Este trabalho busca compreender mediante a perspectiva sócio-histórica como foram configuradas e mobilizadas as práticas e as representações de moralização na escola pública paulista em um período que compreende a democratização das oportunidades de educação e que alterou o modelo de escola que era mantido desde a época republicana. O termo moralização é entendido como a moral destinada a ser incorporada pelos indivíduos. A idéia do poder sobre si mesmo exercido a partir do interior é especialmente fértil para a compreensão das práticas e das representações de moralização na escola pública paulista durante o período investigado. Além da diversidade em relação à clientela que passou a ocupar o espaço escolar, a origem social dos professores primários também mudou. Para governar as massas e gerir a diversidade no interior das instituições escolares durante a expansão do ensino, foi importante levar cada um a governar a si próprio, o que consistiu num elemento necessário à própria existência da democratização do acesso à educação pública. A escolha do ano de 1948 como marco inicial para o estudo deve-se a ser este o ano de início da Campanha de Defesa da Escola Pública. Trata-se um movimento cívico importante na história da escola pública brasileira e que culminou, em 1961, com a promulgação da LDB nº4.024. O período compreendido por este trabalho encerra-se em 1978, quando mudanças no comportamento dos professores ganharam visibilidade a partir do momento em que os mesmos aderiram a uma greve, ainda no regime militar, à revelia das entidades que os representavam, como a Associação dos Professores do Ensino Oficial do Estado de São Paulo (APEOESP) e o Centro do Professorado Paulista (CPP). As fontes escolhidas, os manuais de didática e metodologia do ensino, as revistas pedagógicas e a legislação vigente no período, permitiram conhecer melhor os discursos veiculados, as normas e a obrigatoriedade referentes às práticas e às condutas nas escolas assim como as orientações dadas aos professorandos e depois aos professores sobre como deveria ser realizado o trabalho docente, visando a oferecer a formação considerada adequada aos alunos. Ao longo do exame das fontes consultadas, foi possível perceber que as práticas de moralização eram diversas e a sua justificativa era fundamentada mediante variados discursos, que obedeciam a três eixos principais: psicológico, religioso e cívico. Portanto, as principais evidências indicam que, para que as representações acerca da idéia de moral fossem transformadas em práticas nas escolas, era necessário evocar um discurso legitimado pela idéia de autocontrole, de Deus e de nação. / This work seeks to understand the socio-historical perspective as were configured and deployed practices and representations of moralizing in public school in São Paulo that period comprises the democratization of educational opportunities and that changed the school model that was kept from the Republican era. The term \"morality\" is understood as the moral to be incorporated by individuals. The idea of power about yourself exercised from the interior is especially important for the understanding of practices and representations of moralizing in public school during the period investigated. Besides the diversity in relation to people who moved to the school environment, the social origin of primary teachers has also changed. To govern the people and manage diversity within educational institutions during the expansion of higher education, it was important to take each one to govern itself, which was a necessary element for the existence of the democratization of access to public education. The choice of the year in 1948 as a milestone for the study is due to be the year of initiation of the campaign for defence of public school. This is an important civic movement in the history of Brazilian public school, and which culminated in 1961, with the promulgation of the LDB nº 4.024. The period for this work ends in 1978, when changes in the behaviour of teachers have gained visibility since they joined the strike, even in the military regime, in absentia of the entities that represent, as the Associação dos Professores do Ensino Oficial do Estado de São Paulo (APEOESP) and the Centro do Professorado Paulista (CPP). The fonts you choose, didactic manuals and methodology of teaching, pedagogical magazines and the law of the period, enabled a better understanding of the speeches delivered, the standards and requirements concerning practices and to conduct schools as well as the guidelines given to students and then to teachers about how work should be accomplished teaching to provide training considered \"proper\" students. Throughout the examination of the sources consulted, it was possible to realize that morals were diverse and its justification was given by various speeches, which were the three main axes: psychological, religious and civic. Therefore, the main evidence indicates that for representations about the idea of \"morals\" were transformed into practice in schools, it was necessary to evoke a speech legitimized by the idea of self-governance, God and the nation.

