La présente thèse vise à réfléchir sur les actions éducatives qui ont pour but de promouvoir de la « sociabilité démocratique » - l’une des directives de la scolarisation au Brésil - à partir de l’investigation sur les impasses relatives au lien fraternel et de l’affirmation selon laquelle l’école peut être comprise en tant que dispositif sociétal impliqué dans ce que nous appelons « socialisation du narcissisme ». Pour ce faire, deux lignes de travail sont développées. La première, consacrée aux vicissitudes des fratries, part du débat établi entre Einstein et Freud en 1932 sur les « puissantes forces psychologiques » qui agissent dans le sens d’entraver le rêve d’une vie commune moins marquée par la haïne et par la ségrégation. L’objectif ici est de reprendre ce débat et de reconstituer le mythe freudien de l’origine de la culture pour soutenir que l’approfondissement d’une éthique fraternelle exige que nous prenions en compte l’antagonisme insurmontable sur lequel la relation entre semblables est basée. La deuxième ligne de travail cherche à mettre en évidence le caractère nécessaire de la participation du semblable dans le processus de subjectivation de l’être humain. Si dans un premier moment Freud nous a aidé à constituer un cadre de références pour l’interprétation des ambivalences et de la fragilité du lien fraternel, l’objectif maintenant est de montrer comment le conflit du sujet avec son semblable peut être compris à travers l’analyse des processus identificatoires requis dans ce processus de subjectivation. Pour cela, nous faisons recours à l’essai Le stade du miroir, de Lacan, et à quelques écrits de l’écrivaine brésilienne Clarice Lispector. / The aim of this thesis is to reflect upon educational actions whose purpose is to promote “democratic sociability” – one of the directives of schooling in Brazil – from the investigation on the impasses related to fraternal bond and the assertion that school can be understood as a societal system associated with what we call the "socialization of narcissism". For this, two lines of work are being developped. The first one, dedicated to the investigation on the impasses of fraternal bond and the vicissitudes of phatries, starts from the debate between Einstein and Freud in 1932 on "psychological factors of weight" that act in the sense of hindering the dream of a life in common less marked by hatred and segregation. The aim here is to recover this debate and reconstitute the Freudian myth of the origin of culture to support that the further development of a fraternal ethic requires that we take into account the insurmountable antagonism on which the relation among fellow creatures is based. As to the second line of work, what is sought is to highlight the necessary character of the participation of the fellow creature in the process of subjectivation of the human being. If, at the beginning, the study of Freud's socio-anthropological works helped to provide a framework of references for the interpretation of ambivalences and the fragility of the fraternal bond, the objective is now to show how the conflict of the subject with the fellow creature can be understood through the analysis of the identifying processes required in this process of subjectivation. In order to achieve this, the essay Le stade du miroir by Lacan and some writings by Clarice Lispector are used. / Esta tese busca refletir sobre as ações educativas que têm como fim a promoção da“sociabilidade democrática” – uma das diretrizes da escolarização no Brasil. Parte-se, paraisso, de uma reflexão sobre os impasses relativos ao laço fraterno e da afirmação de que aescola pode ser compreendida como um dispositivo societário implicado com o quedenominamos, na companhia da psicanalista Maria Rita Kehl, de “socialização donarcisismo”. Três linhas de trabalho são, então, requeridas. A primeira, dedicada àinvestigação dos impasses do laço fraterno e às vicissitudes das fratrias, tem como ponto departida o debate estabelecido entre Einstein e Freud, em 1932, sobre os “fatores psicológicosde peso” que atuam no sentido de dificultar – ou até mesmo de inviabilizar – o sonho de umavida em comum menos marcada pelo ódio, pelos preconceitos e pela segregação. O objetivo,aqui, é recuperar esse debate e reconstituir o mito freudiano da origem da cultura para deleextrair uma diferença que aparece em filigranas no pensamento de Freud: se a horda primitivanos remete a uma massa de indivíduos indiferenciados entre