A presente pesquisa pretende contribuir para que as professoras da educação infantil possam refletir sobre as representações sociais que possuem a respeito das crianças negras e a partir disso, pensar em transformações tanto nas relações sociais estabelecidas com essas crianças quanto na prática pedagógica, de modo que essas possam se configurar como promotoras da reeducação das relações raciais no ambiente escolar. A intenção de articular representações sociais e relações raciais é que as professoras compreendam quão significativas são suas ações cotidianas e práticas e os possíveis efeitos que elas têm sob as crianças, tanto negras quanto brancas. Nesse contexto, o objetivo do estudo foi o de apreender e interpretar as representações sociais sobre as crianças negras na perspectiva de uma professora de educação infantil bem como analisar como essas refletem em sua prática pedagógica. A fim de cumprir o objetivo mencionado, optamos por realizar uma pesquisa qualitativa na perspectiva etnográfica, sendo esta desenvolvida em uma Escola Municipal de educação infantil (Emei) na cidade de São Paulo com uma turma de crianças de cinco anos. Os dados foram coletados por meio da pesquisa de campo, entrevista com a professora observada e análise de documentos institucionais dando ênfase ao o que e como abordavam a temática racial e das diferenças como um todo. O referencial teórico-metodológico adotado para a análise foi da teoria das representações sociais cunhada por Moscovici (1978). Para o referido autor, criamos representações sociais para tornar o que é estranho, ausente em nós e da nossa realidade em algo familiar, compreensível ao nosso sistema de referência. A partir dessa afirmação, interrogamos o que seria estranho para a professora considerando a temática estudada e o contexto social e político na qual estava inserida e como essa elabora e põe em funcionamento suas representações acerca das crianças negras. Com base na análise realizada, inferimos que as representações sociais que a professora tem sobre as crianças negras podem estar pautadas em movimentos de mudanças e de permanências, moderadas pelo modo como o racismo foi operacionalizado no país baseado no ideal de democracia racial em contrapartida a valorização do branco e pelas mudanças ocorridas ao tratamento da temática racial, advindas das ações dos movimentos negros e que resultaram na confirmação da existência do racismo no país, impulsionando ações, em todos os setores da sociedade, sobretudo, na educação para modificar tal realidade. Desse modo, ao que se refere à professora observada, compreendemos que ao representar as crianças negras da sua turma o fez por meio da reelaboração de novos conhecimentos sobre a questão racial e da permanência de ideais que ainda estão presentes na sociedade brasileira. / This research aims to help primary school teachers to reflect over the social representations, that they have of black children, and from there plan and think about changes both in established social relations with the school children and their teaching practices, so that these teachers can become promoters of the reeducation of racial relations in the educational environment.The intention to articulate social and racial relations representations, is that the teachers comprehend how meaningful their daily actions and practices are, and the possible effects that they have on both black and white children. In this context, the aim of this study was to apprehend and interpret the social representations of black children in the perspective of a primary school teacher, as well as analise how this reflect on their teaching practices. With the intention of fulfilling the above mentioned aim, we opted to execute a qualitative research with an ehtnographic perspective. Due to this, it was developed in a public primary school in the city of São Paulo with a group of five years old children. The information was gathered through a field study, interview with the observed teacher and analysis of institutional documents, emphasizing what and how the racial thematic was approached and the differences as a whole. The theoretical methodology adopted to the analysis was the theory of social representations, created by Moscovici (1978). For the author we have created social representations to turn what is unknown, absent in us and our reality into something familiar, comprehensible to our reference system. Based on this affirmation, we have interrogated what would be unknown to the teacher, considering the studied theme and the social and political context in which the teacher was part of, and how she elaborates and puts in practice her representations of black children. Based on the analysis, we concluded that the social representations that the teacher has of black children might be due to changes and maintenance in how racism is applied in the country based on the ideal of racial democracy in compensation of the valorization of the white people and for the changes ocurred in the racial thematic, originated from the actions of the black movement and that resulted in the confirmation of the existence of racism in the country, generating actions in all sectors of the society over all in the education to change the general reality. Therefore, in relation to the observed teacher, we comprehend that by representing the black children in her group, the teacher reelaborated her social representations based on new information about the racial thematic and the maintenance of ideals that are still present in the Brazilian society.