Submitted by Eunice Novais (enovais@uepg.br) on 2018-03-08T12:41:09Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) JULIANO EUGENIO DA SILVA.pdf: 1495919 bytes, checksum: 835824daab7aac74078eaadc83d8dfd0 (MD5) / Made available in DSpace on 2018-03-08T12:41:09Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) JULIANO EUGENIO DA SILVA.pdf: 1495919 bytes, checksum: 835824daab7aac74078eaadc83d8dfd0 (MD5) Previous issue date: 2017-12-04 / Esta pesquisa tem por objeto a atuação de políticos pentecostais e neopentecostais na Câmara Municipal de Curitiba nos anos de 1989 a 2016. O objetivo é explanar e compreender as práticas e representações dos pentecostais e neopentecostais acerca da política pública em uma Câmara Municipal. Utiliza como escopo teórico e metodológico aportes ligados à Nova História Cultural, principalmente os conceitos de práticas e representações. Dialoga também com a teoria dos campos sociais de Pierre Bourdieu. A problemática discutida se encontra nas interações, tensões, aproximações e ingerências entre os campos religioso e político dentro de um Estado (pretensamente) laico. Ademais, a representação política de setores religiosos em um ambiente e discussão laicos. As fontes consultadas vão desde a documentação constante nos processos legislativos, matérias jornalísticas, livros biográficos e entrevistas. O primeiro capítulo visa contextualizar a chegada e desenvolvimento do pentecostalismo no Brasil e sua relação com a sociedade como um todo. A segunda parte analisa a atuação de vereadores pentecostais e neopentecostais na Câmara Municipal de Curitiba no referido período. Por fim, a terceira parte analisa a atuação destes atores em um assunto específico: a discussão relacionada à temática dos gêneros, principalmente naquilo que em seu discurso ficou conhecido como a Ideologia de Gênero. / This research has as object the acting of pentecostals and neopentecostals politicians in the City Council of Curitiba in the years of 1989 to 2016. The objective is explain and comprehend the practices and representations of pentecostals and neopentecostals concerning public politics in a City Council. It uses as a theoretic and methodological scope ideas connected with New Cultural History, mostly the concepts of practices and representations. It dialogues also with the social fields theory of Pierre Bourdieu. The discussion dealing with the interactions, tensions, approximations and interferences between the religious and political fields inside an (pretence) laic State. Furthermore, the political representation of religious people in an laic ambient and discussion. Some historical sources are documentation constant in the legislative processes, journalistic materials, biographic books and interviews. The first chapter aims to contextualize the arrival and development of pentecostalism in Brazil and its relationship with the society. The second part analyses the performance of pentecostal and neopentecostal councilmen in the City Hall of Curitiba in the referred period.Finally, the third part analyses the performance of this actors in a specific subject: the discussion related to the gender thematic, mainly in what in his discourse became known as the Gender Ideology.

