Toute nation fait désormais face à un lieu commun selon lequel, le développement et la qualité de son fonctionnement dépendront plus que jamais du niveau de son enseignement supérieur, tant du point de la formation que de sa recherche et sa valorisation. Si en France, l’enseignement supérieur est fortement marqué par le poids de l’Etat, et de la conception du service public, force est de constater qu’il fait aujourd’hui face à de nombreuses évolutions marquantes : l’augmentation de l’offre et de la demande, la diversification des enseignements à la fois dans les domaines à enseigner et dans les méthodologies d’enseignement, la mise en concurrence.Le modèle français doit être repensé, dans le respect de ce qui fait l'essence même des universités, à savoir la liberté académique. Il faut alors penser ce qu’est l’action de l’Etat dans le domaine de l’enseignement supérieur et de la recherche. / Every nation now faces a commonplace that the development and the quality of its performance depend more than ever on the level of its higher education, both in terms of the training of its research and its valuation. If in France, higher education is strongly influenced by the weight of the State, and the concept of public service, it is clear that today face many significant developments: the rise of supply and demand, diversification of teaching in both areas to teach and teaching methodologies, the introduction of competition.The French model has to be redesigned, respecting what makes the essence of universities, namely academic freedom. You have to remember what the action of the State in the field of higher education and research.

Durante as décadas de 1890 e 1910, a sociologia adquiriu direito de cidadania na universidade francesa, passando a compor, em uma posição institucionalmente frágil e marginal, o leque das disciplinas ofertadas nas Faculdades de Letras. A presente tese se propõe a investigar os diálogos que os portadores desse saber novo travaram então com helenistas e latinistas, os quais representavam, por seu turno, disciplinas tradicionais e ainda hegemônicas no sistema de ensino daquele país. Para tanto, são aqui privilegiados os circuitos de ideias e de pessoas entre cinco revistas especializadas de perfil universitário: o Année Sociologique, o Bulletin de Correspondance Hellénique, os Mélanges dArchéologie et dHistoire, a Revue des Études Grecques e a Revue des Études Anciennes. A partir do exame dos sentidos de tal fluxo, procurase esclarecer quais condições epistemológicas e sociais tornaram possível uma interdisciplinaridade historicamente dada, problematizando tanto seus limites práticos quanto seu peso na definição de cada um dos saberes nela implicados. / During the 1890s and 1910s, sociology acquired citizenship rights within the French University system, and became part of the spectrum of disciplines offered at the various faculties of Letters all over the country, even though it kept holding an institutionally weak position. The purpose of this thesis is to examine the dialogues during this early period between the holders of this new knowledge and Hellenistic and Latin scholars, who, in turn, represented traditional disciplines which still dominated the French educational system. To that end, we focus upon the circuits of ideas and people represented in five specialized academic journals, i.e: Année Sociologique, Bulletin de Correspondance Hellénique, Mélanges d\'Archéologie et d\'Histoire, Revue des Etudes Grecques, and Revue des Etudes Anciennes. By analyzing the meanings of such a flow, we attempt to elucidate the epistemological and social conditions that allowed a historically given interdisciplinarity, questioning both its practical limits and its influence on the definition of each knowledge area.

Durante as décadas de 1890 e 1910, a sociologia adquiriu direito de cidadania na universidade francesa, passando a compor, em uma posição institucionalmente frágil e marginal, o leque das disciplinas ofertadas nas Faculdades de Letras. A presente tese se propõe a investigar os diálogos que os portadores desse saber novo travaram então com helenistas e latinistas, os quais representavam, por seu turno, disciplinas tradicionais e ainda hegemônicas no sistema de ensino daquele país. Para tanto, são aqui privilegiados os circuitos de ideias e de pessoas entre cinco revistas especializadas de perfil universitário: o Année Sociologique, o Bulletin de Correspondance Hellénique, os Mélanges dArchéologie et dHistoire, a Revue des Études Grecques e a Revue des Études Anciennes. A partir do exame dos sentidos de tal fluxo, procurase esclarecer quais condições epistemológicas e sociais tornaram possível uma interdisciplinaridade historicamente dada, problematizando tanto seus limites práticos quanto seu peso na definição de cada um dos saberes nela implicados. / During the 1890s and 1910s, sociology acquired citizenship rights within the French University system, and became part of the spectrum of disciplines offered at the various faculties of Letters all over the country, even though it kept holding an institutionally weak position. The purpose of this thesis is to examine the dialogues during this early period between the holders of this new knowledge and Hellenistic and Latin scholars, who, in turn, represented traditional disciplines which still dominated the French educational system. To that end, we focus upon the circuits of ideas and people represented in five specialized academic journals, i.e: Année Sociologique, Bulletin de Correspondance Hellénique, Mélanges d\'Archéologie et d\'Histoire, Revue des Etudes Grecques, and Revue des Etudes Anciennes. By analyzing the meanings of such a flow, we attempt to elucidate the epistemological and social conditions that allowed a historically given interdisciplinarity, questioning both its practical limits and its influence on the definition of each knowledge area.

