Cette thèse vise à mieux comprendre de quelle manière les ateliers scientifiques animés par des chercheurs à l’université essayent de motiver les élèves de l’école primaire au lycée à suivre une carrière scientifique universitaire. Notre défi majeur a été d’analyser ces ateliers scientifiques à une fin didactique en prenant en compte la complexité d’interactions des acteurs et leurs attentes. Ainsi, ce travail repose sur une analyse des ateliers en les considérant comme un système dynamique complexe. Nous articulons une approche qualitative qui consiste en un « noyau d’analyse complexe » d’une triangulation systémique entre le contexte, la stratégie et la production.Dans cette perspective, cette thèse apporte une réflexion sur la culture des évaluations dans le domaine de l'éducation en proposant une modélisation d’une « évaluation multiréférentielle » basée sur trois critères : l’efficacité, la pertinence et l’efficience. Pour ce faire, différents niveaux d’analyse sont proposés à partir de questionnaires et d’entretiens auprès d’élèves, de médiateurs et d’enseignants, ayant participé à des ateliers.Les résultats ont mis en évidence des décalages entre les objectifs des acteurs et les visées institutionnelles affichées pour ces ateliers. L’enjeu pour les médiateurs, les enseignants et les élèves se situe avant tout dans un registre du plaisir. En plus, les médiateurs interrogés valorisent peu leur parcours scolaire et universitaire, alors que les élèves voient avant tout le parcours du chercheur comme relevant d’une vocation. / This thesis aims to better understand how scientific workshops led by researchers at the university try to motivate students from primary school to high school to pursue a university science career. Our major challenge was to analyse the scientific workshops with a didactical goal by taking into account the complexity of interactions between its actors and their expectations. As such, this work is based on a analysis of the workshops, as these are seen as a complex dynamic system. We articulate a qualitative approach consisting in a “complex core of analysis” and a systemic triangulation of the system: the context, the strategies and the production.In this perspective, this thesis reflets on the culture of assessment in education by proposing a modelisation of a “multireferencial assessment” based on three criteria: the efficacy, the relevance and the efficiency. To do that, different levels of analyses are proposed based on questionnaires and interviews of students, mediators and teachers who were engaged in workshopsThe results have especially highlighted the gap between the objectives of the workshops' participants and a those of the institutional presented for these workshops. For the mediators, the teachers and the students, these workshops are primarily meant to enjoy the activities. More, mediators who took part in the study express little interest in showing a positive view of their own academic background and their career, whereas students see, before anything else, researchers’ career as a vocation.

Este texto é resultado de encontros. Encontros de sala de aula, encontros de História, encontros de debate, encontros de vidas. Estes encontros produziram novos fios que foram tecendo-se juntos e unindo-se a uma rede que associava questões acerca do cotidiano escolar, do ensino de História, da formação do professor, da escola noturna e da pesquisa em sala de aula. Desejava-se compreender se a escola é um espaçotempo de pesquisa e se os estudantes são estudantes-pesquisadores e os docentes, professores-pesquisadores. Ao final da pesquisa realizada em uma escola noturna da rede estadual do Rio de Janeiro, pudemos compartilhar experiências vividas no cotidiano de seus praticantes e discutir se a escola proporciona ações de pesquisa entre os estudantes e se a mesma busca desenvolver atividades que partam dos interesses do grupo discente. A escola é um lugar de pesquisa e nós somos estudantes-pesquisadores e professores-pesquisadores mesmo que, muitas vezes, a escola, da forma como está organizada e sofrendo pressões internas e externas diversas, como, por exemplo, a falha formação de professores e as políticas públicas de ensino, negligencie os interesses dos estudantes e que os mesmos não consigam reconhecer-se enquanto condutores de seu processo de aprendizagem, estudantes e professores pesquisadores. É a experiência da pesquisa, de atividades que estimulem o estudante a fazer escolhas, buscar informações, analisá-las, criticá-las, organizar o seu pensamento, apropriar-se dos conhecimentos reunidos e colocar-se diante da sociedade, modificando-se, que formará os cidadãos críticos que a escola e o ensino de História devem auxiliar a form / This text is the result of some meetings. Classroom meetings, History meetings, discussion