Submitted by Maicon Juliano Schmidt (maicons) on 2015-05-26T13:11:53Z No. of bitstreams: 1 José Edimar de Souza_.pdf: 15996824 bytes, checksum: 7c5634a9c1044a54f82fc96dd9e09e4e (MD5) / Made available in DSpace on 2015-05-26T13:11:53Z (GMT). No. of bitstreams: 1 José Edimar de Souza_.pdf: 15996824 bytes, checksum: 7c5634a9c1044a54f82fc96dd9e09e4e (MD5) Previous issue date: 2015-01-12 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este estudo investiga a história do Ensino Rural entre as décadas 1940 a 1950 e sua relação com o processo de desenvolvimento de Culturas Escolares no meio rural. Tem como objetivo construir, historicamente, o processo de institucionalização das Escolas Isoladas públicas primárias municipais da região de Lomba Grande, município de Novo Hamburgo, evidenciando as identidades culturais como construções coletivas que se constituíram na relação plural estabelecidas pelos diferentes grupos sociais. Ao construir os processos de escolarização das duas instituições ainda existentes, a saber, EMEF Bento Gonçalves e EMEF Tiradentes, permitiu a compreensão em relação ao modo como se imbricaram as práticas e as representações sobre uma educação ainda incipiente na estrutura de ensino neste lugar. Esses aspectos estão relacionados à primeira metade do século XX, a partir das Aulas, Subvenções e Escolas Isoladas de classes multisseriadas. A pesquisa implicou na recolha de memória de alunos e professores de Escolas Isoladas dessa localidade, portanto, como procedimento metodológico destaca-se a História Oral e a análise documental histórica, delas decorrendo fundamentalmente todo o conjunto de dados empíricos. As memórias são analisadas na perspectiva do “tempo social”, no sentido que trata Halbwachs, ou seja, pelas relações formais ou informais, por meio de mediações culturais diversas que compuserem os quadros sociais de memórias. Nesse processo se identificou diferentes aspectos de uma Cultura Escolar dinâmica e híbrida que produziu singularidades na comunidade rural de Lomba Grande. Sob o referencial da História Cultural, a análise está estruturada a partir da construção do conceito de lascas. O conceito de lascas assumiu formas plurais e compósitas de constituição. A forma de lasca não encerra uma possibilidade analítica, pelo contrário, ela abre possibilidades e desdobramentos para novas construções. Está sintetizada em três eixos escolhidos para o estudo, a saber: o desenvolvimento de um tipo de cultura institucional que caracterizou um modo possível de estabelecer processos de escolarização; a apropriação de uma cultura de escolarização que identificou um grupo de alunos/professores, bem como, uma cultura profissional de práticas sociais realizadas no cotidiano das Escolas Isoladas e o uso social que foi instituído a partir dos objetos e artefatos da cultura material neste espaço e tempo escolar. Portanto, as Culturas Escolares se caracterizaram como produtos da vida cotidiana, resultado da ação dos grupos sociais que delimitam uma forma de organização. A análise dos dados permite perceber que a escolarização em Lomba Grande foi marcada pela coexistência de iniciativas particulares e públicas. Nesse processo foi marcante a influência da comunidade para ampliar as escolas públicas no interior deste lugar. Quanto à institucionalização escolar, utilizou-se das políticas de Estado, bem como a organização comunitária para ter escolas no interior desta localidade. A construção de uma cultura profissional foi constituída pelas diferentes experiências formativas acumuladas pelos sujeitos. Em relação aos objetos e utensílios percebe-se o uso concomitante da lousa e dos cadernos, da caneta de pena e do lápis, comuns à época. Também se identifica determinadas especificidades, como o “cartapácio”, para nomear a tradicional mochila, o “breiro” para aproveitar o grafite do lápis e a talha para tomar água. As culturas escolares se apresentaram de modo dinâmico, valorizando o processo de tradução cultural evidenciados pelas narrativas sobre as práticas de escolarização. A Escola Isolada, multisseriada, foi à forma predominante nesta localidade, modo possível pelo qual se fez chegar ao meio rural aspectos de uma cultura formal escolarizada. / This study investigates the history of Rural Education from 1940 to 1950 and its relation to the development process of School Cultures in the rural environment. It aims to construct, historically, the process of institutionalization of municipal elementary Isolated Schools in Lomba Grande, a district of Novo Hamburgo, giving evidence to cultural identities as collective constructions that were built in plural relationships established by different social groups. Rebuilding the schooling processes of the two remaining institutions, namely EMEF Bento Gonçalves and EMEF Tiradentes, allowed the understanding in relation to how they overlap practices and