This thesis presents a study of the production of literacy practices in Year 10 English lessons in a culturally diverse secondary school in a low socio-economic area. The study explored the everyday interactional work of the teacher and students in accomplishing the literacy knowledge and practices that count for subject English. This study provides knowledge about the learning opportunities and literacy knowledge made available through the interactional work in English lessons. An understanding of the dynamics of the interactional work and what that produces opens up teaching practice to change and potentially to improve student learning outcomes. This study drew on audio-recorded data of classroom interactions between the teacher and students in four mainstream Year 10 English lessons with a culturally diverse class in a disadvantaged school, and three audio-recorded interviews with the teacher. This study employed two perspectives: ethnomethodological resources and Bernsteinian theory. The analyses of the interactional work using both perspectives showed how students might be positioned to access the literacy learning on offer. In addition, using both perspectives provided a way to associate the literacy knowledge and practices produced at the classroom level to the knowledge that counted for subject English. The analyses of the lesson data revealed the institutional and moral work necessary for the assembly of knowledge about literacy practices and for constructing student-teacher relations and identities. Documenting the ongoing interactional work of teacher and students showed what was accomplished through the talk-in-interaction and how the literacy knowledge and practices were constructed and constituted. The detailed descriptions of the ongoing interactional work showed how the literacy knowledge was modified appropriate for student learning needs, advantageously positioning the students for potential acquisition. The study produced three major findings. First, the literacy practices and knowledge produced in the classroom lessons were derived from the social and functional view of language and text in the English syllabus in use at that time. Students were not given the opportunity to use their learning beyond what was required for the forthcoming assessment task. The focus seemed to be on access to school literacies, providing students with opportunities to learn the literacy practices necessary for assessment or future schooling. Second, the teacher’s version of literacy knowledge was dominant. The teacher’s monologues and elaborations produced the literacy knowledge and practices that counted and the teacher monitored what counted as relevant knowledge and resources for the lessons. The teacher determined which texts were critiqued, thus taking a critical perspective could be seen as a topic rather than an everyday practice. Third, the teacher’s pedagogical competence was displayed through her knowledge about English, her responsibility and her inclusive teaching practice. The teacher’s interactional work encouraged positive student-teacher relations. The teacher spoke about students positively and constructed them as capable. Rather than marking student ethnic or cultural background, the teacher responded to students’ learning needs in an ongoing way, making the learning explicit and providing access to school literacies. This study’s significance lies in its detailed descriptions of teacher and student work in lessons and what that work produced. It documented which resources were considered relevant to produce literacy knowledge. Further, this study showed how two theoretical approaches can be used to provide richer descriptions of the teacher and student work, and literacy knowledge and practices that counted in English lessons and for subject English.

Young children’s peer interactions involve their use of interactional resources to organise, manage and participate in their social worlds. Investigation of children’s employment of interactional resources highlights how children participate in peer interaction and their social orders, providing insight into their active construction and management of their social worlds. Frequently, these interactions are described by adults as ‘play’. The term play is often used to describe children’s activities in early childhood education, and constructed in three main ways: as educative, as enjoyable, and as an activity of children. Play in educational settings is often constructed, and informed by, adult agendas such as learning and is often part of the educational routine. This study shows how children work with a different set of agendas to those routinely ascribed by adults, as they actively engage with local education orders, and use play for their own purposes as they construct their own social orders. By examining children’s peer interactions, and not describing these activities as play, the focus becomes the construction and organisation of their social worlds. In so doing, this study investigates some interactional resources that children draw upon to manage their social orders and organise their peer interactions. This study was conducted within an Australian, non-government elementary school. The participants were children in a preparatory year classroom (children aged 4 – 6 years). Over a one month period, children’s naturally occurring peer interactions within ‘free play’ were video-recorded. Selected video-recorded episodes were transcribed and analysed, using the approaches of ethnomethodology, conversation analysis and membership categorization analysis. These methodologies focus on everyday, naturalistic data, examining how participants orient to and produce social action. The focus is on the members’ perspectives, that of the children themselves, as they interact. Ethnomethodology, conversation analysis and membership categorization analysis allow for in-depth examination of talk and action, and are used in this study to provide a detailed account of the children’s interactional strategies. Analysis focused on features of children’s situated peer interaction, identifying three interactional resources upon which the children drew as they constructed, maintained, and transformed their social orders. The interactional resources included: justification; category work, in particular the category of mother; and the pretend formulation of place. The children used these interactional resources as a means of managing peer participation within interactions. First, the children used justification to provide reasons for their actions and to support their positions. Justifications built and reinforced individual children’s status, contributing to the social organisation of