With the intention of understanding the opportunities, challenges, and construction of identity that foreign teachers encounter through their work in France, my study is grounded in the theory that identity is changeable, ongoing, and influenced by both past and current living situations. Furthermore, the professional, social and cultural theories propose that identity is constructed through our work and our place within a group or a culture.   Six foreign- born teachers, who are active at university level as foreign language teachers in France, were interviewed with the aim of answering the following research questions: “Which challenges and opportunities do foreign born teachers acknowledge in their work with the French students? “and “How do foreign born teachers construct their identity within the French classroom? “. The interviews were conducted one-on-one and the data was analyzed and compared to former studies. The participants were both native speakers and non- native speakers.    The findings of my study proposed that the challenges in the French univeristy classroom contain a reluctance to speak as well as a preference for written and marked exams over communication skills within the student body. An inclination to use American English was also noticed. Shame of accent but especially the group dynamic was mentioned as factors. Conversely the students showed a positive attitude and appreciation towards foreign teachers.    The study established that the participants shaped their identity through a dual process: firstly, by encouraging their students to acclimate to their teaching approach, incorporating subjects and techniques from their countries of origin, and secondly, by adapting to their student body. This adaptation involved mastering the cultural codes and adjust to the expectations of the students. Although it was noted a challenge to find a balancing act between the two cultures, it appears that the link to the country of origin was rather reinforced than replaced. In order to demonstrate an understanding of their students' circumstances, many participants downplayed their proficiency in French as a means of connecting with their students' experiences.

Poussées par les changements majeurs de l’environnement de l’enseignement supérieur, les universités françaises se sont engagées dans un mouvement de modernisation de leur gestion. Ces changements, engendrés par de nombreux facteurs sociaux économiques et technologiques, ont amené des gouvernements successifs à entreprendre des réformes importantes pour faire face à ces évolutions. De nombreuses publications scientifiques anglo-saxonnes et françaises soutiennent que le prix à payer pour les améliorations apportées par ces réformes est très élevé, dénaturant parfois l’idée de base de l’institution universitaire. Ainsi, la présente recherche s’inscrit dans une thématique qui se trouve au cœur des débats publics et scientifiques suscités par l’évolution de la gouvernance des universités en France. Notre recherche vise à répondre à la question de la nature de l’impact du « managérialisme » croissant sur l’identité universitaire. L’importation d’outils et de concepts développés dans la sphère du privé, permet-elle de meilleures efficacité et efficience des organisations universitaires sans toucher fondamentalement à la nature de celles-ci ? Ou à l’inverse, l’identité universitaire, vue comme un ensemble complexe de valeurs, de missions, de modes opératoires, est modifiée par la « modernisation de la gestion » ?La recherche s’appuie sur une étude approfondie du cas de trois universités françaises à périmètre disciplinaire différencié : université pluridisciplinaire, université scientifique et université de lettres et sciences sociales. L’analyse thématique de contenu du discours des universitaires révèle une modification identitaire importante due aux différents facteurs. Notre objectif est d’étudier dans quelles mesures cette modification est imputée au managérialisme. Notre recherche met en évidence des tensions entre les normes, les valeurs et les pratiques traditionnels de l’université française et les objectifs de nouvelle structure institutionnelle et le nouveau management émergeants. / Driven by major changes in the higher education environment, French universities have engaged themselves in a comprehensive process of management modernization. In parallel, governments have undertaken number of reforms to face up important socio-economic and technological evolutions. These reforms aroused a vague of criticism in English and French scientific literature, stating namely, that the price to pay for the improvements proposed by these reforms is very high, sometimes even distorting the basic idea of what is university.Thus, the present research is part of the scientific and public debates incited by the changes in the governance of universities in France. It aims to analyse the nature of the impact of growing “managerialism” on the university identity. Does the introduction of private sector management tools and concepts allow improved efficiency and effectiveness of universities without altering its fundamental nature? Or, on the contrary, this “modernisation of management” transforms the university identity, which is a complex set of values, missions, operating mode… To answer these questions the research proposes a multiple case study of three French public universities with diverse academic profiles: multidisciplinary, scientific and social sciences universities. The contents analysis of the interviewed academics’ discourse reveals important identity modification due to different factors. Our aim is to see in what extent this modification is attributed to managerialism. In so doing, our research exposes number of tensions between traditional norms, values and practices, on the one hand, and the objectives of the emerging formal institutional structure and management, on the other hand.

This qualitative study has investigated a month-long French-as-a-foreign-language summer program. Its goal was to compare teacher (n=4) and student (n=6) perspectives regarding learning objectives, challenges, and preferred teaching/learning approaches and methods, and to evaluate results against Whyte (2011), who argued that a schism in French university language teaching leads to the dominance of explicit (traditional teacher-fronted) instruction at the expense of more communicative teaching approaches. Data collection took place via classroom observations, pre-course interviews and surveys, a post-course teacher focus group, and weekly student reflective logs. A total of 2,211 references were coded to 276 thematic nodes. Results suggest that the teachers involved primarily embrace a traditional classroom dynamic but apply strategies associated with multiple methods, providing evidence for use of what has become known as the Eclectic Method. Some alignment was found between teachers and students concerning goals, challenges, and teaching approaches, and mixed support was obtained for Whyte’s claim regarding a deficit of communicative language teaching, in that both explicit and implicit teaching were observed. / Graduate

This work freely follows the bachelor thesis Social predeterminations for studying in France. The content studies evolution of french educational system and experts opinions on problematics of equal chances in acces to the education. Pierre Bourdieu and Raymond Boudon reflect in their theories changes in society after 1968, student protests and crisis of universities, and ask how to solve them. Interviews with University of Avignon's students and teachers and questionnaire research brought many important ideas which helped to explore the difference of entering to two academic insitutions: university and grand école. KEY WORDS: education, predetermination, social status, french educational system, school reformes