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-03-22T15:12:53Z No. of bitstreams: 1 zulmacanuto.pdf: 939966 bytes, checksum: 8ac7bef7b3e3390a22e93babbbd1cd3c (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-04-24T02:25:37Z (GMT) No. of bitstreams: 1 zulmacanuto.pdf: 939966 bytes, checksum: 8ac7bef7b3e3390a22e93babbbd1cd3c (MD5) / Made available in DSpace on 2016-04-24T02:25:37Z (GMT). No. of bitstreams: 1 zulmacanuto.pdf: 939966 bytes, checksum: 8ac7bef7b3e3390a22e93babbbd1cd3c (MD5) Previous issue date: 2013-08-15 / A presente dissertação tem como objetivo analisar a emblemática situação do baixo desempenho em Matemática, dos alunos do 3º Ciclo (7º ao 9º ano) da Escola Municipal Fernando Dias Costa (EMFDC), pertencente à rede municipal de educação de Belo Horizonte (RME-BH), evidenciada no Índice de Desenvolvimento da Educação Básica (IDEB) e, especialmente, nos resultados do sistema de avaliação do município – Avalia-BH entre os anos 2009 e 2011 e propor sugestões de ações para a situação analisada. Durante o período pesquisado (3 anos consecutivos), mais de 65% dos alunos do 9º ano figurou na faixa “Abaixo do básico” de acordo com o Padrão de Desempenho por Nível de Proficiência em Matemática do Avalia-BH. Se comparada à proficiência dos alunos do ciclo anterior, ou seja, o 2º ciclo (4º ao 6º ano) da mesma escola, percebe-se um distanciamento em relação aos resultados obtidos, quando o índice “Abaixo do Básico” dos estudantes do 5º ano cai para 22,2% em 2011, considerando que os alunos são praticamente os mesmos. Partindo da premissa de que as práticas adotadas pelos docentes e as ações da equipe gestora influenciam no desempenho escolar, pretendeu-se investigar em que medida essas práticas e ações interferiram nos resultados, a partir do olhar da direção, da coordenação pedagógica, dos professores e dos alunos do 3º ciclo da escola pesquisada. Para o estudo de caso foram utilizados os métodos qualitativo e quantitativo, com a utilização do recurso da entrevista semiestruturada para a equipe gestora (diretor, vice e coordenadores pedagógicos) e docentes da disciplina de Matemática, e, de um questionário para os discentes do 3º ciclo. Como principais interlocutores teóricos foram utilizados autores que abordaram as dimensões analisadas como Heloísa Lück, Creso Franco e Alícia Bonamino, Thelma Polon, Cínthia Almeida, Marcelo Câmara, Maurice Tardif dentre outros. Por fim, confrontou-se a pesquisa de campo aos aportes teóricos e, a partir das lacunas observadas, foi elaborado um Plano de Ação como proposta de implementação, visando à melhoria do quadro da escola pesquisada. / This thesis aims to analyze the iconic status of the students’ low performance in Mathematics at 3rd cycle (7th to 9th grade) from the Municipal School Fernando Dias Costa (EMFDC), which belongs to municipal education network of Belo Horizonte (RME-BH), evidenced in the results of the evaluation system of the municipality - Avalia-BH – between 2009 and 2011. Based on the results presented during the survey period (three years in a row), over than 65% of pupils in 9th grade figured in the range “Below the basic level” according to the Standard Performance for Mathematics Proficiency Level in Avalia-BH. If compared with the students' proficiency of the previous cycle, the 2nd cycle (4th to 6th year) from the same school, there is a distance in comparison with results obtained, when the index “Below basic level” of the 5th grade students drops to 22,2% in 2011, considering that the pupils are practically the same. My proposal is to identify possible factors that corroborate for the students’ low performance in 3rd cycle. Assuming that the practices adopted by teachers and the actions of the management team influence school performance, we intend to investigate how much these practices and actions have affected the results, in the view of the direction, of the coordination, of the teaching, of the teachers and 3rd cycle’s students from the searched school. For the Study Case, qualitative and quantitative methods were used, through the using of semi-structured interview for the management team (director, vice and coordinators) and Mathematics’ discipline teachers, and, through the using of a question mark sheet for the students of the 3rd cycle. The main theoretical interlocutors used were the authors Heloísa Lück, Creso, Franco e Alícia Bonamino, Thelma Polon, Cínthia Almeida, Marcelo Câmara, Maurice Tardif, among others which have addressed the theme, such as: conceptions of mathematics teaching and failure in learning, dimensions of school management, effective schools, teaching practices and teacher training. Finally, the research field was confronted with theoretical contributions and, based on the observed gaps, a Plan of Action as implementation proposal was elaborated, aiming for a situation improvement of the searched school.