their peer group. Second, the children negotiated and oriented to categories within the pretend frame of ‘families’. The children’s talk and actions jointly-constructed the mother category as authoritative, enabling the child, within the category of mother, to effectively organise the interaction. Third, pretense was used by the children to negotiate and describe places, thus enabling them to effectively manage peer activity within these places. For a successful formulation of a place as something other than it actually was, the children had to work to produce shared understandings of the place. Examining instances of pretense demonstrated the highly collaborative nature of the children’s peer interactions. The study contributes to sociological understandings of childhood. By analysing situated episodes of children’s peer interaction, this study contributes empirical work to the sociology of childhood and insight into the interactional work of children organising their social worlds. It does this by closely analysing social interactions, as they unfold, among children. This study also makes a methodological contribution, using ethnomethodology, conversation analysis, and membership categorization analysis in conjunction to analyse children’s peer interactions in an early childhood setting. In so doing, the study provides alternative ways for educators to understand children’s interactions. For example, adult educational agendas, such as the educative value of play, can be applied to examine children’s family play, highlighting the learning opportunities provided through pretend role play, or indicating children’s understanding of adult roles. Alternatively, the children’s interaction could be subjected to fine-grained analysis to explicate how children construct shared understandings of the category of mother and use it to organise their interaction. Rather than examining the interaction to discern what children are learning, the interaction is examined with a focus on how children are accomplishing everyday social practices. Close analysis of children’s everyday peer interaction enables the complex interactional work of managing, and participating in, social order within an early childhood setting to be explicated. This offers educators insight into children’s social worlds, described not as play, but as the construction and negotiation of social order.

Att etablera och upprätthålla ordning i klassrummet är en komplex uppgift för lärare, särskilt för oerfarna lärare som ännu inte har etablerat egna framgångsrika metoder. Syftet med denna studie är att analysera hur lärare och elever konstruerar lokal ordning och agenda, genom empiriska observationer av daglig klassrumsinteraktion. En genomgång av tidigare forskning visar att klassrumsordning kan studeras från olika perspektiv, inklusive historiska, moraliska, kulturella och konstruktivistiska perspektiv. Denna studie utgår från ett etnometodologiskt perspektiv och teoretiska begrepp som direktiv, tillsägelser, sanktionering, mitigering, uppgradering, intersubjektivitet och ansvarsskyldighet utgör verktyg för analys av interaktionen. Observationerna dokumenterades genom videoinspelningar och fältanteckningar under lektioner i två mellanstadieklasser från två åtskilda skolor. Datamaterialet består huvudsakligen av transkriberad interaktion från 735 minuters lektionstid. Interaktionerna har analyserats med samtalsanalys och vissa inslag av etnografiska metoder. Resultaten visar att både lärare och elever kan observeras konstruera ordning genom att adressera oönskat eller störande beteende. Lärare använder många olika strategier för att ge direktiv eller korrigera elever, medan eleverna verkar imitera vissa av dessa strategier när de saktionerar sina kamrater. Lärare tenderar att mitigera sina tillsägelser på olika sätt, medan elever interagerar på ett mer omitigerat sätt gentemot varandra. De flesta korrigeringar handlade om oönskade ljud eller prat, med det fanns även andra exempel, bland annat ouppmärksamhet (enligt lärare) och handlingar som ansågs vara fusk (enligt elever). Lärare använde även förebyggande strategier för att undvika potentiella problem innan de uppstod. När elever utmanade den rådande maktstrukturen kunde det leda till uppgraderade tillsägelser från lärarens sida, eller till agendakonflikter som inte alltid hade en självklar lösning. Denna studie ger empiriska exempel på strategier som implementerats av lärare och elever vid lokal konstruktion av ordning och agenda, vilket kan vara både till praktisk hjälp för verksamma lärare och en vetenskaplig utgångspunkt för vidare studier på området. / Establishing and maintaining classroom order among students is a complex task for any teacher, especially for inexperienced teachers who have not yet established their own successful methods. The aim of this study is to analyse how teachers and students construct local order and agenda through empirical observations of everyday classroom interaction. A review of previous research reveals that classroom order can be studied from different perspectives including historical, moral, cultural and constructionist perspectives. This study uses an ethnomethodological perspective and theoretical terms such as directives, reproaches, sanctions, mitigations, upgrades, intersubjectivity and accountability as tools for analysis of interaction. Observations were documented through video recordings and field notes during lessons in two middle school classrooms, from two different schools. The data consists mainly of transcribed interaction from 735 minutes of lesson time. Data has been analysed using Conversations Analysis conventions as well as some aspects of ethnographic methods. Results show that both teachers and students can be observed to construct order by addressing unwanted or disruptive behaviour. Teachers use many different strategies to direct or reproach students, while students appear to mimic some of these when sanctioning their peers. Teachers tend to mitigate their reproaches in various ways, while peers interact in a more unmitigated manner. The main cause for reproach was unwanted noises or talking, along with a variety of other examples such as inattention (addressed by teachers) or cheating (addressed by peers). Teachers also used preventative strategies in anticipation of potential problems. When students attempt to challenge the teacher’s position of power, it can lead to upgraded reproaches or to agenda conflicts which sometimes have no simple solution. This study provides examples of strategies implemented by teachers and students when constructing order and agenda, offering a source of empirical data for practicing educators and a foundation for further research.

