressaltamos a importância desta pesquisa para o campo da formação de professores, não apenas de francês como, também, de outras disciplinas. / This thesis has as its main objective to study the relationship between the FSL beginning teachers and their activity, as well as their position towards the guidance/prescription to their work, having as research background a French private school at the countryside of the state of São Paulo where the teacher who is also the research participant worked. The theoretical and methodological framework that supplies the pivoting point of this research is the Social Interactionism (VYGOTSKI, 1948; 2008), from which come its branches, which were also used in this paper: the Socio-discursive Interactionism (BRONCKART, 1999; 2004; 2006; 2008; 2010; 2011; BRONCKART; MACHADO, 2004; MACHADO, 2004; 2007; 2009a; 2009b;) and two of the Work Sciences, the Activity Clinic (CLOT, 1995; 2001a; 2001b; 2006a; 2006b; 2008; 2010; 2012; 2013; FAÏTA, 2002; 2004) and the Activity Ergonomics of the Education Professionals (AMIGUES, 2002; 2003; 2004; 2009; SAUJAT, 2002; 2003; 2004; AMIGUES; FÉLIX; ESPINASSY, 2014). To analyze our data, besides the theoretical and methodological framework proposed by Bronckart (1999; 2006), we also used the studies by Bulea (2010), Kerbrat-Orecchioni (2006), Maingueneau (1989) and Marcuschi (1999) to enrich our analyses. The methodology of this research consisted of collecting and analyzing the guidance documents which existed in the work situation of the beginning teacher participant of this research, as well as two interviews from Instruction to the Double (2001b) done with her and the teacher\'s diaries produced by the participant teacher, where she registered her impressions and the feelings aroused from her classes. Through the analyzes of our data, we attempted to investigate the role of the prescriptions (explicit and implicit) in the work situation of our participant teacher, the protagonists of her work situation as well as the implications of the use of Instruction to the Double and the teacher\'s diaries in the processes of beginning teachers\' development. The results of our analyzes show the great influence from the explicit and implicit prescriptions on the way the teacher performed, showing that they can come to hinder their power of performing and harm their well-being at work (CLOT, 2010 ; 2013). We realized that, as protagonists on the work situation of the beginning teacher, there are the pedagogical coordinator, the group of teachers and the students, who are also a prescribing instance responsible for the changing intentions on the teacher\'s way of acting. Finally, we realized that the interviews from the Instructions to the Double and the teacher\'s diaries can be tools that operate on the métier learning process and possibly, on the development of the beginning teacher. Knowing that the study on the beginning teacher\'s work may help to broaden the knowledge of the métier of the teacher (SAUJAT, 2004), we highlight the importance of this research in the teachers\' development field, not only for French, but also for other subjects.