À l’intersection d’une sociologie des professions et d’une sociologie des œuvres, la thèse se propose de mettre au jour la manière particulière d’Émile Zola de théoriser et mettre en pratique la création littéraire. Le premier moment de ce travail démontre l’intérêt méthodologique d’une analyse de la singularité individuelle et définit le cadre théorique d’une appréhension des créations littéraires soucieuse de saisir dans l’espace littéraire et en amont dans la vie de l’auteur les éléments nécessaires à la compréhension des créations. La seconde partie de ce travail est consacrée à l’analyse des principes structurants des socialisations familiale, amicale et scolaire, puis professionnelle de Zola, qui permettent de rendre raison du besoin d’écrire qui précède et accompagne son immersion dans le jeu littéraire. La troisième partie de ce travail se propose de rendre raison des modes concrets d’engagement de l’écrivain dans l’espace littéraire. Cela suppose de s’intéresser à la manière dont celui-Ci mène sa carrière littéraire. Entrepreneur des lettres et de sa carrière littéraire, ne négligeant aucun terrain d’investissement susceptible de lui procurer un profit matériel, le romancier est pour autant engagé dans une lutte pour la reconnaissance de ses pairs. La quatrième partie examine la façon dont les événements biographiques se donnent à lire, sous des versions retravaillées et transformées, dans les fictions. Nous étudions les thématiques récurrentes dans l’œuvre de fiction, les types de mise en scène, les propriétés des personnages en nous efforçant de mettre en évidence la façon dont ils peuvent exprimer certaines expériences sociales particulières du romancier. / Midway sociology of professions and sociology of art, the thesis aims at uncover the particular way in which Emile Zola theorize and practice literature. The first moment of this work demonstrate the methodological interest of an analysis of individual specificity and defines the theoretical framework of an analysis of literary creations whose purpose is to look at events that have mattered to the author in order to understand his creations. The second part is devoted to the analysis of the structural principles of familial, friendly, educational and professional socialization of Zola that explain his need to write and which precedes and accompanies his immersion in the literary field. The third part of this work intends to describe the concrete mode of commitments in the literary field. That implies taking into account the way he manages his career. Looking for profits, including every activity likely to generate money, Zola is at the same time deeply invested in a struggle for recognition of legitimacy with its peers. The fourth part brings together the structuring features of Zola’s biography and the analysis of the schemes that structure his novels. We study the recurring themes of Zola’s novels, the different types of staging, the social properties of characters by striving to put into relief the way these figures express social experience of the writer.

Ce travail de thèse étudie la façon dont se construisent les pratiques et les représentations des sciences des enfants en milieux populaires. L’enjeu est de renouveler l’approche des inégalités persistantes dans l’accès aux filières et carrières scientifiques, dans lesquelles les femmes, les classes populaires et les minorités sont largement sous-représentées. Pour interroger à nouveaux frais les rapports de pouvoir qui sous-tendent l’accès aux sciences, cette recherche les considère non seulement comme un ensemble de connaissances et comme un champ professionnel, mais aussi en tant que culture. L’analyse repose sur une enquête empirique longitudinale par entretiens avec une cinquantaine d’enfants suivis du CM1 à la 5e ainsi qu’avec des parents, enseignant·es et médiateur·rices scientifiques. Elle s’appuie aussi sur l’étude détaillée d’un projet éducatif visant à favoriser l’égalité en sciences (quatre années d’observation en classe) qui a impliqué une partie de notre échantillon, et interroge les effets de ce type de dispositif. La thèse établit que la construction de rapports différenciés aux sciences selon le sexe et l’origine sociale procède des pratiques culturelles scientifiques enfantines. D’une part, plusieurs instances de socialisation culturelle(famille, germains, pairs, école) se combinent pour favoriser ou entraver le développement des loisirs scientifiques des enfants. D’autre part, la culture scientifique que consomment et pratiquent les enfants des classes populaires les amène à construire des représentations des sciences comme étrangères et dénuées de possibilités identificatoires, ce qui décourage filles comme garçons de formuler des aspirations scientifiques. / This thesis examines the way working class children’s practices and representations of science areconstructed. It aims to renew the approach of persistent inequalities in access to science pathwaysand careers, in which women and people from the working class and/or ethno-racial minoritiesremain largely underrepresented. In order to question power relationships underlying access toscience in a new way, this research considers science not only as a body of knowledge and aprofessional eld, but also as a culture. Evidence for this study comes from longitudinal interviewsconducted with about 50 children (two interviews, in the 4th and 6th grade) and with parents,teachers, and science mediators. The analysis also relies on the detailed ethnographic study (4years of observation in classrooms) of an educational project aimed at promoting equality inscience which involved part of our sample, thus questioning the effects of this type of program.The thesis establishes that the social construct of gendered, classed and racialised patterns ofattitudes to science is the result of science-related cultural practices developed during childhood.On the one hand, several instances of cultural socialization (family, siblings, peers, school)combine to favor or hinder the development of children’s science hobbies. On the other hand, thescientific culture that children from the working class consume and practice leads them to constructrepresentations of science as other, and devoid of identificatory possibilities. This discourages girlsand boys from formulating science aspirations.