representations of an education still incipient in its teaching structures. These aspects are related to the first half of the twentieth century, made up from tuition, grants, and Isolated Schools of multigraded classes. The research involved collecting memories from students and teachers at Isolated Schools in Lomba Grande, as well as methodological procedures focused on Oral History and historical document analysis, from which emerged a whole set of empirical data. Memories were analyzed from the perspective of "social time" in the sense that comes from Halbwachs (2006), that is, by formal or informal relations through various cultural mediations making up the social frameworks of memories. In this process we identified different aspects of a dynamic and hybrid School Culture that produced singularities in the rural community of Lomba Grande. The analysis was structured from the construction of the concept of chips, within the framework of Cultural History. The concept of chips, takes plural and composite forms of constitution. The shape of chips does not exhaust an analytical ability; instead, it opens up possibilities and ramifications for new constructions. It is synthesized in three axes chosen for the study, namely: the development of a type of institutional culture that characterized a possible way to establish schooling processes; the invention of a schooling culture that identified a group of students/teachers, as well as, a professional culture of social practices carried out in the Isolated Schools environment and the social use which was established from the objects and artifacts of the material culture in this space and school time. Therefore, the School Cultures were characterized as products of everyday life, resulting from the action of social groups that define a form of organization. In this process the community influence was quite important to expand the public schools in this where. As for school institutionalization, State policies and community organization were used to have schools in this locality. The construction of a professional culture was compose by the different formative experiences accumulated by the subjects. In relation to the objects and utensils used, was observed the concomitant use of blackboard and notebooks, quill pen and pencil, very common at that time. Certain characteristics were also identified, such as "cartapácio", to name a traditional backpack, the "breiro", a thin banboo stick to reuse the pencil graphite and the “talha”, an antique kind of clay filter to drink water. The School cultures presented themselves dynamically, enhancing the process of cultural translation evidenced by the narratives about the schooling practices. The multigraded Isolated School was the predominant schooling form in Lomba Grande, a possible way by which aspects of formal schooling culture were introduced in the rural environment.

Made available in DSpace on 2016-04-25T20:21:31Z (GMT). No. of bitstreams: 1 Jose Francisco Greco Martins.pdf: 3777368 bytes, checksum: 2e84278c0946fce6f6cb13dfbebd31d6 (MD5) Previous issue date: 2015-09-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present research problematizes the social practices and representations within the social space of the favela (slum) Jardim Maria Virgínia (JMV) in the years of 1999 and 2011/12. The area is located in the southern outskirts of the city of São Paulo, in the Campo Limpo district. The research was carried out through a qualitative approach. Besides the usual methods, photographic images were used as a research resource. In 1999, local people were facing a threat of eviction, which was photographed by then. At that time, some inhabitants were interviewed. Returning to the slum in 2011/12, it was investigated what had changed and what had remained steady concerning the social practices and representations experimented by the dwellers in 1999. Through an approach based on the presuppositions of the disruption of politics, the thesis development has revealed the settings of contrasts and continuities between the two moments which are distant in time, as well as it has shown an unstable, provisory and unfinished everyday life, characterized by violence, fear and silence, and whose synthesis is inscribed within the logic of incompleteness / O presente estudo problematiza as práticas e representações sociais no espaço social da favela Jardim Maria Virgínia (JMV), localizada no bairro do Campo Limpo, periferia da zona sul da cidade de São Paulo, em 1999 e 2011/12. Trata-se de uma pesquisa de ordem qualitativa que, além dos recursos metodológicos clássicos, empregou a imagem fotográfica como instrumento de pesquisa. Em 1999, a favela enfrentava o momento do perigo do despejo, o qual foi fotografado, e os moradores entrevistados. Ao retornar à favela em 2011/12, buscou-se verificar o que mudou ou se manteve constante nas práticas e representações sociais experimentadas por seus moradores em 1999. Com uma abordagem sustentada nos pressupostos do desmanche da política, o desenvolvimento da tese revelou a tessitura dos contrastes e continuidades entre os dois momentos distantes no tempo, assim como demonstrou um cotidiano instável, provisório e inacabado, revestido pela violência, medo e silêncio, cuja síntese inscreveu-se na lógica da incompletude