si porque subjugados à violênciae ao autoritarismo do pai-primevo, a comunidade fraterna, por outro lado, remete-nos arelações sociais mediadas pela autoridade da Lei simbólica e, por isso, marcadas pelarivalidade e pela agressividade entre semelhantes. Como pensar, então, o aprofundamento deuma ética fraterna quando afirmamos que as relações numa fratria são atravessadas por umantagonismo constitutivo e, por isso, intransponível? A segunda linha de trabalho buscaresgatar das teorias de Claude Lefort e de Cornelius Castoriadis algumas noções que nosajudam a compreender o que implica, para a experiência política do Ocidente, a invenção dademocracia. Na terceira linha de trabalho, finalmente, destaco o caráter necessário daparticipação do semelhante no processo de subjetivação do rebento humano. Se num primeiromomento o estudo das obras “socioantropológicas” (ENRIQUEZ, 2005) de Freud ajudou-nosa constituir um quadro de referências para a interpretação das ambivalências e da fragilidadedo laço fraterno, o objetivo agora é mostrar como a conflitiva do sujeito com o semelhantepode ser compreendida por meio da análise dos processos identificatórios requeridos nesseprocesso de subjetivação. Para isso, realizo um mergulho simultâneo no ensaio O estádio doespelho como formador da função do eu, de Lacan, e na obra A paixão segundo G.H., daescritora Clarice Lispector.Palavras-

[Truncated abstract] The aim of this study was to analyse the changing dynamics within and between government and non-government education sectors in relation to the Curriculum Framework (CF) policy in Western Australia (WA) from 1995 to 2004. The Curriculum Council was established by an act of State Parliament in 1997 to oversee the development and enactment of the CF, which was released in 1998. A stated aim of the CF policy was to unify the education sectors through a shared curriculum. The WA State government mandated that all schools, both government and non-government, demonstrate compliance by 2004. This was the first time that curriculum was mandated for non-government schools, therefore the dynamics within and between the education sectors were in an accelerated state of transformation in the period of study. The timeframe for the research represented the period from policy inception (1995) to the deadline for policy enactment for Kindergarten to Year 10 (2004). However, given the continually evolving and increasingly politicised nature of curriculum policy processes in WA, this thesis also provides an extended analysis of policy changes to the time of thesis submission in 2007 when the abolition of the Curriculum Council was formally announced - a decade after it was established. ... The research reported in this thesis draws on both critical theory and post-structuralist approaches to policy analysis within a broader framework of policy network theory. Policy network theory is used to bring the macro focus of critical theory and the micro focus of post-structuralism together in order to highlight power issues at all levels of the policy trajectory. Power dynamics within a policy network are fluid and multidimensional, and power struggles are characteristic at all levels. This study revealed significant power differentials between government and non-government education sectors caused by structural and cultural differences. Differences in autonomy between the education sectors meant that those policy actors within the non-government sector were more empowered to navigate the competing and conflicting forms of accountabilities that emerged from the changes to WA curriculum policy. Despite both generalised discourses of blurring public/private boundaries within the context of neoliberal globalisation and specific CF goals of bringing the sectors together, the boundaries continue to exist. Further, there is much strategising about how to remain distinct within the context of increased market choice. This study makes a unique and significant contribution to the understanding of policy processes surrounding the development and enactment of the CF in WA and the implications for the changing dynamics within and between the education sectors. Emergent themes and findings may potentially be used as a basis for contrast and comparison in other contexts. The research contributes to policy theory by arguing for closer attention to be paid to power dynamics between localised agency in particular policy spaces and the state-imposed constraints.