L’évaluation de la coopération administrative internationale (CAI) objet de notre recherche, a été retenue par le groupe du Comité Interministériel de la Coopération Internationale et du Développement (CICID), lors de la réunion de son Comité des évaluations, qui s’est tenue à Paris le 21 juin 2005. Assurée par la Direction Générale de la Coopération Internationale pour le Développement (DGCID), elle s’inscrit dans le cadre de l'évaluation-pays, ou évaluation stratégique, ayant porté sur les activités de la coopération bilatérale entre le Maroc et la France pour la période (1995-2005).La problématique de recherche se justifie par le constat suivant : Après deux décennies d’évaluation des politiques publiques internationales, , force est de constater que, le bilan actuel des évaluations politiques de coopération internationale apparaît très contrasté. Au moins trois raisons conduisent à établir ce bilan: En premier lieu, l’évaluation demeure encore largement une simple expertise spécialisée. La deuxième raison , l’expertise technique est le qualificatif qui donne droit à mener des évaluations.. Enfin, la troisième raison résulte de l’environnement dans lequel se pratique l’évaluation. La culture d’évaluation ou son institutionnalisation demeure particulièrement pauvre ou n’existe pas encore au Maroc. L'évaluation-pays se démarquera par : L’institution d’un Comité Mixte maroco-français de Pilotage de l’Evaluation (CMPE) ; le souci de renforcer les capacités en évaluation de politiques publiques en faveur des membres du CMPE ; l’ouverture vers la société civile, les collectivités territoriales et autres partenaires du développement local ; le respect des principes et méthodologie de l’évaluation reconnus, et la prise en compte de ceux mis en œuvre par la Commission européenne et l’inscription dans le prolongement des responsabilités du Conseil d’Orientation et de Pilotage du Partenariat (COPP) chargé de suivre les orientations des Rencontres de Haut Niveau (RHN).La question de recherche qui se pose à nous est de voir comment cette évaluation pourrait-elle se faire, indépendamment des positions et des expériences des parties en présence si elle pouvait suggérer voire induire une position de compromis ?Nous avons adopté une démarche de recherche éthnométhodologique fondée sur le Modèle du sociologue Américain Harold Garfinkel (1917-2011), à partir d’une observation de l’intérieur même de l’activité d’évaluation. Cette analyse localisée du politique nous a ainsi permis de travailler sur les faits localement observables, à savoir dans notre cas : la mise en pratique de l’évaluation de la coopération. Il s’est agi de savoir en d’autres termes, comment cette évaluation a été faite ?Nous avons essayé de démontrer que le travail d’évaluation, à l’instar du travail d’expertise auquel du reste il se rattache, voit en effet poser sur lui deux conceptions contraires : l’une en faisant un travail objectif, l’autre un travail de légitimation. D’où il nous apparait que c’est dans l’analyse détaillée de ce qui s’y passe que réside une meilleure compréhension du rôle qui est le sien.En guise de conclusion , l’ objectif principal de la thèse a été de mener une analyse localisée des politiques publiques internationales qui sont fondées sur des faits localement observables à savoir : la mise en pratique de l’évaluation de la coopération maroco-française en matière administrative (1995-2005.Elle se conclue en abordant successivement son bilan, son apport, l’auto-évaluation du travail de recherche réalisé afin d’obtenir les réponses aux questions de recherche et, la vérification de la pertinence ainsi que l’efficacité des moyens utilisés (Outils, démarche et méthodologie) pour répondre à la problématique, déterminer ses limites ainsi que les perspectives et les pistes possibles d’investigation. / The evaluation of the international administrative cooperation (CAI) which is the subject of our research was selected by the Interministerial Committee of the Group of International Cooperation and Development (CICID), at the meeting of the Evaluation Committee, held in Paris on 21 June 2005. Ensured by the Directorate General of International cooperation for Development (DGCID), it is part of the evaluation-country, or strategic evaluation, which focused on the activities of bilateral cooperation between Morocco and France for the period (1995-2005).The research problematic is justified by the following observation: After two decades the evaluation of international public policy appears very contrasted. At least three reasons lead to establish this contrast. First, the evaluation