Made available in DSpace on 2016-04-26T14:55:40Z (GMT). No. of bitstreams: 1 Jose Francisco Greco Martins.pdf: 3777368 bytes, checksum: 2e84278c0946fce6f6cb13dfbebd31d6 (MD5) Previous issue date: 2015-09-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present research problematizes the social practices and representations within the social space of the favela (slum) Jardim Maria Virgínia (JMV) in the years of 1999 and 2011/12. The area is located in the southern outskirts of the city of São Paulo, in the Campo Limpo district. The research was carried out through a qualitative approach. Besides the usual methods, photographic images were used as a research resource. In 1999, local people were facing a threat of eviction, which was photographed by then. At that time, some inhabitants were interviewed. Returning to the slum in 2011/12, it was investigated what had changed and what had remained steady concerning the social practices and representations experimented by the dwellers in 1999. Through an approach based on the presuppositions of the disruption of politics, the thesis development has revealed the settings of contrasts and continuities between the two moments which are distant in time, as well as it has shown an unstable, provisory and unfinished everyday life, characterized by violence, fear and silence, and whose synthesis is inscribed within the logic of incompleteness / O presente estudo problematiza as práticas e representações sociais no espaço social da favela Jardim Maria Virgínia (JMV), localizada no bairro do Campo Limpo, periferia da zona sul da cidade de São Paulo, em 1999 e 2011/12. Trata-se de uma pesquisa de ordem qualitativa que, além dos recursos metodológicos clássicos, empregou a imagem fotográfica como instrumento de pesquisa. Em 1999, a favela enfrentava o momento do perigo do despejo, o qual foi fotografado, e os moradores entrevistados. Ao retornar à favela em 2011/12, buscou-se verificar o que mudou ou se manteve constante nas práticas e representações sociais experimentadas por seus moradores em 1999. Com uma abordagem sustentada nos pressupostos do desmanche da política, o desenvolvimento da tese revelou a tessitura dos contrastes e continuidades entre os dois momentos distantes no tempo, assim como demonstrou um cotidiano instável, provisório e inacabado, revestido pela violência, medo e silêncio, cuja síntese inscreveu-se na lógica da incompletude

Consumption forms and is formed by the city. How, when and where commodities are transacted is essential in this urban drama of mutual relationships. This thesis explores how consumption and everyday life in cities are interrelated. The specific objective is to analyse how commodity transaction situations are configured and constrained in time and space, and, how consumer service spaces are formed in and are part of city formation. Transactions are conceptualised as economically and socially situated material projects constituted by consumers, commodities and producers. Commodities and values are transferred and created through transaction spaces. The theoretical perspective is framed around consumption and production of spaces, and particularly informed by Hägerstrand’s time-geographical thinking and Lefebvre’s work on urban space. Methodologically different examples of consumption projects and spaces are used to discuss configurations and formations for commodity transactions. The thesis stresses material and time-spatial constraints for commodity transaction and it discusses the blurring of boundaries between what conventionally has been separate social and economic activities and places. Changing transaction configurations and the formation of consumer service spaces in the city are explored through analysis of different consumption places and commodities such as books, coffee and clothes and property development projects in Stockholm city centre. Transaction configurations display geographical and historical continuities and changes as well as time-spatial flexibility and spatial fixity. Transactions spaces are continuously formed and reformed through processes embedded in the global cultural economy, urban development and politics, as well as through people’s everyday life. Producers’ strategic production and consumers’ tactical appropriation of transactions spaces are accentuated as crucial in the spatial practice of transactions, places and city formation.

