Ce travail porte sur l'étude des interrelations entre les domaines numérique-algébrique et géométrique (NAG) dans l'enseignement des mathématiques en classes de troisième et de seconde en France. L'objectif est de comprendre comment les enseignants utilisent et font travailler les élèves sur ces interrelations et d'étudier dans quelle mesure l'utilisation de telles interrelations peut favoriser le processus d'enseignement-apprentissage. En nous appuyant sur le cadre de la théorie de l'anthropologie du didactique développée par Yves Chevallard, nous partons de l'hypothèse qu'il y a un vide didactique pour ces interrelations en tant qu'outil et en tant qu'objet dans l'enseignement des mathématiques au secondaire. Malgré ce vide didactique, les interrelations sont présentes dans la pratique des enseignants, elles ont une place et un rôle important dans l'enseignement des mathématiques. Ce vide peut constituer un obstacle pour les élèves lors de la résolution de problèmes qui font appel, simultanément, aux domaines numérique-algébrique et géométrique et lors de la construction des nouvelles connaissances. La thèse présente les caractéristiques de pratiques enseignantes à propos du NAG dans le cadre de l'observatoire des pratiques sur le numérique initié par Alain Bronner. La méthodologie est de type clinique, elle s'appuie sur les données recueillies auprès de deux professeurs et de leurs élèves, dans une classe de troisième et une classe de seconde. Le travail comprend, à propos du NAG, une étude historique et épistémologique, une étude des programmes et de manuel, l'étude des pratiques de deux professeurs et la mise en évidence des conditions actuelles de l'enseignement. La recherche a mis en évidence un problème didactique qui semble non identifié, voire sous-estimé, par les enseignants à propos du rôle des interrelations entre les domaines mathématiques. / The focus of this work is the study of interrelations between the different numerical-algebrical and geometrical fields(NAG) – in the teaching of mathematics on the 3rd and 2nd Forms in France.The objective is to understand how the teachers use and make the pupils work on those interrelations and to study how much the use of those interrelations may favour the process of teaching – learning.Relying on the frame of the theory of didactic anthropology developed by Yves Chevallard, we begin with the hypothesis that, there is a didactic void in the interrelations as used as tools, as well as objects linked with the teaching of mathematics in the 2ND level. In spite of this didactic void, the interrelations are present in the practise of the teachers, they have a place and an important role in the teaching of mathematics. This void may represent an obstacle for the pupils when they are supposed to do a resolution of problems which call, at the same time, on the numerical-algebrical and geometrical fields and which are built on new knowledges.The thesis presents teaching practices characteristics about the NAG in the frame of the Observatory of practices linked with numerical initiated by Alain.Bronner. The methodology is of the clinical type, it relies on the data accumulated by teachers and their pupils in a 3rd and 2nd Classes. The work is made of several parts, about the NAG : a historical and epistemologic study, a study of programs and manuals, the study of the pracises of the two teachers and the obvious evidence of the present conditions of the teaching. The reseach has made it clear that, there was a didactic problem which seems not visibly determined, even underestimated by the teachers, about the role of the interrelations between the different mathematic fields.

This thesis investigates two social movements in Turkey, the women&rsquo / s and LGBTT movements comparatively and in the light of available NSM theories. While brief histories of both movements are presented and all active LGBTT associations and groups in Turkey are introduced in the thesis, the main focus of the study is the LGBTT movement. Based on in depth interviews with 17 LGBTT activists, the evolution of this movement is traced and its current profile as well as its relationship to different branches of the women&rsquo / s movement are analysed in detail. The activities of the two movements during the legislative reforms in the 2000s are also examined. While findings of the thesis point to differences between the LGBTT and women&rsquo / s movements in Turkey, the interface of both movements with the state constitute a critical explanatory factor of their trajectories. The thesis also argues that the extent to which NSM theories can be used to explain these movements in the Turkish context is limited.

Made available in DSpace on 2016-12-08T16:19:08Z (GMT). No. of bitstreams: 1 Sandra.pdf: 1302327 bytes, checksum: 04e3e1a41f8d3383958f4bc6ca8798bb (MD5) Previous issue date: 2010-12-13 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aims at investigating the possibilities of an interrelation between different approaches in Arts education, particularly between Drama, Visual Arts and Music. Although the Brazilian curricular Parameters emphasize the importance of students having access to distinct artistic approaches, only few schools actually have teachers of different Art subjects; and even when that is the case, the interrelations are hardly established. This is a theoretical study that analyzes epistemological and methodological aspects and the results of three stages of the Transdisciplinaridade e intersemioses no ensino de Arte ( Transdisciplinarity and Intersemiosis in Arts Education ) research, the TRANSARTE Project: experiences with the same goals, performed in different institutions and periods of time. Participating in the second stage of this Project, TRANSARTE II, and experiencing as a teacher the amazing results were determining aspects for carrying out this research. The possibility of joining distinct kinds of knowledge enabled the search for theoretical foundations related to interdisciplinarity and transdisciplinarity, as well as Discursive Semiotics. It was possible to observe that the students were able to interrelate approaches when provided with proper conditions to do so. It was likewise verified that the teacher is the main actor in this process, for their actions are decisive in forming a study group as well as in the actual classes, as the interrelating approaches at school mean group work, along with at least one teacher of each area. According to the data analysis of the three stages of the Project, it is pertinent to suggest it as an alternative to Arts education in City schools in Florianópolis, including the school where the TRANSARTE II Project took place / Esta pesquisa tem por objetivo verificar possibilidades de inter-relação entre diferentes linguagens no ensino de Arte, mais especificamente, entre Artes Cênicas, Artes Visuais e Música. Embora os Parâmetros Curriculares Nacionais destaquem a importância de o estudante ter acesso a diferentes linguagens artísticas, na prática são poucas as escolas que têm professores das distintas áreas da Arte; e mesmo que isto se dá, dificilmente as inter-relações são estabelecidas. Trata-se de uma pesquisa teórica, que analisa aspectos epistemológicos, metodológicos e os resultados de três etapas da pesquisa Transdisciplinaridade e intersemioses no ensino de Arte , o Projeto TRANSARTE: experiências com os mesmos propósitos, realizadas em instituições e tempos distintos. Ter participado da segunda etapa do Projeto, o TRANSARTE II, e vivenciado, como professora, seus surpreendentes resultados foram determinantes para a realização desta investigação. Diante das possibilidades de aproximação de saberes, foram buscadas bases teóricas voltadas à inter e à transdisciplinaridade, bem como à Semiótica Discursiva. Constatou-se que os estudantes conseguem inter-relacionar linguagens quando lhes são dadas condições para tal. Igualmente, percebeu-se que o professor é o principal ator no processo, pois suas ações são decisivas, tanto na constituição do grupo de estudo, como nas aulas propriamente ditas, pois inter-relacionar linguagens na escola significa trabalho coletivo, com ao menos um professor de cada linguagem. A partir da análise dos dados das três etapas do Projeto, entende-se como pertinente sugeri-lo como alternativa para o ensino de Arte na Rede Municipal de Florianópolis, à qual pertence a escola onde se desenvolveu o TRANSARTE II