Le sujet d’étude de ce mémoire est le processus d'engagement militant. Plus précisément, on fait l’investigation des conditions et des mécanismes qui expliquent les différentes formes d'engagement chez les jeunes. La recherche a été menée auprès de deux organisations distinctes: le Levante Popular da Juventude et projet de bénévolat Tribos nas Trilhas da Cidadania, tous les deux situés dans la ville de Porto Alegre / RS. De la discussion théorique de la contentious politics et de la sociologie française du militantisme, on a élaboré un modèle d'analyse du processus d'engagement, en le décrivant et en le décomposant en ses conditions et mécanismes de base. En effet, le point de départ est l'argument qui dit que l'engagement est constitué comme un processus relationnel, à partir d'un ensemble de conditions qui demande de celui qui est engagé certaines dispositions qui impliquent les intérêts, les croyances et les valeurs et qui permettent l'identification à une «cause», outre les compétences, les ressources et l'accès aux possibilités de mobilisation. L’analyse commence d'un point de vue individuel pour expliquer l’engagement de manière non-individuelle. On a choisi l'étude comparative avec la réalisation de douze entretiens en profondeur avec des jeunes participants, avec un coordinateur de chaque organisation et l'observation participante dans des actions, des rancontres, des réunions et de la recherche documentaire. En conséquence, il a été observé que les jeunes s’engagent à partir de mécanismes similaires, mais la diversité des formes d'engagement est due à de différentes caractéristiques de l'organisation, tels que les structures de mobilisation et des répertoires d'action et des frames. La compatibilité entre le «stock» de dispositions, capacités et ressources de ces personnes et les caractéristiques organisationnelles est fondamentale pour le rapprochement entre les jeunes et les organisations. En conséquence, des différences significatives ont été observées lors de l'analyse de l'interaction associative, de la socialisation militante et la connexion structurelle de chacun des groupes. Ainsi, bien que les mécanismes étudiés étaient les mêmes dans le mouvement social et dans le bénévolat, les combinaisons entre les différentes caractéristiques organisationnelles et individuelles ont rendu possible l'expérience de l'engagement à partir de cinq dimensions: pour les jeunes participants des TTCs, l'engagement a été du type altruiste, consensuel, ponctuel, individuel et de continuité. La capacité construite chez les jeunes du LPJ et l'organisation a eu lieu à partir d'un engagement désintéressé, conflictuel, global, collectif et de rupture. Avec cela, les TTCs jouent leur rôle en montrant aux jeunes la situation d'inégalité sociale, la production d'un malaise face à la situation vécue dans notre société et en encourageant les actions de bienfaisance, sans toutefois identifier un ennemi ou disputer des ressources spécifiques. À son tour, le LPJ, à partir d'un fort processus militant de socialisation forte, concentre l’indignation des jeunes, en offrant une possibilité d'insertion dans l'organisation et dans les actions de contestation, en disputant des ressources spécifiques à partir de l'identification d'un ennemi commun. / A presente dissertação tem como tema de estudo o processo de engajamento militante. Especificamente, investigam-se condições e mecanismos que explicam diferentes formas de engajamento entre os jovens. A pesquisa foi realizada junto de duas organizações distintas: o Levante Popular da Juventude e o projeto de voluntariado Tribos nas Trilhas da Cidadania, ambos localizados na cidade de Porto Alegre/RS. A partir da discussão teórica da contentious politics e da sociologia do militantismo francesa, elaborou-se um modelo de análise do processo de engajamento, sendo o mesmo descrito e decomposto em suas condições e mecanismos básicos. Com efeito, parte-se do argumento de que o engajamento se constitui como um processo relacional, a partir de um conjunto de condições que requerem do envolvido certas disposições que envolvem interesses, crenças, valores e que possibilitem a identificação com uma “causa”, além de competências, recursos e acesso a oportunidades de mobilização. A análise parte de um ponto de vista individual para explicar de forma não individual o engajamento. Optou-se pelo estudo comparativo, com a realização de doze entrevistas em profundidade com os jovens participantes, com um coordenador de cada organização e observação participante em ações, encontros e reuniões e pesquisa documental. Como resultado, observou-se que os jovens passam a engajar-se a partir de mecanismos similares, mas a diversidade de formas de engajamento dá-se em função de características distintas da organização, tais como estruturas de mobilização, repertórios de ação e frames. A compatibilidade entre o “estoque” de disposições, capacidades e recursos dos indivíduos e estas características organizacionais é fundamental para a aproximação entre os jovens e as organizações. Por consequência, perceberam-se diferenças significativas ao se analisar a interação associativa, a socialização militante e a conexão estrutural de cada um dos grupos estudados. Assim, embora os mecanismos averiguados fossem os mesmos no movimento social e no voluntariado, as combinações entre diferentes características organizacionais e individuais oportunizariam a vivência do engajamento a partir de cinco dimensões: para os jovens participantes das TTC, a de um engajamento altruísta, consensual, pontual, individual e de continuidade. Já a possibilidade construída entre os jovens do LPJ e a organização deu-se a partir de um engajamento altruísta, conflitivo, global, coletivo e de ruptura. Com isso, as TTC cumprem um papel ao mostrarem aos jovens a situação de desigualdade social, produzindo um incômodo com a situação vivenciada em nossa sociedade e incentivando ações beneficentes, sem, no entanto, identificar um inimigo ou disputar recursos específicos. Já o LPJ, a partir de um forte processo de socialização militante, canaliza a indignação dos jovens, oferecendo uma possibilidade de inserção na organização e nas ações contestatórias, disputando