Orientador: Renato José Pinto Ortiz / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas / Made available in DSpace on 2018-08-27T15:45:31Z (GMT). No. of bitstreams: 1 Miraldi_JulianaClosel_M.pdf: 1217768 bytes, checksum: e7f77fb667c67642d022159e48d40765 (MD5) Previous issue date: 2015 / Resumo: A definição conceitual de campos sociais na praxeologia bourdieusiana implica considerá-los como entidades nominais relativamente autônomas, portadoras de um efeito de illusio próprio que se apresenta aos agentes como regras específicas, determinantes e determinadas por práticas historicamente constituídas no interior de cada campo que impõe aos agentes que nele se encontram certo savoir faire possibilitando, assim, a diferenciação e a homogeneização entre as práticas no espaço social. Contudo a propriedade dos campos de serem relativamente autônomos nos incita a questão, relativos a que? A resposta, mesmo que necessária, não pode ser encontrada de maneira clara nos escritos de Bourdieu, uma vez que este não se atentou diretamente a ela, porém fora possível, dando consequências conceituais aos princípios epistemológicos da teoria, desenvolver três condições a partir das quais os campos relacionam-se entre si. As duas primeiras apresentam-se com causalidades, isto é, como condição de existência da própria teoria e a terceira como uma determinação que, dado seu poder de interferência coage a lógica interna dos campos. Denominamos a primeira de causalidade de transitiva e percebemos que ela corresponde ao movimento de inter-relação entre os campos, decorrente tanto da movimentação dos agentes de um campo ao outro, quanto pela reestruturação dos campos em si mesmos que afetam outros campos. A segunda relação causal é apreendida como imanente a formação dos campos e se refere a política da luta de classes que, transformada pelas regras específicas de cada campo, apresenta uma homologia entre as posições de dominância nos campos específicos com a posição de dominância e acúmulo de capitais no espaço social. Por fim, o terceiro elemento determinante na dinâmica diferencial dos campos é o Estado que atua, segundo Bourdieu, com golpes de tirania nos campos dada a posição assumida e o poder acumulado historicamente por ele. Estas três condições que se efetivam simultaneamente nos permitem observar que a ideia de autonomia relativa entre os campos assegura a univocidade e a diferenciação específica no espaço social / Abstract: In Bourdieu's praxeology, the theoretical definition of social fields implies considering them relatively autonomous nominal entities carrying an illusio effect, which presents itself to agents as specific rules that both determine and are determined by historically constituted practices set into each field. Fields, in turn, impose a savoir-faire to their members, enabling the differentiation and homogenizing of practices in social space. However, if social fields are indeed relatively autonomous, the question raised is: relative to what? In spite of its centrality, the answer to this question is not to be found clearly in Bourdieu¿s writings, as the author did not face it directly. Nevertheless, given the conceptual consequences and epistemological principles of his theory, it is possible to draw three conditions through which social fields could relate to one another. First and second conditions are presented as causalities, meaning they are prerequisites for the theory itself. The third condition is a determination which, given its power of interference, coerces the internal logic of the fields. The first condition is hereby called transitional causality and it corresponds to the movement of inter-relation between the fields, originated in both the agents¿ movement from one field into the other and the fields¿ own process of restructuring that may as well affect other fields. The second causal relation is immanent to the formation of fields and it refers to the class struggle politics that presents a homology between dominant positions in specific fields and the dominant position of accumulating capitals in social space. Finally, the third determinant element in the differential dynamics of fields is the State, an actor who, according to Bourdieu, promotes hits of tyranny in fields given the position and power it has accumulated in the course of history. These three simultaneously effective conditions allow us to observe the idea of relative autonomy among fields and ensures the persistence of univocity and the specific differentiation in social space / Mestrado / Sociologia / Mestre em Sociologia

