Submitted by Maykon Nascimento (maykon.albani@hotmail.com) on 2014-12-17T18:42:20Z No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertacao A Representacao social da prática para psicologos clinicos.pdf: 1527079 bytes, checksum: fd93f6004a31e3291cb42603549075ed (MD5) / Approved for entry into archive by Elizabete Silva (elizabete.silva@ufes.br) on 2014-12-19T18:29:24Z (GMT) No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertacao A Representacao social da prática para psicologos clinicos.pdf: 1527079 bytes, checksum: fd93f6004a31e3291cb42603549075ed (MD5) / Made available in DSpace on 2014-12-19T18:29:24Z (GMT). No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertacao A Representacao social da prática para psicologos clinicos.pdf: 1527079 bytes, checksum: fd93f6004a31e3291cb42603549075ed (MD5) Previous issue date: 2014 / Ao longo dos últimos trinta anos, os profissionais da Psicologia têm buscado conhecer suas práticas profissionais. Tem-se feito estudos e discussões referentes aos paradigmas que sustentam a profissão, às práticas e crenças sobre o psicólogo e sua prática. Dentre eles, percebe-se a relevância e a importância da psicologia clínica, entretanto, poucos são os estudos realizados com os profissionais inseridos nessa área. A pesquisa teve por objetivo investigar e analisar a representação social de prática profissional para psicólogos clínicos da Grande Vitória/ES. Foi utilizada a Análise Dimensional e Dinâmica das Representações Sociais (Teoria das Representações Sociais) para investigar as noções que compõem a prática. Foram entrevistados 18 psicólogos clínicos atuantes em consultório. Utilizou-se o software ALCESTE na análise. Trabalhou-se com os elementos das classes identificadas pelo Alceste para compor as dimensões da representação social. Constatou-se que os entrevistados construíram informações sobre a psicologia clínica e sua prática antes da entrada no curso ou cedo na formação. As teorias utilizadas na clínica são aspectos importantes nessa aproximação. As atitudes frente à prática são extremamente favoráveis, sendo desfavoráveis quando comparadas às crenças da população ou às práticas médicas, tocando em aspectos identitários. Quanto ao campo, reconheceu-se uma imagem dividida em duas: 1) Imagem das atribuições e da prática clássicas do psicólogo clínico; 2) Imagem dos problemas, das mudanças e das dificuldades. Foi possível identificar a representação social de prática profissional para os psicólogos clínicos, levantando questões importantes para a área da psicologia clínica e para a teoria das representações sociais. / Over the last thirty years, the professionals of psychology have sought to meet their professional practices. It has done studies and discussions regarding paradigms that underpin the profession, practices and beliefs about the psychologist and practice. Among them, we see the relevance and importance of clinical psychology, however, few studies have been conducted with professionals involved in this area. The research aimed to investigate and analyze the social representation of practice for clinical psychologists in Grande Vitória/ES. Dimensional Analysis and Dynamics of Social Representations (Theory of Social Representations) was used to investigate the concepts that make up the practice. Eighteen active clinical psychologists in office were interviewed. We used the software ALCESTE analysis. We worked with the elements of the classes identified by Alceste to compose the dimensions of social representation. It was found that respondents constructed information about clinical psychology and practice before entering the course or early in training. The theories used in the clinic are important aspects of this approach. Attitudes towards practice are extremely favorable, and unfavorable when compared to the beliefs of the population or the medical practice, touching in identity aspects. As for the field, we recognized a split image into two: 1) Picture of the atributions and practices of classical clinical psychologist; 2) Picture of problems, changes and difficulties. It was possible to identify the social representation of practice for clinical psychologists, raising important for the field of clinical psychology and the theory of social representations issues.