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-03-31T13:24:21Z No. of bitstreams: 1 carolinalessacataldi.pdf: 1485612 bytes, checksum: 01cabb4a945f1d0650d348630b10b280 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-04-24T02:57:16Z (GMT) No. of bitstreams: 1 carolinalessacataldi.pdf: 1485612 bytes, checksum: 01cabb4a945f1d0650d348630b10b280 (MD5) / Made available in DSpace on 2016-04-24T02:57:16Z (GMT). No. of bitstreams: 1 carolinalessacataldi.pdf: 1485612 bytes, checksum: 01cabb4a945f1d0650d348630b10b280 (MD5) Previous issue date: 2013-05-21 / A presente dissertação é fruto do trabalho de mestrado intitulado - Os caminhos percorridos pela Educação Física Inclusiva: Uma reflexão a partir do perfil e propostas pedagógicas dos professores de Educação Física. Esse trabalho foi organizado em capítulos que assumem o formato de artigos, o que permite discorremos acerca das temáticas a seguir apresentadas. No primeiro capítulo - intitulado Implantação e implementação da Educação Física Inclusiva, identifica-se os principais apontamentos históricos da Política de Educação Inclusiva brasileira e faz-se uma proposta de implementação da Educação Física escolar inclusiva. O segundo capítulo - Perfil dos alunos/professores do curso de formação continuada em atividade física para pessoas com deficiência, diagnostica o perfil de professores de diversas regiões do Brasil responsáveis por diferentes componentes curriculares da educação básica, secundária e/ou superior, oportunizados a participar do curso de formação continuada “Aperfeiçoamento em atividade física para pessoas com deficiência”, na modalidade a distância, oferecido até o momento em cinco versões pela Secretaria de Educação Continuada Alfabetização, Diversidade e Inclusão – SECADI/MEC, em parceria com a Faculdade de Educação Física e Desportos da Universidade Federal de Juiz de Fora (FAEFID-UFJF), com foco na Educação Inclusiva, mais especificamente na Educação Física Inclusiva. O terceiro capítulo - A inclusão de pessoas com deficiência nas aulas de Educação Física escolar: Análise das práticas pedagógicas, aprofunda as discussões anteriores ao mapear e categorizar as práticas pedagógicas dos professores de Educação Física que estão expostos às complexas mudanças geradas pelo processo de inclusão, sendo possível identificar características desta prática e o entendimento que os principais agentes da inclusão escolar têm sobre o que seria uma Educação Física inclusiva. O quarto capítulo - Educação Física Inclusiva: Um panorama das publicações científicas entre 2000 e 2012, apresenta um mapeamento e uma avaliação/categorização da produção do conhecimento em 26 periódicos indexados no Qualis, publicados no período de 2000 a 2012, e que abordam com frequência as temáticas relacionadas à Educação, Educação Física, Deficiência e Inclusão, analisando o cruzamento das mesmas e objetivando estabelecer um panorama das publicações sobre Educação Física Inclusiva. Este encerra nossa empreitada, lançando algumas reflexões acerca da configuração encontrada. / This study is a master thesis titled - The paths taken by the Inclusive Physical Education: a thinking from the teaching proposals and profile of Physical Education teachers. This study was organized in chapters that have been taken the form of articles which allows the discussion of the topics listed below. In the first chapter, entitled - Deployment and Implementation of Inclusive Physical Education, identifies the main historical registers of the Inclusive Education Policies in Brazil and suggests a bid to implement an Inclusive Physical Education at schools. The second chapter - Profile of students/ teachers training course in continuous physical activity for people with disabilities, presents the teacher‟s profile, from several Brazilian regions, responsible for different elements of the basic, and secondary or higher education curriculum, engaged in the "Physical activity for people with disabilities" post graduation distance course, offered, until this moment, in five versions by the Department of Continuing Education Literacy, Diversity and Inclusion - SECADI / MEC in partnership with the Faculty of Physical Education and Sports, Federal University of Juiz de Fora (FAEFID-UFJF), focusing on Inclusive Education, specifically in Inclusive Physical Education. The third chapter - The inclusion of people with disabilities in physical education classes: Analysis of teaching practices, deepens the previous discussions mapping and categorizing the pedagogical practices of Physical Education teachers who are exposed to complex changes generated by the inclusion process; and it is possible to identify characteristics of the practice and understanding that the major agents of educational inclusion have about what would be an inclusive physical education. The fourth chapter - Inclusive Physical Education: An overview of scientific publications between 2000 and 2012, carried out a mapping and assessment / categorization of knowledge production in 26 journals indexed by Qualis, published from 2000 to 2012, that often approach the issues related to Education, Physical Education, Disability and Inclusion. This chapter also analyze the intersection of these and aim to establish an overview of the publications on Inclusive Physical Education. This chapter concludes our enterprise, throwing some thoughts on our findings.