A partir des situations mises en œuvre en éducation physique et sportive (EPS), quels facteurs influencent l’intégration sociale des adolescents présentant une déficience intellectuelle (DI) ? Nos travaux s’appuient sur une expérience d’intégration au collège avec pour objectif d’explorer en profondeur la communication entre deux sous-groupes d’adolescents DI issus d’un Institut médico-éducatif (IME) et trois classes de sixième au cours de séances d’éducation physique et sportive. Pour ce faire, compte tenu des représentations des collégiens analysées à partir d’une enquête par questionnaire et autour d’une étude comportementale au long terme, nous mettons en comparaison un questionnaire sociométrique avec un outil original praxéologique (privilégiant l’ambivalence et l’instabilité). Nous constatons que, malgré des représentations d’ensemble plutôt positives, les résultats de l’intégration sont variés. Certains adolescents DI sont appréciés par les sixièmes tandis que d’autres sont ignorés voire rejetés. Les raisons proviennent à nos yeux, d’une part, de la structure même des sous-groupes d’adolescents DI et de leurs compétences propres. D’autre part, la logique interne de certaines situations motrices semble exclure en grande partie les élèves de l’IME. De ce fait, une meilleure connaissance de ces personnes et des relations qu’elles développent entre elles devraient améliorer leur intégration. De plus, une maîtrise par l’enseignant des effets des situations sociopraxiques mises en œuvre, lors des séances communes aux deux populations, sera probablement bénéfique. / From the situations operated in physical education (PE), what factors determines the social intégration of the teenagers presenting an intellectual deficiency (ID)? Our works lean on an experiment of integration to the middle school with for objective to explore in depth the communication between two subgroups of teenager ID coming from a Medical educational institute and three first classes of the secondary school during physical educational sessions. To do it, considering the representations of the schoolchildren analyzed from a survey by questionnaire and around a behavioral study in the long term, we compare a sociometric questionnaire with an original motor tool (favoring the ambivalence and the instability). The results show that in spite of representations of group rather positive, we notice the effect of a multivariated integration. Certain teenagers DI are appreciated by the sixth of the secondary school whereas of other one are ignored or rejected. The reason result for us on one hand from the structure of the subgroups of teenagers DI and from their appropriate skills. On the other hand the internal logic of certain motor situations, seems to exclude largely the pupils of the medical educational institute. Therefore, a knowledge of these persons and the relations which they develop between them should improve their integration. Furthermore, a control by the teacher about the effects of the sociomotor situations implemented, during the sessions to both populations, will probably be beneficial.

The dissertation examines the recruitment to the nursing education in Denmark from 1850 but with emphasis on the years 1988-2001 during which a major reform was conceived and implemented. Pursuant to that reform, in 2001 the nursing education was given the status of a Bachelor’s Degree Program in Nursing. The aim of the dissertation is to determine the effects – if any – of this development on the recruitment profile and on the objective position of the nursing education in the field of advanced education in Denmark and whether there are polarizations and/or regularities in young peoples’ approach to the nursing education homologous with socio-cultural constellations. The dissertation draws theoretical inspiration from sociologist Pierre Bourdieu, with emphasis on Bourdieu’s reproduction theory and praxeology. The empirical basis for the dissertation consists of formal documents defining the nursing education since the first law on authorized nurses was passed in 1933 until The Executive Order regarding the nursing education in 2001. These documents form the basis for an objectifying analysis of the institutional, structural and education policy conditions that historically formed the framework for the shaping and content of the nursing educations. The historical background contributes to a contextualization of the analyses carried out concerning changes in recruitment patterns and students’ social positioning since nursing was established as an occupation. The analysis of recruitment patterns builds mainly on a survey carried out in 2004/5 covering a class of students from five nursing schools in Denmark (a third of the total population). The dissertation shows that the 2000/2001 reform did not lead to a fundamental change in ranking in the academic hierarchy. Although social recruitment to the nursing profession moved “upward”, seen over a longer period, the analyses showed that the nursing education as a whole, also after the 2001 reform, mainly attracted young women from “lower” positions in the social space than those from which university students were recruited. The dissertation furthermore shows how students’ social background and acquired dispositions can generate a basic habitual orientation that may have a determining influence on the way they orient themselves in relation to the education and occupation.

