Depuis l'Antiquité, les civilisations se pasent le flambeau de la Connaissance et de la Modernité, les idées et les savoirs circulant entre les communautés à travers les langues. Aujourd'hui, la langue anglaise est une lingua franca dans plusieurs communautés, mais la diversité des langues enrichit les expériences, les inventions, et véhicule aussi des cultures,des visions du monde et des points de vue différents. Le contact entre les langues impose aussi des rapports de langue dominante et de langue dominée, d'où des problèmes de revendications identitaires et de tensions socio-économiques. Cette recherche définit le statut et le rôle de la langue arabe, langue officielle et identitaire des pays du Conseil de Coopération du Golfe où réside une importante population étrangère. elle décrit également les facteurs ayant favorisé la domination de la langue anglaise dans un contexte arabe. Les diverses situations d'enseignement/apprentissage nous ont permis d'observer des classes, d'analyser différents manuels scolaires et différentes méthodes, et de nous conforter ainsi à une grande variété de difficultés didactiques, pédagogiques, linguistiques et culturelles. / Ever since ancient times, civilizations have passed on the flame of knowledge and modernity. Ideas and knowledge circulate among communities by means of language. Today, the English language is the lingua franca in several communities. But the diversity of language enriches experience and inventions and also conveys world visions and different points of view. The contact of language imposes the situation of dominant language and dominated language, hence problems of identity claims and of social-economic tensions. This research defines the status and the role of the Arabic language, the official language and identity of the CCG countries, where there is an important foreing population. It also analyses the causes of identity claims of Arab populations in a social-economic and international context and describes the facts, that have favored the domination of the English language in a context of cultural Arab tradition. The different situations of teaching/learming have made it possible to use various educational manuals, different methods and have confronted me with a wide variety of didactic, pedagogic, linguistic and cultural difficulties.

Depuis l'Antiquité, les civilisations se pasent le flambeau de la Connaissance et de la Modernité, les idées et les savoirs circulant entre les communautés à travers les langues. Aujourd'hui, la langue anglaise est une lingua franca dans plusieurs communautés, mais la diversité des langues enrichit les expériences, les inventions, et véhicule aussi des cultures,des visions du monde et des points de vue différents. Le contact entre les langues impose aussi des rapports de langue dominante et de langue dominée, d'où des problèmes de revendications identitaires et de tensions socio-économiques. Cette recherche définit le statut et le rôle de la langue arabe, langue officielle et identitaire des pays du Conseil de Coopération du Golfe où réside une importante population étrangère. elle décrit également les facteurs ayant favorisé la domination de la langue anglaise dans un contexte arabe. Les diverses situations d'enseignement/apprentissage nous ont permis d'observer des classes, d'analyser différents manuels scolaires et différentes méthodes, et de nous conforter ainsi à une grande variété de difficultés didactiques, pédagogiques, linguistiques et culturelles. / Ever since ancient times, civilizations have passed on the flame of knowledge and modernity. Ideas and knowledge circulate among communities by means of language. Today, the English language is the lingua franca in several communities. But the diversity of language enriches experience and inventions and also conveys world visions and different points of view. The contact of language imposes the situation of dominant language and dominated language, hence problems of identity claims and of social-economic tensions. This research defines the status and the role of the Arabic language, the official language and identity of the CCG countries, where there is an important foreing population. It also analyses the causes of identity claims of Arab populations in a social-economic and international context and describes the facts, that have favored the domination of the English language in a context of cultural Arab tradition. The different situations of teaching/learming have made it possible to use various educational manuals, different methods and have confronted me with a wide variety of didactic, pedagogic, linguistic and cultural difficulties.