Orientador: Antonio Miguel / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-26T01:31:30Z (GMT). No. of bitstreams: 1 Marim_MarciaMariaBento_M.pdf: 10371201 bytes, checksum: 8f9b8e471c02bb1b48d75666337bdd5b (MD5) Previous issue date: 2014 / Resumo: Esta pesquisa, que partiu da constatação da longevidade de práticas de ensino de matemática escolar, mobilizadoras de rastros de significação de práticas de ensino de matemática sugeridas pelos Atividades Matemáticas (AM - SEE/CENP/SP), teve o propósito de investigar modos diversos de os participantes dela significarem essa longevidade, a fim de se compreender do que essa longevidade poderia ser um sintoma. Para isso, nos inspiramos nos espectros citacionais de dois filósofos - Ludwig Wittgenstein e Jacques Derrida - e nos orientamos por uma atitude metódica de caráter terapêutico- -desconstrucionista. Trouxemos para a discussão a noção de 'performance' em encenações narrativas da linguagem, nas quais a linguagem é entendida como ação, ou seja, os jogos de linguagem são vistos como jogos de cenas ou encenações da linguagem. O corpus da pesquisa foi constituído por entrevistas filmadas - entrevistas individuais feitas com professores do município de Pitangueiras/SP e com professores que atuaram na equipe de matemática da CENP/SP e uma entrevista interativa feita com cinco professores que atuam nas séries iniciais do ensino fundamental no município de Pitangueiras/SP - e por questionários semiestruturados respondidos pelos professores do mesmo município. As entrevistas foram descritas gramaticalmente na forma de mapas espectrais-gramaticais (mapas EG). Estes se constituíram em instrumentos facilitadores para a descompactação das camadas de significação identificadas nas encenações narrativas das entrevistas para, então, submetê-las à terapia desconstrucionista. Nossas encenações da linguagem trouxeram, terapeuticamente, os choques de sentidos e as semelhanças de família percebidas nas camadas de significação dos encadeamentos discursivos dos nossos entrevistados. Tais choques e semelhanças foram identificados nos vários jogos de linguagem nos quais nossos entrevistados se envolveram; jogos estes que valorizaram ou não a longevidade das práticas de ensino escolar de matemática mobilizadoras de rastros de significação de práticas sugeridas pelos AM e que mobilizaram crenças de como se dá o ensino escolar. Com relação às semelhanças de família, encontramos remissões, dentre outras, que apontam para uma longevidade de rastros do paradigma construtivista e do ensino intuitivo nas práticas de pesquisa e nas de ensino escolar de matemática. As descrições gramaticais nos mapas EG constituíram uma visão panorâmica de significações vindas, espectralmente, a partir da longevidade de práticas de matemática de ensino escolar sugeridas pelos AM / Abstract: We carried out this research, which began from the finding of the longevity of teaching practices of school mathematics, mobilizers of the signification traces of teaching practices of mathematics suggested by Mathematical Activities (MA - SEE/CENP/SP), aiming to investigate about several modes of the participants of this research signify the longevity in order to understand that this could be a symptom. We inspired ourselves in the quotation spectres of two philosophers - Ludwig Wittgenstein and Jacques Derrida - and we outlined ourselves in the methodical attitude of the therapeutic and deconstructionist character. We brought for the discussion, the notion of performance in narrative stagings of language, on which this is understood as action, ie, the language games are seen as games of scenes or language stagings. The research corpus consisted in filmed interviews and semi structured questionnaires, both applied to teachers of the municipality of Pitangueiras, State of São Paulo. The filmed interviews were, namely, individual interviews performed to teachers of the municipality, others to teachers who worked in the mathematics team of the CENP, and a interactive interview performed to five teachers which work in the early grades of the elementary education in