Cette thèse s'inscrit dans le giron des études en ethnométhodologie et porte sur les scandales, en tant que phénomènes sociaux à part entière, et sur leur relation à la politique. Á travers l'analyse détaillée de deux cas de scandale survenus en Égypte en 2005 et 2006, la démarche consiste à observer en contexte et en action les mécanismes de constitution spécifiques aux scandales dans l'espace public égyptien de la fin du règne de Hosni Moubarak. Il s'agit de décrire et d'analyser la manière dont un phénomène public tel qu'un scandale se produit et, ce faisant, de voir comment celui-ci peut revêtir ou non une pertinence politique, quels que soient les « faits » dénoncés au cours de son déroulement. Cette thèse est donc consacrée à une double clarification. D'une part, à partir de l'examen des pratiques méthodiques qui en sont constitutives, elle vise à jeter un peu de clarté sur la « nature » des scandales. D'autre part, en comparant un cas acquérant une coloration politique au cours de son déploiement avec un cas qui en est totalement dénué, il s'agit de sortir du « tout politique » et de voir comment la politisation peut survenir de manière contingente. Cette clarification vise en somme à bien délimiter, à partir du scandale, le domaine de compétence de la science politique quant aux phénomènes donnant « matière » à l'espace public en Égypte. / This thesis grounds in ethnomethodology and it tackles with the issue of scandals, as social phenomena in its own right, and with its relationship to politics. Through a detailed analysis of two cases of scandal that broke out in Egypt in 2005 and 2006, my approach consists in taking the scandal in consideration in itself and for itself, in order to observe in context and in action its specific mechanisms of unfolding in the Egyptian public space under the rule of Hosni Mubarak. In other words, I am concerned with describing and analyzing the method through which a public phenomenon such as a scandal occurs. On this basis, I consider how this latter can achieve a political relevancy, whatever the “facts” which are denounced in the course of its unfolding. This thesis is thus dedicated to a double clarification. On the one hand, it aims at clarifying the “nature” of scandals, through the examination of the methodological practices which are constitutive of it. On the other hand, by way of comparing a case taking on a political relevancy in the course of its unfolding with another case which is apolitical, it aims at taking it out of an all-encompassing-political-explanation and at analyzing how politization can occur in a contingent fashion. In sum, this clarification aims at delimiting political sciences' domain of competency with regards to phenomena giving “flesh” to public space in Egypt, through the analysis of scandals.

Cette recherche porte sur l’enseignement des langues vivantes étrangères à l’école et sur la manière dont les professeurs des écoles, que nous avons distingué en plusieurs catégories : « amateurs », diplômés ou experts dans la langue enseignée, mettent en œuvre leurs praxéologies pendant les séances. Elle traite également des conditions et des contraintes, qu’ils rencontrent selon leur catégorie, c’est à dire par rapport à la connaissance qu’ils ont de la langue anglaise ou de la formation dont ils ont pu bénéficier. Au niveau théorique elle s’appuie sur les Théories de l’acquisition des langues, la Didactique des langues et la Théorie anthropologique du didactique (TAD) d’Yves Chevallard. La TAD permet de déterminer les praxéologies langagières et didactiques des enseignants et les conditions et les contraintes qu’ils rencontrent à l’aide de l’échelle de codétermination didactique. Au niveau institutionnel, elle repose sur les textes officiels, le Cadre Européen de Référence Commun pour les Langues (CECRL) et les programmes B.O. n°8 du 30 août 2007 ainsi que le B.O. n°1 du 5 janvier 2012. De plus, Cette recherche s’inscrit dans une approche clinique, centrée sur l’individu. Elle étudie à travers des entretiens (non directifs, d’autoconfrontation et d’alloconfrontation) et des transcriptions de séances d’anglais filmées, les praxéologies de cinq professeurs des écoles enseignant l’anglais en cycle 2 et 3. Elle se situe également dans une approche comparative afin de déterminer et de comparer ce qui peut conditionner ou empêcher la diffusion de leur praxéologie en classe pendant les séances de LVE de ces différents enseignants participant à cette recherche. / This study focuses on the teaching of foreign languages in school in France and on the way teachers--categorized as amateurs, with a degree, or experts in the language they teach--put into practice their praxeology during their teaching sessions. It also takes a look at the conditions and the constraints, that teachers, in each category, meet, depending on their knowledge of the English language and the training they have received.On the theoretical level, this thesis uses the Theory of language acquisition, language didactics and didactic anthropology (ATD) by Yves Chevallard. At the institutional level, it relies on published reports, the Common European Framework Reference for Languages (CEFR), and the contents of two Bulletin Officiel reports published on August 30, 2007 and January 5, 2012. This study takes a clinical approach, centered on individuals. It takes an in-depth look at the praxeology of five school teachers who teach English in cycle 2 and 3 of the French education system, through interviews (non-directive, self-confrontational and allo-confrontation as well as transcripts of English lessons filmed in classrooms.