Este trabalho busca compreender mediante a perspectiva sócio-histórica como foram configuradas e mobilizadas as práticas e as representações de moralização na escola pública paulista em um período que compreende a democratização das oportunidades de educação e que alterou o modelo de escola que era mantido desde a época republicana. O termo moralização é entendido como a moral destinada a ser incorporada pelos indivíduos. A idéia do poder sobre si mesmo exercido a partir do interior é especialmente fértil para a compreensão das práticas e das representações de moralização na escola pública paulista durante o período investigado. Além da diversidade em relação à clientela que passou a ocupar o espaço escolar, a origem social dos professores primários também mudou. Para governar as massas e gerir a diversidade no interior das instituições escolares durante a expansão do ensino, foi importante levar cada um a governar a si próprio, o que consistiu num elemento necessário à própria existência da democratização do acesso à educação pública. A escolha do ano de 1948 como marco inicial para o estudo deve-se a ser este o ano de início da Campanha de Defesa da Escola Pública. Trata-se um movimento cívico importante na história da escola pública brasileira e que culminou, em 1961, com a promulgação da LDB nº4.024. O período compreendido por este trabalho encerra-se em 1978, quando mudanças no comportamento dos professores ganharam visibilidade a partir do momento em que os mesmos aderiram a uma greve, ainda no regime militar, à revelia das entidades que os representavam, como a Associação dos Professores do Ensino Oficial do Estado de São Paulo (APEOESP) e o Centro do Professorado Paulista (CPP). As fontes escolhidas, os manuais de didática e metodologia do ensino, as revistas pedagógicas e a legislação vigente no período, permitiram conhecer melhor os discursos veiculados, as normas e a obrigatoriedade referentes às práticas e às condutas nas escolas assim como as orientações dadas aos professorandos e depois aos professores sobre como deveria ser realizado o trabalho docente, visando a oferecer a formação considerada adequada aos alunos. Ao longo do exame das fontes consultadas, foi possível perceber que as práticas de moralização eram diversas e a sua justificativa era fundamentada mediante variados discursos, que obedeciam a três eixos principais: psicológico, religioso e cívico. Portanto, as principais evidências indicam que, para que as representações acerca da idéia de moral fossem transformadas em práticas nas escolas, era necessário evocar um discurso legitimado pela idéia de autocontrole, de Deus e de nação. / This work seeks to understand the socio-historical perspective as were configured and deployed practices and representations of moralizing in public school in São Paulo that period comprises the democratization of educational opportunities and that changed the school model that was kept from the Republican era. The term \"morality\" is understood as the moral to be incorporated by individuals. The idea of power about yourself exercised from the interior is especially important for the understanding of practices and representations of moralizing in public school during the period investigated. Besides the diversity in relation to people who moved to the school environment, the social origin of primary teachers has also changed. To govern the people and manage diversity within educational institutions during the expansion of higher education, it was important to take each one to govern itself, which was a necessary element for the existence of the democratization of access to public education. The choice of the year in 1948 as a milestone for the study is due to be the year of initiation of the campaign for defence of public school. This is an important civic movement in the history of Brazilian public school, and which culminated in 1961, with the promulgation of the LDB nº 4.024. The period for this work ends in 1978, when changes in the behaviour of teachers have gained visibility since they joined the strike, even in the military regime, in absentia of the entities that represent, as the Associação dos Professores do Ensino Oficial do Estado de São Paulo (APEOESP) and the Centro do Professorado Paulista (CPP). The fonts you choose, didactic manuals and methodology of teaching, pedagogical magazines and the law of the period, enabled a better understanding of the speeches delivered, the standards and requirements concerning practices and to conduct schools as well as the guidelines given to students and then to teachers about how work should be accomplished teaching to provide training considered \"proper\" students. Throughout the examination of the sources consulted, it was possible to realize that morals were diverse and its justification was given by various speeches, which were the three main axes: psychological, religious and civic. Therefore, the main evidence indicates that for representations about the idea of \"morals\" were transformed into practice in schools, it was necessary to evoke a speech legitimized by the idea of self-governance, God and the nation.