Pitangueiras. The interviews were grammatically described as spectral grammatical maps (SG-maps), the facilitating instruments for decompacting of signify layers identified in the narrative stagings of the interviews for, then, subjecting them to the deconstructionist therapy. Our language stagings brought therapeutically the shock of senses and family similarities, realized in the signify layers of the discursive concatenations. Such shocks and similarities were identified on several language games, on which our interviewee involved themselves, and which valorised or not the longevity of teaching practices of school mathematics, mobilizers of the signification traces of practices suggested by MA, and that mobilize belief of how is school education. Regarding the family similarities, we found remissions, among others, which point out to a longevity of the traces of constructivist paradigm, and of intuitive teaching in the research practices and in the school teaching of mathematics. Grammatical descriptions on SG-maps consisted in a panoramic vision of signifies resulting spectrally from the longevity practices of teaching mathematics suggested by MA / Mestrado / Ensino de Ciencias e Matematica / Mestra em Multiunidades em Ensino de Ciências e Matemática

La présente recherche porte sur les contextes construits dans les interactions verbales en classe de langue. Ces contextes sont envisagés comme des représentations de la situation mises en discours. Nous proposons une typologie des contextes construits que nous formulons à partir de la notion de « monde discursif ». L’analyse de transcriptions d’enregistrements de cours nous permet de distinguer un ensemble des moyens discursifs que les locuteurs mettent en oeuvre dans la production de tel ou tel type de contexte. En outre, à travers l’analyse des interactions verbales nous mettons en lumière le caractère dynamique de ces constructions discursives. Sur le plan didactique, nous nous intéressons à l’usage des contextes dans l’action réalisée en classe. Dans cette perspective, notre étude est focalisée sur la manière dont les contextes construits par les participants sont intégrés dans la transmission des connaissances, dans la sollicitation professorale et les réponses d’apprenants, ou encore dans l’évaluation. En outre, en nous basant sur l’analyse des commentaires professoraux sur les pratiques d’enseignement, nous formulons quelques réflexions sur la place des contextes – en tant qu’outils didactiques – dans la « cognition professorale ». L’objectif principal de la recherche est la mise en lumière de différentes facettes de l’objet d’étude dans une perspective discursive [approche interactionnelle] et didactique. Notre réflexion théorique s’appuie principalement sur les apports de la pragmatique, de la linguistique interactionnelle, de la microsociologie et de l’analyse du discours. / This research looks at the contexts that are produced in language classroom interactions. These contexts are here considered as verbalized representations of the situation. Typology of such contexts is proposed and founded on the notion of "discourse world." The analysis of transcripts of lesson recordings distinguishes a set of verbal means that speakers use while producing a particular type of context. In addition, the analysis of verbal interactions shows the dynamic nature of these constructions. The uses of contexts in the classroom practice are explored from an educational point of view. In this perspective, this study focuses on how the contexts produced by participants are included in the transmission of knowledge, in teacher solicitations and learners answers, or in the teacher’s feedback. Moreover, the analysis of teacher comments on teaching practices allows a reflection on the role of contexts as teaching tools in the "teacher cognition". The main purpose of the research is to outline different features of this object from interactional and educational perspectives. The study also includes theoretical considerations developed with reference to pragmatics, interactional linguistics, microsociology and discourse analysis.