Cette recherche tente de définir la pastorale de la Création afin qu’elle soit reconnue en tant que ministère dans l’Église catholique au Québec. J’emprunte la méthode de praxéologie pastorale, inspirée des sciences humaines, afin de rendre cette pratique à la fois efficace sur le terrain et fidèle à l’Évangile de Jésus-Christ. L’objet d’analyse est la pratique elle-même, c’est-à-dire les activités en paroisse sur le thème de l’environnement. J’ai observé quelques activités pertinentes, dont une formation donnée à des animateurs de pastorale. Ensuite, j’ai interprété ces observations à la lumière de la tradition chrétienne en puisant dans la Bible, quelques référents théologiques et des déclarations ecclésiales. J’ai préparé une nouvelle intervention en organisant une nouvelle formation pour le personnel pastoral, le projet d’un guide pratique et le plan de cours universitaire sur la pastorale de la Création. Finalement, la prospective m’a permis d’imaginer cette pratique à long terme afin d’assurer une Église durable… dans tous les sens du terme. / This research attempts to define Creation Care so that it is recognized as a ministry in the Catholic Church in Quebec. I followed the method of pastoral praxeology inspired by the humanities so that this practice is both effective in the field and faithful to the Gospel of Jesus Christ. The object of analysis is the practice itself, specifically the parish activities on the theme of the environment. I closely observed some relevant activities, including a training session given to pastoral assistants. Then I interpreted these comments in light of the Christian Tradition by drawing on the Bible, several theological references and Church statements. After this reflection, I improved this practice by organizing a new training for the Church staff, the project of a practical guide and the outline of a course on Creation Care Ministry to be given in universities. Finally, the prospective allowed me to imagine in the long-term how the practice will ensure a sustainable church ... in every sense.

Mudanças na economia, na sociedade e no mundo do trabalho deram grande destaque à educação não formal ao longo da segunda metade do século XX, gerando maior valorização dos processos de aprendizagem que se preocupam em aproximar a ciência, a tecnologia, a sociedade e o ambiente. Nesse cenário, uma das questões e desafios que se revelam está em torno do como realizar a socialização do conhecimento científico. De acordo com Marandino (2004), a transformação do conhecimento científico, com fins de ensino e divulgação, pode ser analisada no intuito de compreender a produção de novos saberes nesses processos. Nesse sentido, encontramos na Teoria Antropológica do Didático (TAD), proposta por Chevallard (1991), o referencial teórico que permitiu identificar quais saberes são produzidos pelo museu, por meio de suas ações educativas, e que podem ou não ser observados pelo visitante, por meio de uma Organização Praxeológica (OP). Atualmente, vários meios museográficos são usados na preparação de exposições de museus de ciências e, entre eles, destacam-se os dioramas. O entendimento dos dioramas como objetos didáticos, produzidos com a finalidade de ensino e aprendizagem, implica estudá-los numa perspectiva praxeológica, pois permite visualizar a articulação entre a dimensão prática e a teórica do objeto que está sendo analisado. O estudo da praxeologia em museus foi recentemente desenvolvido e busca, entre outros aspectos, analisar como revelar determinados conhecimentos e objetivos em um espaço, de forma inteligível para diferentes tipos de público. O objetivo deste trabalho foi verificar como os museus ensinam por meio de exposições, em especial, pelo diorama \"Floresta Amazônica\", presente na exposição do Museu de Zoologia da USP. A metodologia desenvolvida incluiu a elaboração de um quadro praxeológico a partir dos dados obtidos por três instrumentos de coleta: documentos sobre a exposição e sobre o diorama; entrevistas com os designers e/ou os responsáveis pela exposição; e por meio da descrição e da observação do diorama. A análise qualitativa dos dados permitiu identificar a teoria e a tecnologia do diorama no contexto de sua exposição e, também, as tarefas e as técnicas propostas. Os resultados obtidos ajudaram a identificar o potencial educativo do diorama e serviram como proposta para desenvolver processos de produção de exposições em museus de ciências. / Changes in the economy, in the society and in the world of work gave great prominence to non-formal education, during the second half of the twentieth century, generating greater appreciation of learning processes, which are concerned to approach the relationship among science, technology, society and environment. In this scenario, one of the issues and challenges that unfold, is around how to perform the socialization of scientific knowledge. According to Marandino (2004), the transformation of scientific knowledge for purposes of education and dissemination, can be analyzed in order to understand the production of new knowledge in these processes. Accordingly, we find in Anthropological Theory of the Didactic (TAD), proposed by Chevallard (1991), the theoretical framework that will identify which knowledge is produced by the museum, through its educational activities, and that they can or can not be observed by the visitor, through a