remains largely a simple specialized expertise. The second reason follows moreover from this situation: The technical expertise is the quality that gives the right to conduct evaluation. Reflection on evaluation methods remains particularly poor in Morocco. The third reason is the result of the environment in which the evaluation practices. The culture of evaluation or its institutionalization does not yet exist in Morocco.The international public policy evaluation will stand out by: The establishment of a Moroccan-French Joint Evaluation Steering Committee (CMPE); the concern for capacity building in evaluation public policies in favor of the members of the CMPE; the opening to civil society, local authorities and other local development partners to participate to the evaluation; the respect of the principles and methodology of the recognized evaluation and considering those implemented by the European Commission; the follow-up of the recommendations of the Orientation of the Partnership Steering Board (COPP) to monitor the orientations of the High Level Meetings (RHN).The research question that faces us is to see how this evaluation could it be? Regardless of the positions and experiences of the parties involved and if it could induce and even suggests a compromise position?We adopted an ethnomethodological research approach based on the sociologist Harold Garfinkel Model (1917-2011), from an observation of the inside of the evaluation activity. This localized analysis of the policy has enabled us to work on locally observable a fact that is in our case: the practice of assessing cooperation. It came to know in other words, how this evaluation was made?We tried to demonstrate that the evaluation process, like expertise to which it relates faces two opposing conceptions: one by doing an objective work, the other by doing legitimating work. Hence it appears that it is in the detailed analysis of what happens there lays a better understanding of the role of the evaluation process.In conclusion, the thesis main objective was to conduct a localized analysis of international public policies evaluation based on facts locally observable. It is concluded by addressing successively its diagnosis, its contribution, the self-assessment of the research work carried out to get the answers to the research questions and checking the relevance and the effectiveness of the means (tools, approach and methodology) to address the problem, identify its limitations and the prospects and possible tracks of investigation.

Made available in DSpace on 2016-08-03T16:15:53Z (GMT). No. of bitstreams: 1 Silvia Maria Costa Barbosa.pdf: 1221690 bytes, checksum: fa40b3e8759330341f70c2cc79412c28 (MD5) Previous issue date: 2006-09-18 / BARBOSA, Sílvia Maria C. Ethnomethodology and multireferrentiality: the teachers qualification in the early years of elementary education under two perspectives. São Bernardo do Campo: UMESP, p. 122, 2006. This study discusses the Curso de Pedagogia do Programa Especial de Formação Profissional para Professores de Educação Básica PROFORMAÇÃO (Pedagogy Course of the Special Professional Program for Teachers of Elementary Education) of Universidade Estadual do Rio Grande do Norte/UERN. I take the hypothesis that when they think of this Special Program and of the way it is put into practice, they do not take into account teachers lives with their concepts, rules, knowledges and world conceptions, which must be considered in a complex way. Both In the view of ethnomethodology by Couton (1995) and of the multireferential approach by Ardoino, Barbosa, Macedo (1998 2000), I intend to shed new light on this process of teachers qualification in the early years of Elementary Education. This is a study with ethnomethodological nature aiming at research-action aspects (Barbie, 1977), having as co-workers three student-teachers who took part in this Special Program from 2001 to 2004. A careful reading of the data enabled us to note that the previous hypothesis does not match the present moment in which the research is being carried out. It is clear that the study now in development does not aim at confirming or denying the hypothesis. Since a research based n multireferrenciality-ethnomethodology groundins, the hypothesis loses its meaning completely since I aim at understanding and demomstrating what is happening in the study under analysis.Several factors caused the differential of the groups: All the teachers who taught in the program of the PROFORMAÇÃO belonged to the professorial-staff of UERN along with three other professors with experience in research. Three