meetings, life meetings. Those meetings produced some new threads, which have woven together and joined a net that associated questions about school routine, History teaching, teachers training, evening school and research in the classroom. The aim was to understand if school is a research time-space and if pupils are researcher-students and also if teachers are researcher-teachers. By the conclusion of the research, developed in an evening public school in Rio de Janeiro, we could share the daily experiences of its practitioners and discuss if school provides research actions among students, and also if it tries to develop activities from the pupils interest. The school is a research place and we are researcher-students and researcher-teachers, even though, in many circumstances, school, as it is organized, under various internal and external pressures, such as, for instance, the failure in teachers training and the teaching public politics, denies pupils interests. In this kind of organization, students are not able to recognize themselves as conductors of their own learning-teaching process, researcher students and teachers. It is the research experience, from activities which stimulate students to make choices, search for information, analyze and criticize them, organize their thought, appropriate themselves of the gathered acknowledgment and have a position in society, changing themselves, the final result will be the critical citizens, who should be educated under the assistance of school and History teaching.

Este texto é resultado de encontros. Encontros de sala de aula, encontros de História, encontros de debate, encontros de vidas. Estes encontros produziram novos fios que foram tecendo-se juntos e unindo-se a uma rede que associava questões acerca do cotidiano escolar, do ensino de História, da formação do professor, da escola noturna e da pesquisa em sala de aula. Desejava-se compreender se a escola é um espaçotempo de pesquisa e se os estudantes são estudantes-pesquisadores e os docentes, professores-pesquisadores. Ao final da pesquisa realizada em uma escola noturna da rede estadual do Rio de Janeiro, pudemos compartilhar experiências vividas no cotidiano de seus praticantes e discutir se a escola proporciona ações de pesquisa entre os estudantes e se a mesma busca desenvolver atividades que partam dos interesses do grupo discente. A escola é um lugar de pesquisa e nós somos estudantes-pesquisadores e professores-pesquisadores mesmo que, muitas vezes, a escola, da forma como está organizada e sofrendo pressões internas e externas diversas, como, por exemplo, a falha formação de professores e as políticas públicas de ensino, negligencie os interesses dos estudantes e que os mesmos não consigam reconhecer-se enquanto condutores de seu processo de aprendizagem, estudantes e professores pesquisadores. É a experiência da pesquisa, de atividades que estimulem o estudante a fazer escolhas, buscar informações, analisá-las, criticá-las, organizar o seu pensamento, apropriar-se dos conhecimentos reunidos e colocar-se diante da sociedade, modificando-se, que formará os cidadãos críticos que a escola e o ensino de História devem auxiliar a form / This text is the result of some meetings. Classroom meetings, History meetings, discussion meetings, life meetings. Those meetings produced some new threads, which have woven together and joined a net that associated questions about school routine, History teaching, teachers training, evening school and research in the classroom. The aim was to understand if school is a research time-space and if pupils are researcher-students and also if teachers are researcher-teachers. By the conclusion of the research, developed in an evening public school in Rio de Janeiro, we could share the daily experiences of its practitioners and discuss if school provides research actions among students, and also if it tries to develop activities from the pupils interest. The school is a research place and we are researcher-students and researcher-teachers, even though, in many circumstances, school, as it is organized, under various internal and external pressures, such as, for instance, the failure in teachers training and the teaching public politics, denies pupils interests. In this kind of organization, students are not able to recognize themselves as conductors of their own learning-teaching process, researcher students and teachers. It is the research experience, from activities which stimulate students to make choices, search for information, analyze and criticize them, organize their thought, appropriate themselves of the gathered acknowledgment and have a position in society, changing themselves, the final result will be the critical citizens, who should be educated under the assistance of school and History teaching.