La thèse étudie les liens entre les pratiques d’enseignement et les pratiques collectives des enseignants, au sein de l’établissement, lors de l’élaboration d’un projet « vie scolaire ». Elle s’inscrit dans le cadre d’une recherche-intervention, répondant à une demande sociale, incluant un accompagnement des acteurs de terrain lors de l’élaboration du projet. Dans ce contexte, nous explicitons la rencontre entre sphère sociale et sphère académique. Pour cette dernière, mobilisant une approche dans laquelle ne dominent ni les structures sociales ni les acteurs, nous proposons d’étudier les pratiques d’enseignement à partir des incidences de leurs contextes. Les pratiques d’enseignement sont envisagées lors d’incidents relatifs à l’ordre scolaire en classe et les pratiques collectives au cours de l’élaboration du projet « vie scolaire ». Nous défendons que les pratiques d’enseignement varient en fonction des phases d’élaboration collective du projet et de l’appartenance des enseignants aux différents groupes de travail. Pour la mise à l’épreuve, nous avons utilisé d’une part une méthodologie dite des « pratiques en récit », fondée sur la narration des incidents à la fois par l’enseignant et par le chercheur et d’autre part une analyse « stratégique » de l’action des groupes de travail. Les résultats montrent que les pratiques de dénouement d’incident pédagogiques (DIP) varient selon l’appartenance des enseignants aux groupes de travail d’élaboration du projet, mais ne dépendent pas uniquement de ces derniers. Les différences repérables relèveraient davantage d’autres facteurs, plutôt que de la participation des enseignants à l’élaboration du projet. Par ailleurs, nous mettons à jour une distribution du pouvoir d’agir des enseignants selon les périodes, entre les pratiques d’enseignement et les pratiques collectives ; un fort investissement dans les unes s’accompagne d’un retrait dans les autres. / The aim of this thesis is to study the links between teaching practices and collective practices of teachers within the institution when developing a "school life" project. We conducted this work as part of a research-action responding to a social demand, and thus accompanied and led the field actors in the elaboration of the project. In this context, we explain the meeting of social sphere and an academic sphere. For the latter, involving an approach that does not dominate the social structures nor the actors, we propose an interpretative balance between teaching practices and the impact of their contexts. Teaching practices are envisaged in incidents related to the order in class and collective practices during the development of the "school life" project. We propose that teaching practices vary depending on collective project development phases and the participation of teachers in different working groups. For testing, we used on one hand a methodology of "narrative practices" based on the narration of incidents by both the teacher and the researcher and on the other hand a "strategic analysis " of the action of the working groups. The results show that the practices of outcome of pedagogical incident (DIP) vary according to the membership of teachers in project development working groups, but do not depend solely on them. The identifiable differences arise more from other factors, rather than teachers' participation in the development of the project. Furthermore, we update a distribution of the teachers’ power to act between teaching practices and collective practices; a strong investment in one is accompanied by a diminished on the other.

En France, les travaux portant sur la pédagogie universitaire et se focalisant plus particulièrement sur les pratiques pédagogiques des enseignants sont peu nombreux. Aussi ce travail se propose-t-il d’approfondir ce concept sous deux aspects. Le premier axe s’articule autour de la description des pratiques mises en œuvre par les enseignants lors des cours magistraux en première année universitaire. A l’appui de l’observation in situ des pratiques de 49 enseignants issus de cinq filières, il est montré que celles-ci reposent en grande majorité sur les méthodes « traditionnelles ». Néanmoins, les résultats permettent également de mettre en lumière une variété des pratiques. Le second axe a trait à la mise au jour des implications de ces pratiques sur la scolarité des étudiants. Pour cela, ont été interrogés par questionnaires 734 étudiants de première année issus de ces mêmes filières. Il est d’abord montré que les « pratiques déclarées » par les étudiants, autrement dit l’opinion qu’ils portent à l’égard des pratiques des enseignants, influent particulièrement sur leur motivation, tandis que l’effet sur les manières d’étudier est toutes choses égales par ailleurs non significatif. Elles exercent de surcroît un impact modéré sur la réussite. La motivation apparaît néanmoins comme une variable médiatrice de l’effet des pratiques « déclarées » sur les manières d’étudier et la réussite. Parallèlement à ces analyses, est examiné l’effet des pratiques « observées » sur la scolarité des étudiants. Celles-ci jouent un rôle direct significatif dans l’explication des manières d’étudier et de la réussite des étudiants, tandis qu’aucun effet significatif sur la motivation n’est mis au jour. / In France, there is little research on university teaching and focusing specifically on teaching practices. This present research aims to explore this concept in two different ways. The first part focuses on the description of the practices implemented by teachers during first-year university lectures. Using in situ observation of lecture practices of 49 teachers from five programmes, we first show that teachers’ practices mostly rely on traditional methods as defined by Bru (2006). However, we show a variety of practices among teachers. The second part of this research updates our knowledge of the implications of these practices on student studies. 734 freshmen from these sectors were interviewed by questionnaire. We see first that the " declared practices " by the students, or in other words the opinion that they have of teaching practices, particularly affect their motivation, while the effect on ways of studying is nonexistent all things being equal. In comparison to other variables, such as those related to educational background of the individual, they have in addition a relatively moderate impact on the average score of the exam first and second semester and the likelihood of passing the year. However, the motivation appears to be a mediator of the effect of "declared" on study practices and success. In addition, we look at the effect of "observed" practices, ie effectively implemented by teachers on student studies. These play a significant direct role in explaining study practices and student success, but they have no effect on motivation.