Topic of work is an intersubjectivity of economic knowledge. Work is descriving the process, how is intersubjective economic knowledge may be manifested and legitimized in speech by lay individuals. In general, knowledge is presented as created, redacted and legitimized during the process of speech as an ongoing activity, intersubjective symbols are used as tools to proclaim itself. In the theoretical part, broad overview of sociological theories of knowledge are presented, and the research question was conceptualized by the terms of constructivist approach of Berger and Luckmann. Lay knowledge was manifested as mix of referring four modes of reasoning: economical rationality, societal rationality, habitual and doxic knowledge, discourses. Overemphasizing one of the mods leads to reducing the legitimity of manifestation, the process of balancing between modes is described. In addition, paper proposes suggestion of differences in intersubjective knowledge between Ukraine and Czechs, and discusses the possibilities of further research.

La connaissance mondiale déclarée double environ tous les 9 ans (Kozmetsky, Smilor 1999) Parallèlement, le langage écrit ou verbal demeure le mode de transmission privilégié de la connaissance dans les organisations et sur le Web où aucune lingua franca n’a émergé, et qui est dès lors fractionné en contenus sinophone, anglophone, hispanophone, arabophone, hindiphone etc. Nous utilisons les travaux de Dehaene et al sur la mémoire épisodique dans son détournement par les calculateurs prodiges pour théoriser et concevoir une nouvelle interface homme-machine spatialisée qui permette à l’utilisateur individuel et en groupe de visualiser, de manipuler mentalement et d’échanger plus de connaissances. La théorisation et la conception de cette gamme d’interfaces, basées sur des algorithmes de spatialisation de listes, et l’unique objet de notre thèse. / Could we flow knowledge faster and better? Why is this a problem in the first place? How can we tackle it technologically? What could be a prototype solution? This work unifies these questions in the outline of a single, refutable paradigm of noodynamics - the study of knowledge flows - and nooconomics, the economy of knowledge. This paradigm will answer the question “Why”. Neuroergonomics (“brain ergonomics”), and biomimicry, will be summoned in answer to the question “How”. Their contribution will follow from the simplest knowledge flow equation that is proposed in this work. Two original optimisation problems are also posed in software neuroergonomics and biomimetics: the Mindscape and Serendipity Problem. A case of theoretical neuroergonomics, or neuroergonomics ex ante is proposed with the study of Hyperwriting, a written grapheme-loceme association, or a glyphic method for externalising spatial memory. Its application to the design of user interface will finally found neuroergonomic design, or neuromimicry, with the example of a collegial interface to augment multiscale knowledge flows: Chréage. The anatomy of this prototype mindscape will be the conclusion of this work, and its answer to the question “What”?

Partant d’un manque de consensus académique quant à l’efficacité des différents dispositifs de soutien à l’innovation, cette thèse s’intéresse aux politiques de financement de la R&D dans un contexte où les entreprises peuvent coordonner leurs effortsde R&D et se rapprocher d’un secteur public de la recherche. Dans une première partie, nous présentons des éléments de la littérature économique sur les mesures incitatives de promotion de la R&D. Nous choisissons par ailleurs de contextualiser notre approche autour de la politique des pôles de compétitivité menée en France. Dans une seconde partie, nous proposons une modélisation théorique originale, à même d’étudier conjointement trois instruments publics de soutien à la R&D : encouragement aux stratégies coopératives de R&D, soutien financier à la R&D privée et soutien financier au secteur public de la recherche. Nos résultats théoriques nous permettent ainsi de proposer plusieurs recommandations de politique publique. Premièrement, nous mettons en avant le rejet de tout effet d’éviction de l’intervention publique sur les activités privées de recherche. Nous montrons également qu’une politique de financement d’un secteur public de la recherche peut représenter unealternative efficace à la politique visant à soutenir la R&D privée, sous condition que la recherche publique génère d’importants effets de débordement. Enfin, la répartition optimale du budget public destiné au soutien à l’innovation s’avère êtreplus généreuse envers le secteur public à mesure que les entreprises privées se situent à proximité de l’acteur public de la recherche. A l’inverse, le soutien public à l’innovation doit se faire davantage en faveur des entreprises privées à mesure que ces dernières sont soumises à une concurrence forte et à des difficultés d’appropriation de leur recherche. / Observing a lack of academic consensus about R&D public supports efficaciency, we focus on public R&D funding policies by considering R&D cooperation and proximity between firms and a public research sector. In a first way, we introduce how economic literature studies incentives to promote R&D efforts. In addition, we decide to illustrate our theorotical approach through french cluster policy called « politique des pôles de compétitivité ». In a second way, we develop an original theorotical modelisation able to evaluate the efficacity of three public instruments that promote R&D efforts and innovation : promote R&D cooperation, subsidizing private R&D sector and funding to public research sector. Our theorotical results lead us to make some recommandations to the policy makers. First, we conclude to an additionality effect of public policies on R&D efforts, that means we reject all crowding-out effect of public intervention. Moreover, we show that funding a public research sector (SPU policy) leads to better performance than the policy consisting to subsidize private R&D efforts (SPR policy) but only if the level of public spillovers is strong enough. Then, about the distribution of public fundings between public and private sector (SPM policy), we conclude that the proportion allocated to private sector always increases with the level of inter-firm spillovers and with the concentration of the industry if and only if the level of inter-firm spillovers is high enough. In the opposite, this proportion allocated to private sector decreases with the level of public knowledge externalities to the private sector, due to a closer proximity between public and private bodies, regardless of whether firms cooperate or not in R&D.