L’internationalisation des entreprises est un phénomène irréversible et la globalisation économique n’est qu’une des facettes d’un phénomène de mondialisation qui touche désormais l’ensemble des activités humaines. Cette globalisation de l’économie offre aux entreprises des opportunités d’implantation et d’acquisition de parts de marchés étrangers mais semble poser des défis importants à relever à toute entreprise désireuse de s’internationaliser. En effet, l’observation des performances des entreprises exportatrices de la filière fruits et légumes d’un pays comme le Burkina Faso montre une baisse continue de la compétitivité sur le marché international depuis plusieurs années. Face à ce constat, nous nous interrogeons sur les raisons profondes de cette situation : la perte de compétitivité peut-elle s’expliquer par l’organisation et le mode de fonctionnement de la filière face aux conditions actuelles d’accès au marché ? Pour répondre à cette question, notre démarche a consisté à mobiliser la théorie de l’économie industrielle et la théorie du marketing relationnel qui ont permis de formuler 12 propositions de recherche. Ces propositions ont été soumises à l’épreuve des faits sur la base des résultats des traitements et de l’analyse des données collectées auprès d’un échantillon de 23 acteurs. Deux méthodes d’analyse ont été mobilisées pour le traitement et l’analyse des données : l’analyse thématique et l’analyse automatique de contenu à l’aide du logiciel ALCESTE. Les résultats convergents de ces deux méthodes d’analyse ont permis de conclure que la perte de compétitivité s’explique d’une part l’organisation et le mode de fonctionnement de la filière face aux conditions actuelles d’accès au marché mais surtout de facteurs liés à son environnement externe, notamment les conditions de base du pays d’origine, d’autre part. La thèse formule des recommandations d’ordre managériales et ouvre des perspectives pour des recherches futures. / Firm’s internationalisation is an irreversible phenomena and the economic globalisation is a figure of world phenomena of all human activities concern. This globalisation gives an opportunity to firms which desire to acquire a market part in foreign markets. But this situation is also an important challenge for those firms which want to get a part in the international market. Indeed, we noticed that export firms of Burkina fruits and vegetables field had a bad performance since several years. Then, we need to understand the main raisons of this situation. So our question is: doses competitiveness loss can be explained by the field organisation and working according to the market conditions access? To answer to this question, industrial and relational marketing theories are mobilized. With these theories 12 research propositions are formulated and tested. A primary data are collected with a sample of 23 actors. These data was submitted to two different data analysis methodology: the thematic analysis and ALCESTE analysis. The convergent results of these two analysis methodology premised us to conclude that the field competitiveness loss is partly due to field organisation and working and to a large extent of the basic conditions of origin country. In conclusion we propose recommendations for firm’s competitive improvement and some directions for further research.

Cette thèse porte sur l’engagement psychologique optimal (Brault-Labbé et al., 2008, 2009, 2010), des adultes en formation continue au Burkina Faso. Il s’agit d’identifier les contributions des facteurs de motivations de formation (Fenouillet et al., 2015), de motivations de carrière (London, 1983), de soutiens sociaux perçus (Zimet et al.,1988), de soutiens organisationnels perçus (Eisenberger et al, 1986) et de perception d’autonomie (Vallerand et al., 1997), dans l’engagement psychologique en formation.La première étude qualitative est conduite à partir du verbatim de vingt-sept (27) entretiens semi-directif et un traitement automatique de contenu à l’aide du logiciel Alceste. L’hypothèse portant sur l’existence de « mondes lexicaux » différenciés relatifs à l’engagement psychologique et aux variables explicatives de cette recherche est invalidée. L’engagement psychologique optimal est unidimensionnel dans cette recherche, contrairement au modèle original tridimensionnel (Brault-Labbé et al., 2008, 2009, 2010).La deuxième étude quantitative s’appuie sur cinq des sept étapes de la méthodologie d’adaptation transculturelle des échelles préconisées par Vallerand (1989). Une première étape d’analyse exploratoire a permis l’épuration des six outils. La deuxième étape d’analyse confirmatoire s’appuie sur les données de trois-cent-soixante-onze (371) questionnaires. Les résultats confirment l’existence de corrélations positives et significatives entre l’engagement psychologique optimal en formation et les variables explicatives. Ce sont les motivations de carrière, les soutiens sociaux perçus, et la perception d'autonomie qui rendent compte de l’engagement psychologique unidimensionnel. Ce résultat indique, contrairement au modèle original tridimensionnel (Brault-Labbé et al., 2008, 2009, 2010), que l’engagement psychologique optimal est un construit unidimensionnel avec un contenu affectif, cognitif et comportemental.Mots-clés : Burkina-Faso, engagement psychologique, logiciel Alceste, motivations de carrière, perception d'autonomie, soutien social perçu. / This doctoral thesis base on the three-dimensional model of the optimal psychology commitment (Brault-Labbé et al., 2008, 2009, 2010), applied to adults in continuing education in Burkina Faso. It aims to explore the influence of training motivation (Fenouillet et al., 2015), carrer motivation (London, 1983), perceived social supports (Zimet et al.,1988), perceived organizational supports (Eisenberger et al., 1986), and the perception of autonomy (Vallerand et al., 1997).The first qualitative study is based on data from twenty-seven (27) semi-structured interviews whose corpus is subjected to automatic content processing using the Alceste software. The interview focused on the existence of differentiated classes of "lexical universes" relating to the psychological commitment and to the explanatory variables of this research. The hypothesis supporting the existence of differentiated lexical contents is invalidated. In this research, unlike the original three-dimensional model (Brault-Labbé et al., 2008, 2009, 2010), the construct of optimal psychological commitment is one-dimensional.The second quantitative study is conducted, in the final phase, using data from three hundred and seventy-one (371) questionnaires from the six scales of this research. Exploratory and confirmatory analyzes supported by cross-cultural adaptation of the tools were carried out according to five of the seven recommended steps of Vallerand (1989).The question was what training and career motivations motivate adults in their psychological commitment to training on the one hand? and on the other hand, what perceptions do they have of social and organizational supports, as well as their perception of autonomy in this commitment?The results confirm, on the one hand, the hypothesis of the existence of positive and significant correlations between the optimal psychological commitment to training and the explanatory variables. Likewise, it is the career motivations, perceived social supports, and the perception of autonomy that account for one-dimensional psychological commitment.This result shows, contrary to the original three-dimensional model (Brault-Labbé et al., 2008, 2009, 2010), that optimal psychological commitment is a one-dimensional construct with affective, cognitive and behavioural content.Keywords: Burkina Faso, psychological commitment, Alceste software, career motivations, training motivations, perception of autonomy, perceived support.