of these professors took part in the complete course. / BARBOSA, Sílvia Maria C. Etnometodologia e ulterreferencialidade: a formação do professor dos anos iniciais do ensino fundamental sob duas perspectivas. São Bernardo do Campo: UMESP, p. 122, 2006. O estudo discute o Curso de Pedagogia do Programa Especial de Formação Profissional para Professores de Educação Básica PROFORMAÇÃO, da Universidade do Estado do Rio Grande do Norte/UERN. Assumo a hipótese de que, ao ser pensado e vivido, este não leva em conta a vida dos professores, com seus: conceitos, normas, conhecimentos e concepções de mundo, e precisa ser pensado de forma complexa. À luz da etnometodologia de Coulon (1995) e da abordagem multirreferencial de Ardoino, Barbosa, Macedo (1998, 2000), pretendo contribuir para a compreensão da formação do professor dos anos iniciais do Ensino Fundamental a partir da leitura da realidade do professor e de sua formação, com a perspectiva de contribuir com as discussões referidas ao curso, para que esse se torne mais adequado à realidade dos professores de Ensino Fundamental. Trata-se de um estudo de natureza etnometodológica, com aspectos da pesquisa-ação (Barbier, 1977), tendo como coadjuvantes três alunas-professoras que estudaram no curso durante o período de 2001 a 2004. A leitura minuciosa dos dados fez com que eu percebesse que a hipótese formulada não condiz com o momento atual da pesquisa, claro que o estudo ora realizado não tem como objetivo comprovar ou não a hipótese. Até porque numa pesquisa edificada a partir da etnometodologiamulterreferencialidade, a hipótese perde totalmente o sentido, já que busco compreender e demonstrar o que se passa no curso em estudo. Vários fatores ocasionaram o diferencial da turma, como: todos os professores-formadores eram dos quadros efetivos da UERN; professores-formadores com experiência em pesquisa; três professoras-formadoras estiveram do início ao fim do curso.

Submitted by Maike Costa (maiksebas@gmail.com) on 2016-02-29T12:51:10Z No. of bitstreams: 1 arquivototal.pdf: 5749860 bytes, checksum: 4fcabd10209f5ce41bf09658f195e756 (MD5) / Approved for entry into archive by Viviane Lima da Cunha (viviane@biblioteca.ufpb.br) on 2016-03-01T10:24:32Z (GMT) No. of bitstreams: 1 arquivototal.pdf: 5749860 bytes, checksum: 4fcabd10209f5ce41bf09658f195e756 (MD5) / Approved for entry into archive by Viviane Lima da Cunha (viviane@biblioteca.ufpb.br) on 2016-03-01T10:25:57Z (GMT) No. of bitstreams: 1 arquivototal.pdf: 5749860 bytes, checksum: 4fcabd10209f5ce41bf09658f195e756 (MD5) / Made available in DSpace on 2016-03-01T10:35:04Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 5749860 bytes, checksum: 4fcabd10209f5ce41bf09658f195e756 (MD5) Previous issue date: 2014-12-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / In this study, organizations are not seen as static structures driven by predetermined goals formally, but as symbolic fields sustained by daily actions and interactions through practices and organizing, including social learning and sociomateriality. The practice analyzed was the tourism, initially regarded as a social and economic phenomenon responsible for the movement of the service sector. Therefore, after a refinement promoted by reflections during the empirical phase, arose the question: how occur the organizing and learning of tourism as a practice located on the waterfront of João Pessoa/PB? Aiming to answer the question, we identified etnometodological the set of activities that constitute tourism as practice in waterfront João Pessoa / PB. In line with the Practice Based Studies on the method employed was ethnomethodology and techniques of data collection were used visual data, observation record in field notes, interviews and informal conversations. The waterfront where are situated the beaches of Manaíra, Tambaú and Cabo Branco in Joao Pessoa - PB this was the area in which the research was conducted, in addition to the prior process of attending meetings of the Local Management waterfront Committee. Data analysis was performed after triangulation, based on five key concepts of ethnomethodology garfinkiliana, whether achievement, indexicality, accountability, reflexivity and the member notion. The results indicate that the set of sociomateriais elements (human and nonhuman) that underpin tourism as practice in waterfront allowed illustrate how the material offers new possibilities to use this space. Finally, promoted a reflection on the process of social learning and practice of tourism on the waterfront from which it was found indeed that organizing and learning are intimately