recursos específicos a partir da identificação de um inimigo comum. / This subject study of this thesis is the militant engagement process. Specifically, the conditions and mechanisms that explain different forms of engagement among youth have been investigated. The research was conducted with two distinct organizations: the Levante Popular da Juventude and the volunteer project Tribos nas Trilhas da Cidadania, both from the city of Porto Alegre / RS. From the theoretical discussion of contentious politics and the French ativism sociology, an analysis model of the engagement process, describing it and breaking it down into its basic mechanisms and conditions, was drawn up, with its description and decomposition in its conditions and basic mechanisms. Indeed, the starting point argument is that the engagement is constituted as a relational process, from a set of conditions that require from people involved some dispositions concern interests, beliefs, and values enabling the identification with a "cause", besides some skills, resources and access to mobilization opportunities. The analysis starts from an individual point of view to explain the engagement in a non-individual way. It was chosen the comparative study with twelve in-depth interviews with youth participants, with a coordinator from each organization and participant observation in actions and meetings and documentary research. As a result, it was observed that young people become engaged from similar mechanisms, but the diversity of forms of engagement occurs due to different characteristics of the organization, such as mobilization structures, repertoires of action and frames. Compatibility between the "stock" of dispositions, capabilities and resources of these individuals and organizational characteristics is fundamental to the approach between youth and organizations. Consequently, significant differences were noticed when analyzing the associative interaction, militant socialization and structural connection of each of the groups. Thus, although the investigated mechanisms were in the same in the social movement and volunteering, the combinations between different organizational and individual characteristics would make possible the experience of engagement based on five dimensions: for the young participants of the TTC, there is the altruistic, consensual, timely, individual and continual engagement. The possibility built among the youth of LPJ and the organization took place from a selfless, conflictive, global, collective and rupture engagement. With this, the TTCs play a role in showing young people the situation of social inequality, producing a discomfort with the situation experienced in our society and encouraging charitable actions, but without identifying an enemy or fight for specific resources. By the other hand, the LPJ, from a strong socialization militant process, focuses the indignation of young people, offering a possibility for inclusion in the organization and in the contesting actions, disputing specific resources from the identification of a common enemy.

Le sujet d’étude de ce mémoire est le processus d'engagement militant. Plus précisément, on fait l’investigation des conditions et des mécanismes qui expliquent les différentes formes d'engagement chez les jeunes. La recherche a été menée auprès de deux organisations distinctes: le Levante Popular da Juventude et projet de bénévolat Tribos nas Trilhas da Cidadania, tous les deux situés dans la ville de Porto Alegre / RS. De la discussion théorique de la contentious politics et de la sociologie française du militantisme, on a élaboré un modèle d'analyse du processus d'engagement, en le décrivant et en le décomposant en ses conditions et mécanismes de base. En effet, le point de départ est l'argument qui dit que l'engagement est constitué comme un processus relationnel, à partir d'un ensemble de conditions qui demande de celui qui est engagé certaines dispositions qui impliquent les intérêts, les croyances et les valeurs et qui permettent l'identification à une «cause», outre les compétences, les ressources et l'accès aux possibilités de mobilisation. L’analyse commence d'un point de vue individuel pour expliquer l’engagement de manière non-individuelle. On a choisi l'étude comparative avec la réalisation de douze entretiens en profondeur avec des jeunes participants, avec un coordinateur de chaque organisation et l'observation participante dans des actions, des rancontres, des réunions et de la recherche documentaire. En conséquence, il a été observé que les jeunes s’engagent à partir de mécanismes similaires, mais la diversité des formes d'engagement est due à de différentes caractéristiques de l'organisation, tels que les structures de mobilisation et des répertoires d'action et des frames. La compatibilité entre le «stock» de dispositions, capacités et ressources de ces personnes et les caractéristiques organisationnelles est fondamentale pour le rapprochement entre les jeunes et les organisations. En conséquence, des différences significatives ont été observées lors de l'analyse de l'interaction associative, de la socialisation militante et la connexion structurelle de chacun des groupes. Ainsi, bien que les mécanismes étudiés étaient les mêmes dans le mouvement social et dans le bénévolat, les combinaisons entre les différentes caractéristiques organisationnelles et individuelles ont rendu possible l'expérience de l'engagement à partir de cinq dimensions: pour les jeunes participants des TTCs, l'engagement a été du type altruiste, consensuel, ponctuel, individuel et de continuité. La capacité construite chez les jeunes du LPJ et l'organisation a eu lieu à partir d'un engagement désintéressé, conflictuel, global, collectif et de rupture. Avec cela, les TTCs jouent leur rôle en montrant aux jeunes la situation d'inégalité sociale, la production d'un malaise face à la situation vécue dans notre société et en encourageant les actions de bienfaisance, sans toutefois identifier un ennemi ou disputer des ressources spécifiques. À son tour, le LPJ, à partir d'un fort processus militant de socialisation forte, concentre l’indignation des jeunes, en offrant