Notre recherche étudie le rapport des enseignants de l’école primaire française à l’orthographe appréhendée comme une norme sociale à travers leurs propos déclaratifs et à travers leurs pratiques enseignantes. En France, l’orthographe revêt des enjeux sociaux d’importance. Si l’orthographe est un ensemble de règles provenant du système linguistique, elle est aussi une pratique sociale qui s’impose à tous les utilisateurs. Elle appartient dès lors aux normes culturelles d’une société donnée. C’est pourquoi, nous avons cherché à apprécier l’adhésion des maitres à cette norme et à savoir s’il existait, entre eux, une certaine variabilité dans cette adhésion. Pour ce faire, nous avons opérationnalisé le concept de norme sociale. Nous avons mené 30 entretiens semi-directifs auprès d’enseignants de CM1 et CM2. Leurs réponses ont été analysées grâce à une analyse de contenu thématique et à une analyse statistique. Cela a permis de dégager cinq profils ortho-normatifs qui témoignent d’une variabilité du rapport des maitres à cette norme sociale orthographique et d’établir une typologie. Puis, nous avons cherché à percevoir ces rapports ortho-normatifs lorsqu’ils enseignent en classe auprès de leurs élèves pour éprouver les propos de Jaurès « on n’enseigne pas ce que l’on sait ou ce que l’on croit savoir : on enseigne et on ne peut enseigner que ce que l’on est » et apprécier la présence de leurs logiques d’arrière-fond (Bucheton, 2011). Chaque enseignant montre sa façon singulière d’incarner son profil ortho-normatif et de rendre présente cette norme sociale lors d’une séance d’enseignement d’un point particulier du système linguistique. Ce faisant, il construit le curriculum caché des élèves. / Our research studies how French primary school teachers deal with spelling considered as a social norm through their declarative words as well as their teaching practices. In France, with spelling, important social issues are at stake. If spelling is a set of rules linked to the linguistic system, it is also a social practice which is imposed on all users. As such it belongs to the cultural norms of a given society. That’s why we tried to estimate teachers ’adhesion to this norm and see if there was a certain variability to it among them.In order to achieve this, we operationalized the concept of social norm. We led 30 semi-directive interviews with 4th and 5th year primary school teachers. Their answers were analyzed thanks to both a thematic content analysis and a statistical one. The result highlighted the existence of five “ortho-normative profiles” which shows a variability in the relationship teachers have to this social spelling norm and enabling us to establish a typology.Then, we tried to grasp these “ortho-normative relationships” when they teach in class to test Jaurès ‘s words : “we don’t teach what we know or what we think we know, we teach and can only teach what we are” and thus estimated their background logics (Bucheton, 2011). Each teacher showed his personal way to embody his own “ortho-normative profile” and made this social norm present during a teaching session of a particular point of the linguistic system. In doing so, he builds the pupils’hidden curriculum.

Le premier objectif de ce travail a été de décrire les pratiques d’enseignement de la lecture-Écriture au cours préparatoire et de faire une comparaison entre les résultats obtenus au Portugal et ceux obtenus en France par Fijalkow (2003). 883 enseignants ont rempli un questionnaire. Les résultats montrent que les deux pays ont des résultats proches en ce qui concerne les aspects méthodologiques de l’enseignement de la lecture et l’évaluation des compétences de lecture et d’écriture des élèves. Cependant, les enseignants Portugais ont déclaré qu'ils utilisent plus fréquemment des activités développées à partir de livres de jeunesse, d'autres matériaux que les manuels, et différentes activités d’écriture. Une analyse hiérarchique de clusters a fait apparaître trois groupes d’enseignants: un groupe qui considère la maitrise du code comme le moyen privilégié d’accès à la langue écrite (unités courtes); un autre qui considère que la recherche du sens est essentielle pour l’appropriation de la langue écrite (unités longues); et un groupe intermédiaire (toutes unités). L’observation directe de 42 enseignants a montré l’existence d’un accord entre le questionnaire et les pratiques observés dans 55% des cas. Les élèves des enseignants dont l’observation directe a validé les réponses au questionnaire ont été évalués avec trois épreuves: lecture de mots, décision lexicale et compréhension. Une MANCOVA indiquent que les élèves du groupe toutes unités obtiennent de meilleurs résultats dans les trois épreuves que les élèves des autres groupes. En plus, 'il n'y a pas de différences de performances entre les élèves du groupe unités courtes et les élèves du groupe unités longues. / This study aimed to characterize the teaching practices of written language and understand its