praxeological Organization (OP). Nowadays, several museographic means are used in the preparation of exhibitions, in science museum, and among these, we highlight the dioramas. The understanding of dioramas as didactic objects produced for the purpose of teaching and learning, involves studying them in a praxeological perspective, because it allows to visualize the relationship between the theoretical and the practical dimension of the object being analyzed. The study of praxeology in Museums has been recently developed and it seeks, among other things, to examine how to expose certain knowledge and objectives in a space, in intelligible form for different types of public.The objective of this work was to investigate how museums teach through exhibitions, especially the diorama \"Amazon Forest\" present at the exhibition of the USP Zoology Museum. The methodology included the development of a praxeological framework from the data obtained by three collection tools: documents about the exhibitions and the diorama; interviews with the designers and/or responsible for the exhibition; description and observation of the diorama.The qualitative analysis identified the theory and technology in the context of his exhibition and also the tasks and technical proposed for the diorama.The results allowed us to identify the educational potential of the diorama and they served as a proposal to the development of processes for producing exhibitions in science museums.

The diploma thesis named Pedagogical practices and their tasks for primary school teachers' development deals with the topic of the pedagogical practices at colleges and universities. The thesis finds out the extent of students' being ready for carrying the practice out. The following task of the thesis is to describe what the students and beginner teachers think about the practice. The theoretical part is aimed at the pedagogical practice process and its connection with the primary teachers' education. Important part of the thesis is to compare the time extent of the practice at different colleges and universities. The practical part works with the qualitative research. The used methods for this part are questionnaire and interview. The pedagogical faculty students describe their experience with the pedagogical practices. The beginner teachers evaluate the level of the practices. KEYWORDS Pedagogical practice, primary school student, primary school, faculty school, faculty teacher, collage/university teacher, beginner teacher

Le foot-fauteuil est la seule activité sportive collective proposée aux personnes utilisatrices d’un fauteuil électrique. Née en France au milieu des années 1980, cette pratique a connu un essor important et c’est aujourd’hui une des activités « handisport » qui compte le plus de compétiteurs. Paradoxalement, c’est également l’une des moins connues. L’objectif de cette thèse est de mettre au jour l’expérience de ces sportifs dits « lourdement handicapés ». Un regard praxéologique posé sur la pratique nous permettra de comprendre l’une des facettes de cette expérience : le corps agissant en situation sportive. Puis, dans un second temps, un regard « socio-phénoménologique » sera l’occasion de saisir le vécu « en première personne » de ces athlètes. Pour ce faire, nous avons observé et participé à la vie de deux clubs de foot-fauteuil de région parisienne pendant plus de deux ans. Nous avons également réalisé 16 entretiens approfondis auprès des joueurs et des entraîneurs. L’analyse phénoménologique de ces données nous permettra de reconstituer le « monde collectif » vécu par les joueurs de foot-fauteuil. Ainsi, des enjeux centraux seront mis en exergue. La problématique de la classification des joueurs et de la mise en jeu des différences sera interrogée. Nous porterons ensuite une attention particulière au rapport entre l’individu et son fauteuil. Nous verrons, pour finir, que la pratique du foot-fauteuil est un espace de socialisation particulier, où il s’agit parfois de questionner le genre et la dichotomie valide/handicapé. / Powerchair football is the only team sport for people using a powered wheelchair daily. Born in France in the mid 1980s, this practice expanded, and today it is one of the "handisport" activities with the highest numbers of competitors. Paradoxically, it is also one of the least known. The objective of this thesis is to uncover the sports experience of these "severely disabled" athletes. A praxeological view on this practice will enable us to understand one aspect of this experience: the acting body in sporting situation. Then, in a second step, the socio-phenomenological view will be an opportunity to capture the experience "in first person" of these athletes. To do this, we have observed and participated in the life of two football clubs of the Paris area for more than two years. We also conducted 16 in-depth interviews with players and coaches. The phenomenological analysis of these data will allow us to reconstruct the "world" experienced by powerchair football players. Thus, central issues will be highlighted. The problem of classification of the players will be examined. Then, we will pay particular attention to the relationship between the individual and his wheelchair. We finally see that the practice of powerchair football is a particular socialization place, where gender and abled/disabled relationships are questioned.