related parts of the same process. As a social practice, a new concept of tourism is presented as well as the constraints faced in the research and suggestions for future research. / Neste estudo as organizações não são entendidas como estruturas estáticas movidas por objetivos preestabelecidos formalmente, mas como campos simbólicos sustentados por ações e interações cotidianas por meio de práticas e processos organizativos, o que inclui a aprendizagem social e a sociomaterialidade. A prática analisada foi o turismo, considerado inicialmente como um fenômeno social e econômico responsável pela movimentação do setor de serviços. Destarte, após um refinamento promovido por reflexões durante a fase empírica, levantou-se o seguinte questionamento: como ocorrem os processos organizativos e de aprendizagem do turismo como uma prática situada na Orla Marítima de João Pessoa/PB? Com o objetivo de responder ao questionamento, identificou-se etnometodologicamente o conjunto de atividades que constituem o turismo como prática na Orla Marítima de João Pessoa/PB. Em consonância com os Estudos Baseados em Prática, o método empregado foi a etnometodologia e como técnicas de coleta de dados se utilizaram dados visuais, observação com registro em notas de campo, entrevistas e conversas informais. A Orla Marítima onde situam as praias de Manaíra, Tambaú e Cabo Branco, em João Pessoa – PB se tratou do espaço no qual a pesquisa foi realizada, em soma ao processo prévio de participação nas reuniões do Comitê Gestor Orla local. A análise dos dados foi realizada, após a triangulação, com base nos cinco conceitos-chave da etnometodologia garfinkiliana, sejam estes a realização, a indicialidade, relatabilidade, reflexividade e a noção de membro. Os resultados indicam que o conjunto de elementos sociomateriais (humanos e não-humanos) que alicerçam o turismo como prática na Orla Marítima permitiram ilustrar como os elementos não-humanos oferecem novas possibilidades ao uso deste espaço. Por fim, promoveu-se uma reflexão sobre o processo de aprendizagem social do turismo como prática na Orla Marítima a partir da qual se constatou de fato que o organizar e o aprender são partes intimamente relacionadas de um mesmo processo. Como prática social, um novo conceito de turismo é apresentado, assim como as limitações enfrentadas na pesquisa e sugestões para pesquisas futuras.

Made available in DSpace on 2015-03-26T13:44:33Z (GMT). No. of bitstreams: 1 texto completo.pdf: 1074779 bytes, checksum: d749dff25abaad6c40ca95955b681609 (MD5) Previous issue date: 2014-03-28 / This study was conducted in a public school in Minas Gerais and aimed to investigate the construction and negotiation of identity of an English teacher in talk in interaction in the classroom. Sharing a sociointeractionist view of language, we believe that participants continuously negotiate what is being said or done, i.e., how they express what they say and how they deal with a given situation. In talk in interaction, teachers and students negotiate not only the senses but also identities, since the participants position themselves, they project to each other images of self (Goffman, 1998). This linguistic-discursive study was theoretical and methodological grounded in the theories of Ethnomethodological Conversation Analysis (ECA), studies of Discursive Psychology, the Interactional Sociolinguistic and Applied Linguistic. We aim to study the construction of the professional identity of an English teacher in talk in interaction in its natural context of production. Therefore, we use as data collection instruments the audio recordings and their transcripts, participant observation, questionnaire in addition to document analysis. The analysis of positions taken by participants and shown by conventions of contextualization has revealed that there is a hierarchical relationship between the teacher and the students researched, in which the teacher assumes a position of authority, since she projects herself into the discourse as participant who owns all the rights of the turn taking and controls students‟ behavior. The positioning analysis also reveals that the teacher searched assumes the discursive identity of counselor, quality controller of the language used in classroom, valuer, planner and friend. The positioning taken by teacher (except for friend positioning) show a construction of an identity strongly influenced by traditional method of teaching (Grammar-Translation Method), in which predominates the teacher-centered teaching with strong classroom control. The results also show the challenges of teaching in a large