impact on reading acquisition by the end of 1st grade. The first step of this study was a descriptive and comparative study to the one conducted by Fijalkow (2003). Based on questionnaire answers of 883 teachers, we found that teachers from both countries have similar approaches regarding methodological aspects of teaching of reading and students’ assessment of reading and writing abilities. However, Portuguese teachers stated that they use more frequently activities from children's literature, other materials besides the manual and different writing proposals than French teachers. A hierarchical cluster analysis revealed three groups of teachers: a) a group of teachers who focus its practices in teaching the code of written language (short units), b) a group that emphasizes the construction of meaning based on texts (long units), c) and a group of teachers who gathered in their practices characteristics of both groups mentioned above (diversified units). Classroom observations of 42 teachers allowed to confirm questionnaire answers for 55% of the participants.Teachers whose observations were coincident with the questionnaire answers were selected and their students were evaluated using three reading tests: single words reading, lexical decision task and comprehension task. A MANCOVA revealed that students in the diversified unit group obtain better results in all reading tests than students from the other groups. It was also possible to confirm that there were no differences in performance between students of the short units group and students of the long units group. / O primeiro objetivo deste trabalho foi o de descrever as práticas de ensino da leitura e da escrita no 1º ano de escolaridade e de fazer uma comparação com os resultados obtidos entre Portugal e França (Fijalkow, 2003). 883 professores responderam a um questionário. Os resultados indicam que os dois países apresentam resultados semelhantes relativamente aos aspetos metodológicos do ensino da leitura e dos aspetos de avaliação das competências de leitura e escrita dos alunos. Contudo, os professores portugueses declararam realizar com maior frequência atividades a partir de livros infantis, outros materiais para além do manual e diferentes atividades de escrita. Uma análise hierárquica de clusters revelou três grupos de professores: um grupo que considera o domínio do código como o meio privilegiado de acesso à linguagem escrita (unidades curtas); outro que considera que a procurar de significado é essencial para a apropriação da linguagem escrita (unidades longas); e um grupo intermédio (unidades diversificadas). A observação direta de 42 professores mostrou a existência de acordo entre as práticas relatadas e as práticas observadas em 55% dos casos. Os alunos dos professores cuja observação direta validou a resposta ao questionário foram avaliados com três provas de leitura: leitura de palavras, decisão lexical e compreensão. Uma MANCOVA mostrou que os alunos do grupo unidades diversificadas obtêm melhores resultados em todas as provas do que os alunos dos outros grupos. Mostraram ainda que não existem diferenças de desempenho entre os alunos do grupo unidades curtas e os alunos do grupo unidades longas.

Cette thèse vise à éclairer les fonctionnements disciplinaires de l’évaluation formelle à l’école primaire. J’ai approché ces fonctionnements en observant les pratiques enseignantes, en analysant les documents qui servent de supports à l’évaluation et en interrogeant le vécu des élèves. J’ai ainsi élaboré une modélisation pour éclairer les composantes de l’évaluation et envisager les variations possibles des pratiques. J’ai aussi mis au jour la manière spécifique dont les disciplines sont construites au travers de l’évaluation, les caractéristiques disciplinaires des dispositifs mis en œuvre et enfin la manière dont les élèves vivent ces évaluations. L’approche de didactique comparée, au sein de laquelle je me situe, éclaire les variations selon les disciplines, voire les contenus évalués. Elle permet de préciser les images des disciplines construites par les pratiques évaluatives. / This thesis aims to explain how formal evaluation work depending on the school subject taught in primary school. For my study, I observed several teachers’ practices, analyzed the evaluation material, and interviewed the pupils about their evaluation experiences. Then, I developed a model which highlights the different steps of an evaluation and allows an analysis of all possible variations in practices. I also presented the specific structure of each school subject, still from the evaluation angle, the specific evaluation methods used according to the subject, and the pupils’ perception of these evaluation. The comparative didactics approach I adopted allowed me to point out variations in the different school subjects, or even in the evaluated content. In the end, with this approach I was able to gather a global picture of each school subject based on the evaluation practices.