une possibilité d'insertion dans l'organisation et dans les actions de contestation, en disputant des ressources spécifiques à partir de l'identification d'un ennemi commun. / A presente dissertação tem como tema de estudo o processo de engajamento militante. Especificamente, investigam-se condições e mecanismos que explicam diferentes formas de engajamento entre os jovens. A pesquisa foi realizada junto de duas organizações distintas: o Levante Popular da Juventude e o projeto de voluntariado Tribos nas Trilhas da Cidadania, ambos localizados na cidade de Porto Alegre/RS. A partir da discussão teórica da contentious politics e da sociologia do militantismo francesa, elaborou-se um modelo de análise do processo de engajamento, sendo o mesmo descrito e decomposto em suas condições e mecanismos básicos. Com efeito, parte-se do argumento de que o engajamento se constitui como um processo relacional, a partir de um conjunto de condições que requerem do envolvido certas disposições que envolvem interesses, crenças, valores e que possibilitem a identificação com uma “causa”, além de competências, recursos e acesso a oportunidades de mobilização. A análise parte de um ponto de vista individual para explicar de forma não individual o engajamento. Optou-se pelo estudo comparativo, com a realização de doze entrevistas em profundidade com os jovens participantes, com um coordenador de cada organização e observação participante em ações, encontros e reuniões e pesquisa documental. Como resultado, observou-se que os jovens passam a engajar-se a partir de mecanismos similares, mas a diversidade de formas de engajamento dá-se em função de características distintas da organização, tais como estruturas de mobilização, repertórios de ação e frames. A compatibilidade entre o “estoque” de disposições, capacidades e recursos dos indivíduos e estas características organizacionais é fundamental para a aproximação entre os jovens e as organizações. Por consequência, perceberam-se diferenças significativas ao se analisar a interação associativa, a socialização militante e a conexão estrutural de cada um dos grupos estudados. Assim, embora os mecanismos averiguados fossem os mesmos no movimento social e no voluntariado, as combinações entre diferentes características organizacionais e individuais oportunizariam a vivência do engajamento a partir de cinco dimensões: para os jovens participantes das TTC, a de um engajamento altruísta, consensual, pontual, individual e de continuidade. Já a possibilidade construída entre os jovens do LPJ e a organização deu-se a partir de um engajamento altruísta, conflitivo, global, coletivo e de ruptura. Com isso, as TTC cumprem um papel ao mostrarem aos jovens a situação de desigualdade social, produzindo um incômodo com a situação vivenciada em nossa sociedade e incentivando ações beneficentes, sem, no entanto, identificar um inimigo ou disputar recursos específicos. Já o LPJ, a partir de um forte processo de socialização militante, canaliza a indignação dos jovens, oferecendo uma possibilidade de inserção na organização e nas ações contestatórias, disputando recursos específicos a partir da identificação de um inimigo comum. / This subject study of this thesis is the militant engagement process. Specifically, the conditions and mechanisms that explain different forms of engagement among youth have been investigated. The research was conducted with two distinct organizations: the Levante Popular da Juventude and the volunteer project Tribos nas Trilhas da Cidadania, both from the city of Porto Alegre / RS. From the theoretical discussion of contentious politics and the French ativism sociology, an analysis model of the engagement process, describing it and breaking it down into its basic mechanisms and conditions, was drawn up, with its description and decomposition in its conditions and basic mechanisms. Indeed, the starting point argument is that the engagement is constituted as a relational process, from a set of conditions that require from people involved some dispositions concern interests, beliefs, and values enabling the identification with a "cause", besides some skills, resources and access to mobilization opportunities. The analysis starts from an individual point of view to explain the engagement in a non-individual way. It was chosen the comparative study with twelve in-depth interviews with youth participants, with a coordinator from each organization and participant observation in actions and meetings and documentary research. As a result, it was observed that young people become engaged from similar mechanisms, but the diversity of forms of engagement occurs due to different characteristics of the organization, such as mobilization structures, repertoires of action and frames. Compatibility between the "stock" of dispositions, capabilities and resources of these individuals and organizational characteristics is fundamental to the approach between youth and organizations. Consequently, significant differences were noticed when analyzing the associative interaction, militant socialization and structural connection of each of the groups. Thus, although the investigated mechanisms were in the same in the social movement and volunteering, the combinations between different organizational and individual characteristics would make possible the experience of engagement based on five dimensions: for the young participants of the TTC, there is the altruistic, consensual, timely, individual and continual engagement. The possibility built among the youth of LPJ and the organization took place from a selfless, conflictive, global, collective and rupture engagement. With this, the TTCs play a role in showing young people the situation of social inequality, producing a discomfort with the situation experienced in our society and encouraging charitable actions, but without identifying an enemy or fight for specific resources. By the other hand, the LPJ, from a strong socialization militant process, focuses the indignation of young people, offering a possibility for inclusion in the organization and in the contesting actions, disputing specific resources from the identification of a common enemy.