Ce travail de thèse porte sur les micro-décisions (Comiti, Grenier & Margolinas, 1995) c’est-à-dire les décisions didactiques de l’enseignant en classe, l’objectif est de contribuer au développement d’un système informatique capable d’accompagner l’enseignant dans ses prises de décisions.Nous avons choisi d’étudier ces décisions en entrant par un savoir : la numération en cycle 2 (Tempier, 2013). Le cadre théorique retenu pour la description de ce savoir est la Théorie Anthropologique du Didactique (Chevallard, 1998) plus spécifiquement une version implémentable : T4TEL (Chaachoua, Ferraton, & Desmoulins, 2013), (Chaachoua & Bessot, 2016).Afin de modéliser l’activité du professeur au sein d’une situation didactique et de prendre en compte ses activités en dehors de cette situation nous utilisons la structuration du milieu (Margolinas, 2004). Les micro-décisions de l’enseignant sont ainsi étudiées en rapport avec son projet d’enseignement, ses observations de l’activité des élèves, ses connaissances de type épistémiques et de type histoire didactique.Notre méthode de recherche est une ingénierie didactique dont la spécificité est d’impliquer des enseignants dans les phases d’analyse et de conception. Dans le cadre de cette ingénierie nous avons conçu : (1) une simulation du matériel de numération « bûchettes » : « SimBûchettes » ; (2) une base d’exercice pour « SimBûchettes » et (3) un dispositif expérimental. Ce dispositif expérimental est composé d’un outil de simulation côté élève dont les fondements sont didactiques - « Simbûchettes » - et d’un outil d’orchestration, côté enseignant, qui lui permet de consulter et d’organiser l’activité des élèves en temps réel - instanciation du Framework Chao (Wang, 2016) pour « Simbûchettes » -. Via notre dispositif nous avons accès aux actions de l’enseignant sachant les informations consultées concernant la production de l’élève et pouvons inférer ses micro-décisions.Ce dispositif nous a permis d’observer les décisions didactiques d’un enseignant d’une classe de CE1 pendant une année scolaire et d’affiner ainsi notre modèle des micro-décisions de l’enseignant. / This thesis work deals with micro-decisions (Comiti, Grenier & Margolinas, 1995), namely teachers’ decisions in class in relation to the subject they have to teach. Our aim is to contribute to the development of a TEL (Technology Enhanced Learning) that can guide teachers in their decisions.These decisions are analyzed through a specific field: decimal number system in cycle 2 (Tempier, 2013). For the description of this field we have chosen the Anthropological Theory of Didactics (Chevallard, 1998), more specifically an implementable version: T4TEL (Chaachoua, Ferraton, & Desmoulins, 2013), (Chaachoua & Bessot, 2016).Margolinas’s model about structuring the environment (2004) is used to take into account different learning activities during a teaching session. So, teachers’ micro-decisions are studied in relation to their teaching project, their observations of pupils’ activities, their knowledge of epistemic and didactic history type.Our research method is a didactical engineering whose specificity is to involve teachers in the analysis and design stages. In this engineering we have designed (1) a simulation of counting material “counting rods”: “SimBûchettes” ; (2) a bank of exercises for “SimBûchettes” and (3) an experimental device. This device is composed of, a simulation tool whose fundations are didactic – “Simbûchettes” -, on the pupils’ side, and on the teachers’side a classroom orchestration tool which allow teachers to consult and organize pupils’ activities in real time – Chao Framework’s instantiation (Wang, 2016) for “Simbûchettes”.Via our device we have access to teachers’ actions, and we can know what information has been consulted in pupils’ work. Then we can infer the micro-decisions teachers have made.This device has allowed us to observe teachers’ decisions in a primary class (CE1, 7 years-olds) during one school year and refine our teachers’ micro-decisions model.