[pt] A educação na modalidade a distância tem sido apontada como uma estratégia eficiente para a formação inicial e continuada de professores para a educação básica. Contudo, a expansão dessa modalidade também vem acompanhada de críticas e preocupações quanto à qualidade dessa formação. Uma das problemáticas principais da EAD reside na mediação pedagógica, em relação à díade aluno–mediador e/ou professor. Nesse sentido, esse trabalho teve como objetivo investigar a concepção dos alunos de um curso de especialização na modalidade a distância sobre a mediação pedagógica, partindo das seguintes questões de estudo: Quais atribuições os alunos delegam à mediação pedagógica? Quais as contribuições da mediação pedagógica para a qualidade da formação dos cursistas? Como as tecnologias da comunicação e informação (TIC) potencializam a mediação pedagógica? A fim de compreender o conceito de mediação, procuramos fazer uma pesquisa desse termo em campos interdisciplinares, relacionando-o com os avanços das TICs na educação a distância. Optamos, metodologicamente, por um estudo de caso do Curso de Especialização Tecnologias em Educação – PUC Rio. Para a produção de dados fizemos um recorte das respostas dos cursistas sobre a mediação pedagógica exercida no decorrer do curso, após aplicação de um questionário. As questões fechadas foram analisadas com a ajuda do programa SPSS, e selecionou-se uma questão aberta que foi trabalhada através da análise de conteúdo, utilizando-se o programa Alceste. Os resultados provenientes das questões fechadas mostraram uma grande aceitabilidade da atuação do mediador pedagógico. Na análise qualitativa, o software Alceste originou quatro classes, sendo posteriormente identificadas como: estratégias pedagógicas de mediação e mediador assistente; mediador tira-dúvidas; motivação ao aluno; formação do mediador pedagógico e influências da mediação na atuação profissional do aluno. As concepções dos cursistas revelaram o reconhecimento e a valorização da mediação como essencial para que o aluno construa o conhecimento esperado no processo de aprendizagem. Ficou evidenciada a complexidade da prática profissional do mediador tendo, inclusive, influência na formação e atuação profissional do cursista. / [en] Distance learning has been identified as an effective strategy for initial and continuing teacher training in the primary and secondary education sector. However, expansion in this field has also been followed by criticisms and concerns about the quality of such training. One of the main issues in distance learning is online tutoring, more specifically learner-tutor and/or learner-teacher interaction. Therefore, the objective of the present study was to investigate learners conception on online tutoring in a distance learning specialization course. Our main research study questions were: What do learners expect from their online tutors? Which contributions does online tutoring offer to the quality of learners training? How can ICT enhance the online tutoring practice? In order to understand the concept of online tutoring, an interdisciplinary research of the term was undertaken, relating it to the advances/development of ICT in distance education. The chosen research method was a case study on the specialization course Tecnologias em Educação – PUC Rio. Data on online tutoring were gathered from the learners responses to a questionnaire. Close-ended questions were analysed with the help of the SPSS software. One open-ended question was selected and analysed through the content analysis method and with the help of the Alceste software. Results originated from the close-ended questions showed high acceptance of the online tutor performance. In the qualitative analysis, Alceste originated four classes, identified as: online tutoring pedagogical strategies and assistant online tutor; question answerer online tutor; motivating the learner; online tutor training and influences of online tutoring on the learners professional practice. Learners opinions demonstrated the recognition and appreciation of online tutoring as an essential part of knowledge building during their learning process. The complexity of online tutoring practice and its influence on the training and professional development of the learner were also demonstrated.