Le sujet d’étude de ce mémoire est le processus d'engagement militant. Plus précisément, on fait l’investigation des conditions et des mécanismes qui expliquent les différentes formes d'engagement chez les jeunes. La recherche a été menée auprès de deux organisations distinctes: le Levante Popular da Juventude et projet de bénévolat Tribos nas Trilhas da Cidadania, tous les deux situés dans la ville de Porto Alegre / RS. De la discussion théorique de la contentious politics et de la sociologie française du militantisme, on a élaboré un modèle d'analyse du processus d'engagement, en le décrivant et en le décomposant en ses conditions et mécanismes de base. En effet, le point de départ est l'argument qui dit que l'engagement est constitué comme un processus relationnel, à partir d'un ensemble de conditions qui demande de celui qui est engagé certaines dispositions qui impliquent les intérêts, les croyances et les valeurs et qui permettent l'identification à une «cause», outre les compétences, les ressources et l'accès aux possibilités de mobilisation. L’analyse commence d'un point de vue individuel pour expliquer l’engagement de manière non-individuelle. On a choisi l'étude comparative avec la réalisation de douze entretiens en profondeur avec des jeunes participants, avec un coordinateur de chaque organisation et l'observation participante dans des actions, des rancontres, des réunions et de la recherche documentaire. En conséquence, il a été observé que les jeunes s’engagent à partir de mécanismes similaires, mais la diversité des formes d'engagement est due à de différentes caractéristiques de l'organisation, tels que les structures de mobilisation et des répertoires d'action et des frames. La compatibilité entre le «stock» de dispositions, capacités et ressources de ces personnes et les caractéristiques organisationnelles est fondamentale pour le rapprochement entre les jeunes et les organisations. En conséquence, des différences significatives ont été observées lors de l'analyse de l'interaction associative, de la socialisation militante et la connexion structurelle de chacun des groupes. Ainsi, bien que les mécanismes étudiés étaient les mêmes dans le mouvement social et dans le bénévolat, les combinaisons entre les différentes caractéristiques organisationnelles et individuelles ont rendu possible l'expérience de l'engagement à partir de cinq dimensions: pour les jeunes participants des TTCs, l'engagement a été du type altruiste, consensuel, ponctuel, individuel et de continuité. La capacité construite chez les jeunes du LPJ et l'organisation a eu lieu à partir d'un engagement désintéressé, conflictuel, global, collectif et de rupture. Avec cela, les TTCs jouent leur rôle en montrant aux jeunes la situation d'inégalité sociale, la production d'un malaise face à la situation vécue dans notre société et en encourageant les actions de bienfaisance, sans toutefois identifier un ennemi ou disputer des ressources spécifiques. À son tour, le LPJ, à partir d'un fort processus militant de socialisation forte, concentre l’indignation des jeunes, en offrant une possibilité d'insertion dans l'organisation et dans les actions de contestation, en disputant des ressources spécifiques à partir de l'identification d'un ennemi commun. / A presente dissertação tem como tema de estudo o processo de engajamento militante. Especificamente, investigam-se condições e mecanismos que explicam diferentes formas de engajamento entre os jovens. A pesquisa foi realizada junto de duas organizações distintas: o Levante Popular da Juventude e o projeto de voluntariado Tribos nas Trilhas da Cidadania, ambos localizados na cidade de Porto Alegre/RS. A partir da discussão teórica da contentious politics e da sociologia do militantismo francesa, elaborou-se um modelo de análise do processo de engajamento, sendo o mesmo descrito e decomposto em suas condições e mecanismos básicos. Com efeito, parte-se do argumento de que o engajamento se constitui como um processo relacional, a partir de um conjunto de condições que requerem do envolvido certas disposições que envolvem interesses, crenças, valores e que possibilitem a identificação com uma “causa”, além de competências, recursos e acesso a oportunidades de mobilização. A análise parte de um ponto de vista individual para explicar de forma não individual o engajamento. Optou-se pelo estudo comparativo, com a realização de doze entrevistas em profundidade com os jovens participantes, com um coordenador de cada organização e observação participante em ações, encontros e reuniões e pesquisa documental. Como resultado, observou-se que os jovens passam a engajar-se a partir de mecanismos similares, mas a diversidade de formas de engajamento dá-se em função de características distintas da organização, tais como estruturas de mobilização, repertórios de ação e frames. A compatibilidade entre o “estoque” de disposições, capacidades e recursos dos indivíduos e estas características organizacionais é fundamental para a aproximação entre os jovens e as organizações. Por consequência, perceberam-se diferenças significativas ao se analisar a interação associativa, a socialização militante e a conexão estrutural de cada um dos grupos estudados. Assim, embora os mecanismos averiguados fossem os mesmos no movimento social e no voluntariado, as combinações entre diferentes características organizacionais e individuais oportunizariam a vivência do engajamento a partir de cinco dimensões: para os jovens participantes das TTC, a de um engajamento altruísta, consensual, pontual, individual e de continuidade. Já a possibilidade construída entre os jovens do LPJ e a organização deu-se a partir de um engajamento altruísta, conflitivo, global, coletivo e de ruptura. Com isso, as TTC cumprem um papel ao mostrarem aos jovens a situação de desigualdade social, produzindo um incômodo com a situação vivenciada em nossa sociedade e incentivando ações beneficentes, sem, no entanto, identificar um inimigo ou disputar recursos específicos. Já o LPJ, a partir de um forte processo de socialização militante, canaliza a indignação dos jovens, oferecendo uma possibilidade de inserção na organização e nas ações contestatórias, disputando recursos específicos a partir da identificação de um inimigo comum. / This subject study of this thesis is the militant engagement process. Specifically, the conditions and mechanisms that explain different forms of engagement among youth have been investigated. The research was conducted with two distinct organizations: the Levante Popular da Juventude and the volunteer project Tribos nas Trilhas da Cidadania, both from the city of Porto Alegre / RS. From the theoretical discussion