classroom. / Este estudo foi desenvolvido em uma escola pública do interior de Minas Gerais e teve como objetivo principal investigar a construção e a negociação da identidade de uma professora de língua inglesa na fala-em-interação em sala de aula. Compartilhando de uma visão sociointeracionista da linguagem, acreditamos que os participantes negociam continuamente o que está sendo dito ou feito, isto é, a maneira como eles expressam o que dizem e a forma como eles lidam com uma dada situação. Em uma interação, professores e alunos negociam não só sentidos, como também identidades, uma vez que os participantes, ao se posicionarem, projetam uns para os outros, imagens do self (GOFFMAN, 1998). Este estudo linguístico-discursivo teve como pressupostos teórico-metodológicos as teorias da Análise da Conversa Etnometodológica (ACE), os estudos da Psicologia Discursiva, da Sociolinguística Interacional e da Linguística Aplicada. Buscamos estudar a construção da identidade de uma professora de língua inglesa na fala-em-interação em seu contexto natural de produção. Logo, utilizamos como instrumentos de coleta de dados as gravações em áudio e suas transcrições, a observação participante e o questionário. A análise dos posicionamentos assumidos pelos participantes e explicitados pelas convenções de contextualização demonstrou que há uma relação hierárquica entre a professora pesquisada e os alunos, na qual a professora assume uma posição de autoridade, uma vez que ela se projeta no discurso como uma participante que detêm todos os direitos sob a tomada dos turnos, bem como assume uma posição de controladora do comportamento dos discentes. A análise dos posicionamentos revela, ainda, que a professora pesquisada assume as identidades discursivas de conselheira, controladora da qualidade, avaliadora, planejadora e amiga. Os posicionamentos assumidos pela professora (exceto o posicionamento de amiga) revelam uma construção de uma identidade profissional fortemente influenciada pelo método tradicional de ensino (Método Gramática e Tradução), no qual predomina um ensino centrado no professor com forte controle da sala de aula. Os resultados mostram, ainda, os desafios de se lecionar em sala de aula numerosa.

This research is part of an exploratory study that focuses on the observation and analysis of the integration of the tablet in the classroom, and it takes part of the «EduTablettes-86» project (Poitiers, France). This study addresses the «pervasive computing» or «ubiquitous computing» as an approach that allows us to understand the direction of technology and its relation to the use of the tablet in the school, in addition, the theory of «situated action» is used as a reference and it makes possible to study the tablet in an application context, besides that, it includes the notion of communication «Human-Machine» to understand and to reflect on the interaction: teacher-student-tablet. We made use of the «ethnomethodology» as a method to understand the organization and structuring of a class session. / La investigación realizada se enmarca dentro de un estudio de carácter exploratorio que se centra en la observación y el análisis de la integración de la tablet en el aula escolar, y que forma parte del proyecto «EduTablettes-86» (Poitiers-Francia). Este trabajo aborda la «computación pervasiva» o «computación ubicua» como enfoque que permite entender la orientación de la tecnología y su relación con el uso de la tablet en el ámbito escolar; se emplea como referencia la teoría de la «acción situada» que hace posible el estudio de la tablet en su contexto de aplicación, e incorpora la noción de la comunicación «hombre-máquina» para comprender y reflexionar sobre la interacción: profesor-alumno-tablet. Se hizo uso de la «etnometodología» como método que permite entender la organización y estructuración de una sesión de clase. / A pesquisa é parte de um estudo exploratório que se concentra na observaçãoe análise da integração do tablet na sala de aula, e faz parte do projeto «EduTablettes-86» (Poitiers, França). Este trabalho aborda a «computação pervasiva» ou a «computação ubíqua» como uma abordagem que nos permite compreender o sentido da tecnologia e sua relação com o uso do tablet na escola, além disso, a «ação situada» é usada como a teoria de referência que faz que seja possível estudar o tablet no seu contexto de aplicação, e incluise a noção de comunicação «Homem-Máquina» para compreender e refletir sobre a interação: professor-aluno-tablet. Fizemos uso da «etnometodologia» como um método paracompreender a organização e estruturação de uma sessão de aula.