Cette étude relève de la didactique des langues et s´inscrit dans la réflexion sur le plurilinguisme et l’acquisition d’une troisième langue. Plus particulièrement, cette étude examine le phénomène de l’activation d’une autre langue que celle attendue dans la production orale en français d’étudiants grecs suivant des cours dans le secteur LANSAD à l’Université d’Athènes. Nous avons envisagé le développement d’une troisième langue comme un processus émergentiste et la démarche adoptée dans notre travail suppose de se focaliser à sa dimension psycholinguistique. Dans le présent travail, nous tenterons de décrire un microcontexte, celui de l’acquisition du français comme troisième langue, auprès d’adultes apprenant cette langue dans un milieu guidé et hétéroglotte. Notre objectif est de décrire dans un premier temps le phénomène de l’activation d’une autre langue que celle attendue, tel qu’il se manifeste dans la production orale du discours en français L/C3, ainsi que l’activité métalinguistique chez les apprenants. Ensuite, la langue y est envisagée dans notre travail comme un ensemble de pratiques et de représentations.Nous avons réuni un corpus oral afin d’explorer l’activation du grec L/C1 et de l’anglais L/C 2, lors de la production orale en français L/C3 d’apprenants grecs. La recherche de terrain a été conduite en Grèce, au sein d’un établissement public d’enseignement supérieur, auprès d’étudiants suivant des cours de français à l’Université d’Athènes. Il s’agit d’une population plurilingue où le français constitue au moins la troisième langue : ils ont comme première langue le grec et ont déjà appris l’anglais, l’allemand et d’autres langues au cours de leur scolarisation. / This study lies in the field of foreign language education, but it also refers to multilingualism and third language acquisition. In particular, this study examines the activation of another language in the speech production of greek-speaking learners of french as a foreign language. The study refers to ESP learners at university level. We postulate third language development as an emergent process and the approach adopted is focused in the psycholinguistique dimension. In this rechearch we are trying to describe a microcontext, this of the acquisition of French as a third language, whith adults learning the language in a guided and heteroglossic environment. Our goal is to describe the phenomenon of the activation of a language other than expected, manifested in oral speech production in French L/C3, as well as the metalinguistic activity that accompanies. Also, the language is considered in our work as a set of practices and representations. We have assembled an oral corpus to explore the activation of L/C1 Greek and English L / C 2 in the oral production of L/C3 French Greek learners. Field research was conducted in Greece, in a public institution of higher education, with students taking courses in French at the University of Athens. It is a multilingual population where French is at least the third language as their first language is Greek and they have learned English, German and other languages during their schooling.

Notre recherche relève de la didactique des langues et s´inscrit dans la réflexion sur le plurilinguisme et l’acquisition des langues. Cette étude examine le processus d’activation partielle d’une langue autre que la langue cible pendant l’apprentissage des langues. Notre étude a été conduite dans deux établissements scolaires au Liban auprès des apprenantes des classes d’EB7, possédant un répertoire langagier plurilingue et ayant appris la diglossie arabe comme l’arabe (dans une version dialectale à la maison et standard à l’école) comme L1 et la langue française comme L2 et l’anglais comme L3. Lors de leur apprentissage et production du français L2 et de l’anglais L3, ils mettent en œuvre leur compétence plurilingue à travers l’activation partielle de leur potentiel plurilingue. Nous allons montrer quelles sont les processus cognitifs qui entrent en jeu lors de l’apprentissage de la nouvelle langue l’anglais L3. Ainsi que les facteurs qui conditionnent l’activation des langues connues par les apprenantes et à quel niveau linguistique se réalise le plus fréquemment l’activation partielle de la langue autre langue que la langue cible. / Our research comes from the didactics of languages and is part of the reflection on plurilingualism and the acquisition of languages. This study examines the process of partial activation of a language other than the target language during language learning.Our study was carried out in two schools in Lebanon with students of EB7 classes, having a multilingual language repertoire and having learned the Arabic diglossic language as L1 and the French language as L2 and English as L3.During their apprenticeship and production of the French L2 and the English L3, they apply their plurilingual competence through the partial activation of their plurilingual potential.We will show what are the cognitive processes that come into play when learning the new L3 English language. As well as the factors that condition the activation of the languages known by the learners, and at which linguistic level, is most frequently realised, the partial activation of the language other than the target language.