of contentious politics and the French ativism sociology, an analysis model of the engagement process, describing it and breaking it down into its basic mechanisms and conditions, was drawn up, with its description and decomposition in its conditions and basic mechanisms. Indeed, the starting point argument is that the engagement is constituted as a relational process, from a set of conditions that require from people involved some dispositions concern interests, beliefs, and values enabling the identification with a "cause", besides some skills, resources and access to mobilization opportunities. The analysis starts from an individual point of view to explain the engagement in a non-individual way. It was chosen the comparative study with twelve in-depth interviews with youth participants, with a coordinator from each organization and participant observation in actions and meetings and documentary research. As a result, it was observed that young people become engaged from similar mechanisms, but the diversity of forms of engagement occurs due to different characteristics of the organization, such as mobilization structures, repertoires of action and frames. Compatibility between the "stock" of dispositions, capabilities and resources of these individuals and organizational characteristics is fundamental to the approach between youth and organizations. Consequently, significant differences were noticed when analyzing the associative interaction, militant socialization and structural connection of each of the groups. Thus, although the investigated mechanisms were in the same in the social movement and volunteering, the combinations between different organizational and individual characteristics would make possible the experience of engagement based on five dimensions: for the young participants of the TTC, there is the altruistic, consensual, timely, individual and continual engagement. The possibility built among the youth of LPJ and the organization took place from a selfless, conflictive, global, collective and rupture engagement. With this, the TTCs play a role in showing young people the situation of social inequality, producing a discomfort with the situation experienced in our society and encouraging charitable actions, but without identifying an enemy or fight for specific resources. By the other hand, the LPJ, from a strong socialization militant process, focuses the indignation of young people, offering a possibility for inclusion in the organization and in the contesting actions, disputing specific resources from the identification of a common enemy.

Cette thèse porte sur le processus de construction des inégalités sociales à travers le système éducatif dans le contexte libanais. Elle met en évidence la place occupée par différents types d'appartenances et de contextes sociaux dans l'accès à l’école et certains enjeux spécifiques à la société libanaise.À partir de l’étude d'un dispositif de bourses, financé par une agence internationale d’aide au développement, qui sélectionne des étudiants de milieu modeste et leur permet de les inscrire dans une université privée, cette recherche s’intéresse à la construction des dispositions à la « réussite » à travers diverses instances de socialisation à l'école et à l'université, qui déterminent la manière dont les étudiants boursiers se saisissent de la chance qui leur est offerte pour s'élever sur l'échelle sociale. Des entretiens semi-directifs auprès des étudiants, enseignants et responsables, des analyses de documents et des observations participantes ont été réalisées pendant quatre années au sein de l'université d'accueil.Nos résultats montrent que les dispositions construites avant l’accès à l’université sont le produit des trajectoires différenciées par le volume de capital scolaire ou culturel détenu par la famille, la stabilité financière de la famille, le rapport aux valeurs traditionnelles ou religieuses et l'origine géographique. Les pratiques et les dispositions familiales, socialement et culturellement situées, transmises à l’individu, sont confrontées à l’université à d’autres modes de socialisation. Une fois à l'université, ces dispositions se transforment en inégalités dans la manière dont les individus répondent aux attentes normatives du dispositif de bourses. Il ressort de ces vagues consécutives de socialisations, différents profils de boursiers mettant en lien le contexte dans lequel l'individu a grandi et été socialisé et la manière de vivre le parcours universitaire et de se construire des projets d'avenir.L’intérêt du cas étudié est de mettre en lumière certains enjeux spécifiques à la société libanaise, tout en déconstruisant quelques idées préconçues sur les déterminismes religieux ou communautaires entre autres. / This thesis explores the construction process of social inequalities through Lebanese education system and demonstrates the role of different social affiliations or contexts in access to education within the Lebanese society. Through the case study of a scholarship program, financed by an international development agency which selects students from underprivileged backgrounds and gives them access to a private university, it looks into the ways in which individuals construct dispositions to "success" through several instances of socialization at school and at university which in turn determines the way they seize this opportunity to climb the social ladder. The results of this study are based on data obtained through semi-structured interviews with students, teachers and supervisors, student files and participant observations within the host university over four academic years.My results show that dispositions constructed before entering university are the product of trajectories differentiated by volume of family’s cultural capital, its financial stability, its relation to traditional or religious values and its geographical origin. The practices and dispositions of families appear to be socially and culturally centered, transmitted to the individual, and followed by other types of socializations at university. Once at university, these dispositions were transformed into inequalities through individuals’ reactions to normative expectations of the scholarship program. Different profiles of students emerge from these consecutive waves of socializations, linking the context in which an individual was socialized to the way he/she experiences university and constructs future plans.The key contribution of this study is to shed light on certain challenges specific to the Lebanese society, whilst deconstructing preconceived ideas on determinisms based on religious and confessional belonging among others.