This study addresses questions of gender and genre in early writing by drawing on systemic linguistic theory, It is a longitudinal case study that compares the writing development of two children, a boy and a girl/ who learned to write in classrooms that adopted an approach to writing known in Australia as 'process writing1, The children's written texts were analysed using the systemic functional grammar as developed by MAK, Hallidey and the models of genre and register as proposed by J,R, Martin. The children were followed for the first two and a half years of their schooling, from the first day of kindergarten to the middle of grade two. They were observed weekly during the daily ‘writing time’ and all texts were collected. Although the children were ostensibly 'free’ to determine both the writing topics and text types they produced, systemic analysis revealed that: 1) the majority of texts written were of one genre, the Observation genre, in which the children reconstructed their personal experience with family and friends and offered an evaluation of it. 2) a significant pattern of gender differences occurred within this genre, such that the boy reconstructed experience in terms of the male cultural stereotype of being an active participant in the world, while the girl reconstructed experience in terms of the female stereotype of being a more passive observer of experience. It is the strength of systemic linguistic analysis that it revealed how the choices the children made in language were constrained by a number of social and cultural contexts, including: a) the teacher's theoretical orientation to literacy; b) the models of spoken and written language available to the children; and c) the ideology of gender in the culture. In particular, the analysis made visible how children appropriate the meanings of their culture and socialise themselves into gender roles by constructing the ideology of gender in their writing. The study contributes to an understanding of genres by offering a revised description of the Observation genre, which derives from the Observation Comment genre originally identified by Martin and Rothery (1981). It also raises a number of implications for teacher training and classroom practice, including the need for: 1) increased teacher consciousness about gender and genre, especially an understanding that choices in language are socially constructed 2) a critical reassessment of the notion of 'free topic choice’ promoted by 'process writing' pedagogy, a practice which may limit choice and tacitly support the gender status quo.

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Within a climate of continual change this study offers insights into the academic pressures experienced by rural adolescents to achieve at school. In the often challenging transition from childhood to adulthood expectations from others place additional pressures on adolescents' lives. To better understand these pressures, I conducted a qualitative study of six students (ages nine to 15) and their teachers in the Middle Years of Schooling within rural Victoria, Australia. Students were studied prior to the Victorian Certificate of Education (VCE) in order to examine the pressures on students facing the Middle Years of Schooling. The study was carried out over a 6 month period using a Naturalistic Inquiry process with semi-structured interviews and participant observation. This allowed access into the participants' subjective insights. A Collective case study approach was employed to situate the information in its holistic environment and offer thick and information rich narratives depicting the experiences of these early adolescents. The case studies also involved examination of the school experiences of the early adolescents. Academic pressure was then broadly viewed in light of these experiences and recommendations offered. The findings from this research revealed that the early adolescents in the study all experienced degrees of academic pressure and demonstrated varied abilities to cope with these pressures. External support provided by parents, the school, teachers and peers tended to provide support more than fostering resilience.

This study examines the experiences of nine hijabi and non-hijabi Muslim girls from diverse backgrounds with curriculum/schooling in public secondary schools in Ontario. The study uses individual interviews and a focus group discussion to delve into how Muslim girls understand their educational experiences. The participants were independent, thoughtful, and conscientious students who were evolving as individuals through their curriculum/schooling experiences. School was a forum where they questioned themselves, discovered their interests, and made sense of their multiple identities. The differences between a participant’s home and school life varied, and each girl had a unique manner in dealing with the various ideological and practical conflicts. As Muslim girls, they were confronted with certain challenges in school; however, this did not detract from the overall positive aspects of their public schooling experiences. My participants felt respected and validated as individuals in their schools and optimistic regarding their futures as Muslim Canadian females.

This study examines the experiences of nine hijabi and non-hijabi Muslim girls from diverse backgrounds with curriculum/schooling in public secondary schools in Ontario. The study uses individual interviews and a focus group discussion to delve into how Muslim girls understand their educational experiences. The participants were independent, thoughtful, and conscientious students who were evolving as individuals through their curriculum/schooling experiences. School was a forum where they questioned themselves, discovered their interests, and made sense of their multiple identities. The differences between a participant’s home and school life varied, and each girl had a unique manner in dealing with the various ideological and practical conflicts. As Muslim girls, they were confronted with certain challenges in school; however, this did not detract from the overall positive aspects of their public schooling experiences. My participants felt respected and validated as individuals in their schools and optimistic regarding their futures as Muslim Canadian females.