[pt] Muitas das perspectivas críticas às Relações Internacionais (RI) argumentam que a conceitualização acadêmica do internacional-global está calcada na universalização da modernidade Ocidental alternativa superior ao pensamento político. Entretanto, esta perspectiva raramente teoriza a Economia Política do Conhecimento (EPC) que sustenta a superioridade de certos princípios através das trocas mercadológicas desiguais de saber universitário. A perspectiva da EPC têm se destacado nos últimos anos, discutindo o impacto da globalização capitalista na padronização neoliberal da educação, impacto este bastante evidenciado nas universidades brasileiras. Apesar disso, a abordagem da economia política pouco contribui para refletir a própria significação do global e do internacional como dinâmica de poder central. Navegando nestas lacunas teóricas, a presente pesquisa se debruça sobre a EPC, porém teorizando como esta economia política pode ser considerada internacional e global. A pergunta da pesquisa é: como a experiência pedagógica no ensino superior brasileiro, bem como sua inserção em uma EPC, ajudam a conceituar o internacional e o global? A metodologia da pesquisa consiste em engajar com esta experiência através de uma textualização autobiográfica que interliga relatos sobre a sala de aula de docentes e discentes em turmas brasileiras de graduação, pós-graduação e preparatório comunitário. Com esta metodologia, a pesquisa explora abordagem teórica denominada estudo internacional crítico, que sugere as salas de aula como pontos nodais de uma EPC internacional-global multifacetada, que, por sua vez, empurra a pedagogia para suas formas mais dialógicas. Através desta abordagem, a pesquisa argumenta em favor da relação coconstitutiva entre a pedagogia e a política internacional-global. / [en] Many critical perspectives on International Relations (IR) argue that the academic conception of the international-global is based on the universalization of Western modernity as the superior alternative to political thought. However, this perspective rarely theorizes the Political Economy of Knowledge (PEK) that sustains the superiority of certain principles through unequal market exchanges of university knowledge. The PEK perspective has stood out in recent years, discussing the impact of capitalist globalization on the neoliberal standardization of education, an impact that is quite evident in Brazilian universities. Despite this, the political economy approach does little to reflect the very meaning of the global and the international as a central dynamic of power. Navigating these theoretical gaps, the present research focuses on the PEK, but theorizing how this political economy can be considered international and global. The research question is: how does the pedagogical experience in Brazilian higher education, as well as its insertion in an PEK, help to conceptualize the international and the global? The research methodology consists of engaging with this experience through an autobiographical textualization that interconnects reports about the classroom of teachers and students in Brazilian undergraduate, graduate and communiarian prepschools classes. With this methodology, the research explores the theoretical approach called critical international study, which suggests classrooms as nodal points of a multi-faceted international-global PEK, which, in turn, pushes pedagogy towards its most dialogical forms. Through this approach, the research argues in favor of the co-constitutive relationship between pedagogy and international-global politics.