This thesis investigates the distinction, or distinctions, between response-dependent and response-independent concepts or subject matters. I present and discuss the three most influential versions of the distinction: Crispin Wright’s, Mark Johnston’s, and Philip Pettit’s. I argue that the versions do not compete for a single job, but that they can supplement each other, and that a system of different distinctions is more useful than a single distinction. I distinguish two main paradigms of response-dependence: response-dependence of subject matter (Johnston and Wright), and response-dependence of concepts only (Pettit). I develop Pettit’s ‘ethocentric’ story of concept acquisition into an account of concept evolution that suggests answers to a range of hard questions about language, reality, and the relation between them. I argue that while response-dependence theses of subject matter can be motivated in very different ways, the resulting theses are less different than they might seem. I suggest that the traditional ways of distinguishing response-dependent subject matters from response-independent ones – in terms of a priori biconditionals connecting facts of the disputed class with responses in subjects in favourable conditions, and fulfilling some further conditions such as non-triviality and sometimes necessity – may not be the best approach. I also discuss two general problems for response-dependence theses: the problem of ‘finkish’ counterexamples, and the problem of specifying the ‘favourable conditions’ a priori, yet in a non-trivial way. The discussion of response-dependence is informed by a framework based on the idea that some realism disputes can be viewed as location disputes: disputes over the correct location of the disputed properties among several levels of candidate properties. The approach taken in this work is a charitable one: I try to make sense of response-dependence. The conclusion is the correspondingly optimistic one that the idea(s) of response-dependence makes sense.

À la lumière des évolutions actuelles du dispositif de traitement des pensions de retraite, afin de faire face au vieillissement des salariés, l’action des seniors au sein des organisations devient un enjeu de management majeur. Cette recherche vise la compréhension des spécificités de la relation âge-activité professionnelle dans le cadre de la nécessaire réintégration/conservation des quinquas avec une perspective d’efficacité organisationnelle, vidée de toute orientation d’instrumentalisation des cohortes seniors. La prise en compte du bien vivre professionnel des acteurs, avec des objectifs de résultats organisationnels, peut être un cadre de réflexion en sciences de gestion. Les représentations positives sont une clé d’une meilleure performance collective de groupes d’acteurs hétérogènes en âge. Cette hétérogénéité est le cadre de jeux de comparaison limitant l'engagement des seniors. La compréhension des mécanismes de reconnaissance des acteurs, en tant que valeur et action managériale, est posée comme un point focal, source de connaissances. Plusprécisément, cette démarche tente de répondre à la question : comment le management de la reconnaissance adaptée aux seniors leur permettra de « jouer un rôle » au sein des organisations par leur action contributive à la performance collective ? Afin d’apporter des éléments de réponse, nous analysons les schèmes constitutifs des représentations derépondant âgé de plus de 50 ans selon le modèle cognitiviste proposé par Cossette (2004). À partir de la mise à jour des schèmes individuels liant entités reconnaissantes, sièges de reconnaissance et engagement, nous avons élaboré et analysé quinze cartes cognitives de chercheurs et ingénieurs de recherche, en vue de tirer des éléments de compréhension et explication, au moyen du logiciel Decision Explorer. Les résultats mettent d’abord en évidence les types de reconnaissance perçus ou attendus en termes de moyens et objectifs. Deux unités de temps d’analyse sont ensuite proposées. Elles permettent de distinguer et rapprocher les reconnaissances d’utilité et appartenance dans le cadre d’interactions liées à la situation, de la reconnaissance de singularité liée aux dispositions personnelles en échos avec les spécificités liées à l’âge. Le croisement, entre cadre des unités de temps, entités et sièges de reconnaissance, constitueune boussole pour les actes de management de reconnaissance possibles orientés seniors. / In the light of the current evolutions of the device of treatment of retirement pensions, to face the ageing of the employees, the action of seniors within organizations becomes a stake in major management. This search aims at the understanding of the specificities of the relation age-activity professional within the framework of the necessary reinstatement / conservation of quinquas with a prospect of organizational efficiency, emptied of any orientation of instrumentalisation of the troops seniors. The consideration of the property to live professional actors, with objectives of organizational results, can be a frame of reflection in sciences of management.The positive representations are a key of a better collective performance of groups of heterogeneous actors in age. This heterogeneousness is the frame of sets of comparison limiting thecommitment of seniors. The understanding of the mechanisms of gratitude of the actors, as value and manager action, is put as a focal point, a source of knowledge. More exactly, this approach tries to answer the question: how the management of the gratitude adapted to seniors will allow them " to play a role " within organizations by their contributory action the collective performance? To bring elements of answer, we analyze the constituent schemas of the representations of referee of more than 50 years old according to the model cognitiviste proposed by Cossette (2004). From the update of the individual schemas linkin grateful entities, seats of gratitude and commitment, we elaborated and analyzed fifteen cognitive maps of researchers and engineers of search, to pull elements of understanding and explanation, by means of thesoftware Decision investigate.The results bring to light at first the types of gratitude received or waited in terms of means and objective. Two units of time of analysis are then proposed. They allow to distinguish and to move closer to the gratitudes of utility and membership within the framework of interactions connected to the situation, of the gratitude of connected to the personal capacities in echos with the age-related specificities. The crossing, between frame of the units of time, the entities and the seats of gratitude, constitutes)a compass for the possible acts of management of gratitude directed seniors.