Els assentaments de gambians, tal com succeeix amb la majoria dels assentaments d'immigrats, tendeixen a la concentració en zones determinades. Per aquest motiu, aquesta tesi se centra en les comarques de Girona, perquè és on s'hi troba l'índex més alt d'aquesta població de tot l'Estat espanyol i es posa el focus d'atenció als municipis de la demarcació que acullen més gambians, concretament Banyoles, Olot i Salt. De la mateixa manera, aquesta tesi vol introduir específicament el grup ètnic soninké o sarahule, bàsicament perquè a la demarcació de Girona és l'ètnia majoritària. Abans d'ubicar els assentaments, ens endinsem en el context d'origen dels immigrats gambians, posant èmfasi especial en l'escolarització a Gambia i també en les migracions soninké. Un cop analitzem els assentaments, ens aproximem a les trajectòries migratòries gambianes, així com en les estratègies que s'utilizen per portar a terme el projecte migratori, l'accés als canals d'informació sobre l'existència de diferents destins on hi ha oportunitats de treball, etc. Ens aproximem també a la integració dels immigrats gambians a la demarcació de Girona fent una aproximació de la inserció d'aquest col·lectiu en la societat de destí, abordant diferents vessants de la seva integració laboral, espaial, entre d'altres. Una integració que dependrà tant del resultat de la voluntat individual de cada immigrant, com també dels serveis que possibilitin la integració, així com de l'accés als propis mecanismes d'integració que té la nostra societat (accés al treball, a un habitatge, etc.) Molts dels immigrats gambians instal·lats a les comarques gironines tenen i han tingut fills i filles, podent parlar, per tant, d'una "segona generació" de gambians. Es fa una aproximació als fills i filles d'aquest col·lectiu introduint-nos en la socialització d'aquests nens i nenes, en els valors dels pares i mares en relació amb l'educació dels seus fills i filles, als canvis en l'estructura familiar un cop realitzat l'assentament en el país de destí i en les relacions de la familia amb amics i parents del mateix grup ètnic. Es fa una anàlisi de la situació escolar dels tres municipis d'estudi, analitzant la distribució d'alumnat d'origen estranger en aquests municipis, així com les estratègies educatives dels mestres que escolaritzen alumnat d'origen gambià. Es posa èmfasi especial en una estratègia bastant seguida pel col·lectiu gambià, fonamentalment d'ètnia sarahule, que ha estat la d'enviar els fills i filles a Gàmbia per temporades lllargues. / Gambian settlements, like the majority of immigrant settlements tend to be concentrated in certain determined areas. This study is centred on the province of Girona for this very reason, and because it is where the highest number of this group of people are to be found. This focuses special attention on three towns within the Girona province which have large numbers of Gambians, Banyoles, Olot and Salt. At the same time this thesis concerns the Soninke or Sarahole group because it is the largest ethnic group in the province of Girona. After analysing the context of origin of these immigrants (placing special emphasis in the schooling in Gambia), we investigate the migratory strategies of the Gambian immigrants as well as the strategies which they use to undertake their migratory project, such as the social networks which the migrants use, access to information channels about different destinations where there are work opportunities, etc. We also look at the integration of Gambian immigrants in the country of settlement. In short, an approximation is made as to the insertion of this collective into the society of the country of destination, and covering the different aspects of their integration: work, religion and spatial relationships among others. Many of these immigrants have, and have had children, and therefore a "second generation" of Gambians can now be referred to. This thesis focuses special attention on the lives of the children within this collective; investigating their socialisation, the values of their parents in the upbringing of their children, the changes of family structure once settlement has been established in the country of destination, the relationships of the family with friends and parents of the same ethnic group and their schooling in the Girona province. Emphasis is placed on a strategy followed by the Gambian collective, mainly the Sarahole ethnic group, which is that of sending children to Gambia for long periods of time.