Bien que l’intérêt pour la sphère domestique constitue un enjeu pour la recherche ainsi que pour la conception et l’industrie, les données empiriques restent rares. Dans une perspective praxéologique, interactionnelle et naturaliste, cette thèse contribue à combler ce déficit. Elle identifie des ressources particulières de l’organisation du quotidien dans deux foyers français. Par des analyses d’entretiens, et surtout par des analyses de données audio-vidéo, la thèse met en lumière l’importance du travail interactionnel que les membres réalisent chaque jour dans les foyers pour ordonner et rendre intelligibles leurs activités. Ce travail se base sur de multiples pratiques langagières (verbalisations d’actions, annonces, pré-séquences, sollicitations, injonctions, etc.) qui marquent et donnent le temps et ouvrent des séquences de négociation entre adultes et enfants. A coté des donneurs de temps langagiers, des donneurs de temps corporels, matériels et artefactuels sont également mobilisés. L’ordonnancement des activités n’est pas une simple gestion du temps, car qu’il s’appuie constamment sur des évaluations, des rationalités, des moralités pratiques au sein d’un environnement matériel et de soin particulier. Du point de vue de la conception technologique, la socialisation des membres des familles à une certaine normalité temporelle est un phénomène central. La sophistication ou la démultiplication d’éléments techniques ne peuvent suffire au développement de systèmes et de services innovants pertinents pour les familles. Les notions de temporalité distribuée et de donneurs de temps interactionnels semblent adéquates pour aborder les activités de l’espace domestique et familial. / Although interest in the domestic sphere is a challenge for research as well as for design and for the industry, empirical data remain scarce. Within a praxeological and interactional perspective, this thesis contributes to filling this gap. It identifies specific resources of the everyday life organisation in two French homes. Through the analysis of interviews, and especially through the analysis of audio-video data, this thesis sheds light on the importance of the interactional work that members are deploying every day in their homes to order and make their activities accountable to each other. This work is based on multiple practices (such as verbalisation of actions, announcements, solicitations, directives, etc.) and resources that mark and set the time sequences of activities and open negotiation between adults and children. Besides the conversational time givers, body and artefactual material time givers are also massively mobilised. Thus, the coordination and organisation of activities is not a simple matter of time management, since they rely on a constant practical orientation anchored in specific material and care environments. From the perspective of technological design, the family members’ socialisation within a certain time and domestic normality is a central phenomenon. Sophistication or the multiplication of technical elements is not enough (and can represent a problem) with regard to the development of innovative systems for homes. Using notions of distributed temporality and interactional time givers seems to be an appropriate trial to study home and family activities.

Cette thèse fait partie d’une recherche interdisciplinaire portant sur la socialisationd’enfants d’âge préscolaire. Adoptant l’approche de l’analyse de conversation (AC)d’inspiration ethnométhodologique (EM), elle porte sur le processus de socialisation,étudié sous l’angle des interactions entre parents et jeunes enfants (âgés de 2 ans et 1mois à 2 ans et 10 mois), dans le quotidien. Basée sur un large corpus audiovisuel –huit familles francophones vivant dans la région de Fribourg (Suisse) ont été filmées àleur domicile – la recherche se focalise sur les séquences interactives que les jeunesenfants initient en déployant un tour évaluatif. L’étude de ces séquences vise d’unepart à décrire et à comprendre comment les jeunes enfants parviennent à réaliser destours évaluatifs qui impliquent une réponse du parent adressé, c’est-à-dire à produireune première partie d’une paire adjacente, qui rend pertinent la production d’unedeuxième partie appartenant au même type de paire. D’autre part, elle cherche àexaminer les réponses parentales et leurs implications sur la suite des interactions. Entenant compte des ressources multimodales déployées par les interactants et ducontexte praxéologique institué par ces derniers, l’analyse permet d’appréhender avecun nouveau regard les questions de l’alignement et du désalignement et ainsi quecelles des catégories sociales endossées par les parents et les enfants au cours del’accomplissement interactif de séquences évaluatives. / This thesis is part of an interdisciplinary research project on the socialization ofpreschoolers. By adopting a Conversation Analytic (CA) approach informed byEthnomethodology (EM), it offers a study of the socialization process as it takes placewithin everyday parent-child interactions. Based on a large audio-visual corpusfeaturing footage of eight French-speaking families filmed extensively in their homes,the study focuses on recorded examples of young children initiating interactivesequences by producing evaluative turns, such as “that’s beautiful”, “(I) like that”,and “yuck”. By taking into account the interactants’ articulation of embodiedresources – talk, gaze, and gesture – the study aims, on the one hand, to describe howyoung children manage to produce evaluative turns that make a response by theaddressed parent relevant; and to evidence how, through their participation ineveryday interaction, young children acquire communicative skills and a sense ofthemselves as effective social actors. On the other hand, it seeks to examine parents’most frequent responses – agreements, disagreements, or questioning repeats – and tolook at the implications of these responses for the further course of action. Looking athow children’s evaluative actions – as attempts to communicate their normativeposition, and their affective implication with respect to the surrounding world – aretreated in turn by the parents, reveals the parents’ emic understanding of theirchildren’s participation in evaluating the world they commonly inhabit. Finally, thestudy of interactively produced evaluative sequences also allows some new light to beshed on the ways in which parents and children achieve shared understanding, andhow they deal with delicate issues of alignment/disalignment, as well as with mattersrelated to their respective membership categories.