This thesis explores the connections between dialogue, education and democracy. It begins by asking: ‘what are the implications of dialogic theory for democratic education’? In doing so it draws on concepts from the work of Arendt, Biesta, Dewey and Wegerif: dialogic space as a productive metaphor for education; an ontology of difference in which meaning emerges through dialogue; and authentic democratic action as ‘coming into being’ in negotiation with others. It then asks, ‘Can we teach for democracy?’ by looking at recent practices of citizenship education in Britain. It argues that genuine democratic education must consider students as already being citizens rather than as citizens-in-training, and must offer them opportunities to express their values in action. A theory of ‘responsible leadership’, based on a ‘pedagogy of challenge’, is proposed as a means to enable students to develop the skills and dispositions needed for democratic participation. Short courses in leadership education for teenagers are identified as sites to test this theory. Two empirical studies are detailed, which use a longitudinal case-study approach primarily based on student interviews. The first was a two-day school-based course for academically able 13-18 year olds; the second was a five-day outdoor residential course for 16-18 year olds. Both studies found significant development in students’ skills and dispositions for learning, including: openness to others’ ideas, confidence, greater self-knowledge and better communication skills. In both cases, students’ personal dispositions and insights endured. However, lack of opportunities for democratic action after the courses meant that learned collaborative skills were not strongly embedded; this also meant that ‘responsible leadership’ was not often demonstrated subsequently. Nonetheless, the studies present strong evidence for the transformative power of a pedagogy of challenge, which demands further research.

Les dispositifs de formation ouverte en langue étrangère ont la double finalité de permettre aux apprenants d'acquérir une autonomie langagière et une autonomie d'apprentissage. Ces dispositifs articulent plusieurs modalités d'accompagnement afin de se centrer sur l'apprenant et de prendre en compte ses dispositions (représentations, motivations). En tant que chercheuse et enseignante/conseillère dans un dispositif de formation ouverte en présentiel (le Département de Français Langue Etrangère de l'Université de Lorraine - DéFLE), nous avons été interpellée par le fait que des apprenants semblent rencontrer des difficultés dans le développement de leur autonomie langagière et d'apprentissage. La présente recherche-action a pour but d'évaluer les expériences d'apprentissage vécues par les apprenants dans le dispositif et d'identifier les causes éventuelles de réussite ou d'échec de leur processus d'autonomisation. Plusieurs questions guident notre recherche : dans quelle mesure le dispositif permet-il aux apprenants d'acquérir des compétences langagières et d'apprentissage ? Quelles sont les modalités d'accompagnement qui favorisent le mieux l'autonomisation ? Quels changements pourraient être apportés à nos pratiques pédagogiques dans l'optique d'une meilleure prise en compte de la singularité des apprenants au niveau psycho-socio-cognitif ? Pour répondre à ces questions, nous avons procédé à une évaluation auprès d'étudiants étrangers du DéFLE en début et en fin de formation. Notre protocole comprend six outils qui nous permettent d'évaluer les effets du dispositif sur l'autonomisation des apprenants. Il repose sur la collecte de données quantitatives et qualitatives par le biais d'entretiens semi-directifs, de questionnaires et de tests. Les résultats de notre enquête montrent des résonances et des dissonances entre la visée autonomisante du dispositif, les attentes et les perceptions des apprenants. Il s'agit à terme de proposer les changements nécessaires pour optimiser le fonctionnement du dispositif et valider ou non par la même occasion un ensemble d'instruments de mesure et d'évaluation transposables à d'autres dispositifs de formation. / Open trainings in foreign language have the dual purpose of enabling learners to acquire learning autonomy and language autonomy. These trainings combine several kinds of pedagogical support in order to focus on the learner and to consider its dispositions (representations, motivations). As a researcher and a teacher/counselor in an on-site training (the Department of French as a Foreign Language at the University of Lorraine - DEFLE), we have noticed that some learners seem to have difficulty in developing their language and learning autonomy. This action research aims to assess the learning experiences of the learners within the framework of the training and identify the possible causes of success or failure of their autonomisation process. Several questions guide our research: to what extent does the training allow learners to acquire learning and language skills ? What are the pedagogical support that best promote autonomisation ? What changes could be made to our teaching practices in order to better take into account the uniqueness of learners at a psycho-socio-cognitive level ? To answer these questions, we carried out an evaluation on foreign students of the DEFLE at the beginning and the end of their training session. Our protocol includes six tools that allow us to evaluate the effects of the training on the learners' autonomisation. It is based on the collection of quantitative and qualitative data through interviews, questionnaires and tests. The results of our evaluation show resonances and dissonances between the aim of autonomisation of the training, the expectations and perceptions of the learners. This is to eventually propose the changes necessary to optimize the operation of the training and validate at the same time a set of instruments for measuring and assessing, transferable to other trainings.