L’étude géographique des risques sanitaires hydriques à Antananarivo, capitale métropolitaine de Madagascar, pays tropical et au niveau de développement faible, s’articule à travers les conditions d’accès à la ressource, l’évaluation de la qualité de l’eau distribuée mais également à travers les pratiques domestiques accomplies jusqu’à sa consommation. Cette thèse cherche à illustrer via le déterminant hydrique combien les questions au croisement de la santé et de l’environnement sont, dans un milieu urbain en développement, des questions complexes. Cette complexité est engendrée par les différentes composantes du système pathogène à intégrer et les relations entre elles. À Antananarivo, nos analyses montrent que les disparités de santé en matière de risques hydriques sont le reflet d’une configuration sociale dichotomique héritée entre ville basse et ville haute et donc fortement imprégnée par les représentations. Comprendre les mécanismes à l’origine de ces disparités de santé, conduit à interroger les milieux de vie comme facteur risque, ici les quartiers précaires d’Antananarivo. Ces lieux sont soumis à des effets qui sont identifiés dans la littérature comme des effets de contexte (relatifs aux caractéristiques du territoire) et des effets de composition (relatifs aux caractéristiques des individus). À Antananarivo, l’approche quantitative confirme la prédominance des effets de contexte sur les effets de compositions. Pourtant, notre travail de terrain à travers la démonstration des pratiques et des compétences citadines mises en œuvre par les populations pour pallier, notamment les défaillances des services urbains de santé, de l’eau et de l’assainissement, nuance cette vision statique et déterministe des territoires enquêtés. En accord avec de récentes publications, cette recherche avec les difficultés que peuvent représenter les études un milieu urbain en développement, soutient qu’il existe une relation plus complexe et rétroactive entre les pratiques des populations et les territoires et que cette relation est en perpétuelle évolution. Les individus par leurs pratiques s’approprient et modifient la configuration des territoires et inversement. / The geographical study of the health risks related to water in Antananarivo, metropolitan capital of Madagascar, a tropical country with a low level development, is articulated through the access conditions to the water resources, the evaluation of supplied water quality and the domestic practices performed until its consumption. This thesis seeks to illustrate via the hydric determinant how complex are the issues at the intersection of health and environment in an urban developing area. This complexity is due to the integration of the various components of the pathogenic system and the connections between them. In Antananarivo, our analyses show that the disparities of health as regards hydric risks are the reflection of a dichotomic social configuration inherited between the lower and the upper city and thus strongly impregnated by the social representations. To understand the mechanisms at the origin of these disparities of health, life environment in the precarious districts of Antananarivo is studied as a risk factor. These places are subjected to effects which are identified in the literature like contextual effects (relating to the characteristics of the territory) and compositional effects (relating to the characteristics of the individuals). In Antananarivo, the quantitative approach confirms the predominance of the contextual effects over the compositional effects. However, our fieldwork moderates this static and deterministic vision of the surveyed territories through the observation of the coping strategies developed by the populations to mitigate the failures of the urban services of health, water and sanitation. In agreement with recent publications, this research, argues that it exists a more complex and retroactive relation between the practices of the populations and the territories. This relation is in perpetual evolution. The individuals by their practices adapt and modify the configuration of the territories and conversely.