Μέχρι σήμερα δεν έχει γίνει καμία προσπάθεια σύνδεσης της τεχνικής εκπαίδευσης με την αγορά εργασίας. Για το λόγο αυτό, στόχος της διατριβής είναι η διερεύνηση της απασχόλησης των αποφοίτων σε θέσεις εργασίας που έχουν άμεση σχέση με τις σπουδές τους, δηλαδή η αντιστοίχιση της εκπαίδευσης με την απασχόληση. Η έρευνα(ποιοτική και ποσοτική)αναπτύχθηκε στους Νομούς Θεσσαλονίκης και Αχαϊας και βασίστηκε σε δομημένο ερωτηματολόγιο. Από την έρευνα που πραγματοποιήθηκε διαπιστώθηκαν, μεταξύ άλλων, και τα εξής: η ανεργία μεταξύ των αποφοίτων είναι πολύ υψηλή εφόσον σε μεγάλο ποσοστό εργοδοτών τα πτυχία των αποφοίτων δεν αντιπροσωπεύουν τίποτα. Επιπλέον, οι απόφοιτοι δηλώνουν ότι μέχρι σήμερα ετεροαπασχολούνται σε εργασίες άσχετες με την εκπαίδευσή τους, ενώ πολλοί είναι και εκείνοι που δεν έχουν εργασθεί ποτέ, επειδή δε βρίσκουν καμία εργασία στην ειδικότητά τους ή σε άλλη ειδικότητα. Τα συμπεράσματα της έρευνας δίνουν έναυσμα για τη διατύπωση προτάσεων που θα συμβάλλουν στην επίλυση του προβλήματος της ανεργίας των αποφοίτων της τεχνικής εκπαίδευσης,όπως η ανανέωση των προγραμμάτων σπουδών, και η εφαρμογή πρακτικής άσκησης των μαθητών σε επιχειρήσεις, η οποία μπορεί να επιτευχθεί μόνο μέσω της ουσιαστικής αρωγής της ουσιαστικής αρωγής της πολιτείας. / Until today, it has not been made any effort to connect the vocational education with labour market. For this reason, the aim of the thesis is the examination of the employment of graduates in job positions that are directly ralated with their studies, which means matching and schooling. The research (qualitive and quantitive) was developed in Prefecture of Thessaloniki and Achaia and was based on a strustured questionnaire. The results of the research, among others, are the following: The unemployment level is very high among the graduates, by the time that a great percentage of employers do not recognize their diplomas. Moreover, almost half of the graduates declare that until today they are employed in jobs, irrelevant to their education, while many others have never been employed because they could not find any job in their speciality or in any else. The conclusions of the research can be taken as a suggestion for the solution of unemployment problem of graduates of vocational education, like the renewal of time- tables and application of practice of students in enteprices, that can be achieved only through the essential help of public sector.

Based on empirical qualitative data collected by interviewing eight elementary school teachers from across four different school boards in Ontario and analyzing new Ontario Ministry of Education policy and guidelines for supporting and programming for English Literacy Development (ELD) students, this research seeks to better understand how teachers’ discourses influence their perception of ELD students’ experiences in elementary schools. In particular, I look at how they view their roles as teachers, the purpose of education and schooling, their personal views on diversity, and how they program literacy for ELD students. The participants’ discourses reveal that although they prioritize having positive relationships with their students, they often struggled to relate positively with their ELD students. Reassessing how the formal school is structured and providing directed professional development on teaching ELD students could work towards creating more positive learning experiences for ELD students in Ontario elementary schools.