O espaço educacional frequentado pelas crianças tem por gênese o projeto físico de suas instalações, as condições sociais que permitem e impulsionam a sua elaboração, o modo como a criança o vivencia e as simbolizações que emergem na conjunção destes fatores. A leitura do espaço é analisada nesta Tese sob os dois primeiros aspectos com o propósito de reavaliar o devido papel formativo das vivências espaciais das crianças. Para melhor compreender estas relações, foram elencados projetos voltados aos espaços ocupados pelas crianças à luz das aferições experimentadas e do ideário ao qual é submetida no espaço. A constante readaptação e transformação do espaço infantil conforme seu desenvolvimento cognitivo e corporal implica no conceito de espaço aqui desenvolvido como aberto, que é o modo como as transições para novas situações mediam expansão e acolhimento. Para isso, toma-se como objeto de pesquisa os espaços que remontam às experiências das Escolas Classe Escola Parque propostas pelo educador Anísio Teixeira e da Escola Aberta japonesa originada na experiência britânica das escolas informais do pós-guerra. Ambos os modelos alcançaram escala de experiências na rede pública de ensino fundamental I, em Brasília, e nas novas áreas de desenvolvimento urbano na região metropolitana de Tóquio, respectivamente. A transformação dos espaços escolares ocorreu tanto na escala interna da escola como em sua constituição urbana, e de modo a abarcar este processo, os projetos foram avaliados em três distintos momentos. Primeiro, como uma apreensão dos fatos que levaram à constituição do modelo, no qual o papel do planejamento e da projeção espacial dos arquitetos é ressaltada. Na sequência, apresenta-se o ideário que propiciou o surgimento destes agrupamentos escolares voltados às crianças. Por fim, confronta-se a teoria do espaço projetado pela voz das próprias crianças entre 9 e 10 anos, por meio de oficinas participativas que elucidam a experiência no espaço escolar. Ao longo da Tese são demonstradas diversas representações do espaço escolar como instrumento de pesquisa na elucidação de questões do projeto arquitetônico escolar. / The educational space attended by the child has its genesis in the facilities design, the social conditions that allow and drive its elaboration, the child spatial interaction and the symbolizations that emerge as a conjunction of these factors. How children interpret space is analyzed in this Thesis regarding the first two aspects, aiming to reassess a proper formative role in the child\'s spatial experiences. The object of this research is the transformation of school spaces design in the light of the child\'s experiences and the former concept to which it is submitted in space. The constant readjustment and change of children\'s space according to their cognitive and corporal development implies the central argument of space developed here as \"open space\", which is how transitions to new situations are dealt either with expansion or embracement. The analysis of spaces designed for children at the accomplished experiences of the Escolas Classe Escola Parque proposed by the educator Anísio Teixeira and the Japanese Open School model originated at the British experience of informal post-war schools are used throughout the research to illustrate these premises. Both models reached the scale of experiences in the elementary public school system of Brasília and at the new development area of of Tokyo Metropolis, respectively. The transformation of school spaces are dealt both internally and at the urban scale, and as a methodology of the analysis, the projects were evaluated in three different moments. First, a compilation of the facts that led to the constitution of the model, in which the role of planning and spatial projection of the architect is highlighted. Next, the ideology that propitiated the emergence of these school groupings directed to the child is presented. Finally, the theory is confronted by the voice of the children themselves, through workshops which enable children´s experience of school spaces to emerge. Multiple representation supports are used in this Thesis as instruments of research to elucidate questions that arise at the practice of school design.

Cette thèse contribue à la littérature économique sur les compétences non cognitives essentielles pour la réussite de la vie, particulièrement pour la réussite scolaire. Elle comprend quatre essais basés sur des approches économiques comportementales et expérimentales, avec deux objectifs principaux. Le premier objectif est d’étudier deux compétences non cognitives, à savoir la confiance en soi et la créativité. Notre but est alors de comprendre les déterminants de la confiance en soi et l’impact de la créativité sur les résultats économiques. Le deuxième objectif est d’étudier comment le système scolaire influence les décisions éducatives, les résultats scolaires et la mobilité intergénérationnelle, secteurs où les compétences non cognitives peuvent jouer un rôle important, en particulier via leurs effets sur la confiance en soi et la motivation. Nous observons un impact important des capacités non cognitives sur le comportement et sur les résultats économiques, notamment en ce qui concerne les décisions éducatives. Tout nous montre à penser que fondamentalement les écoles s’inquiètent du développement de ces capacités non cognitives - et non pas seulement des capacités cognitives. Aider les élèves à avoir de meilleures estimations de leur confiance en soi, favoriser le développement du potentiel créatif, stimuler la motivation et l’effort devraient alors faire partie de l’éducation que les élèves reçoivent dans les écoles ; promouvant alors de meilleures décisions, de meilleurs résultats et une société plus équitable. / This thesis contributes to the growing economic literature on noncognitive skills that are critical for life success, specially for academic success. It comprises four essays based on behavioral and experimental economics approaches, with two main objectives. The first objective is to study two noncognitive skills, namely self-confidence and creativity. We aim at understanding the determinants of self-confidence, and the impact of creative potential on economic outcomes. The second objective is to study how school systems impact educational decisions, educational outcomes and intergenerational mobility, where noncognitive skills may play an important role, specially self-confidence and motivation. We observe an important impact of the noncognitive abilities on behavior and economic results, especially for the educational achievements. Taken all our evidences together, it seems fundamental that schools worry about the development of these noncognitive abilities - and not only of the cognitive abilities. Helping students to have better estimates of self-confidence, favoring the development of creative potential, and stimulating motivation and effort should be part of the education that pupils receive in schools ; promoting then better decisions, better outcomes and a more equitable society.

Syftet med den här magisteruppsatsen är att få en bild av hur skolledare och lärare ser på kommunikationsformen medarbetarsamtalet, kopplat till skolutveckling, i den svenska gymnasieskolan. Uppsatsen följer en fenomenologisk forskningsansats, i vilken en etnografisk modell med åtta kvalitativa intervjuer av tre skolledare och fem lärare på två gymnasieskolor setts som en fallstudie. Materialet har analyserats med hjälp av en narrativ metod och kritisk diskursanalys (CDA) och resultatet visar att skolledare och lärare talar om skolutveckling på disparata sätt i medarbetarsamtalet men också att förberedelser och feedback på medarbetarsamtalet skiljer sig åt och upplevelsen av medarbetarsamtalet är därför att det inte påverkar skolutvecklingen på de två gymnasieskolorna. / The purpose of this essay is to get a picture of how school principals and teachers look upon the particular communication that is known as discussions about personal development and the connection with school development at upper secondary school in Sweden. The essay follows a phenomenological research concept, in which eight qualitative research interviews within an ethnographical model have been obtained with three school principals and five teachers, as a case study. The data has been analyzed by a narrative method and Critical Discourse Analysis (CDA) and shows that school principals and teachers talk about school development in different ways in their discussions about personal development, but also that preparations and feedback on the discussions differ. Discussions about personal development therefore have no impact on school development, according to the participants in this study.

Cette thèse de doctorat a pour but d'établir une comparaison de l'évolution de la profession et du vécu de la profession enseignante sur la période allant de 1970 à 2000. Cette période permet d'axer la comparaison sur les évolutions politiques, différentes dans les deux zones géographiques : en Allemagne, la Réunification bouleverse l'ensemble de la société et entraîne tout le système scolaire dans une période de réformes ; en France, l'évolution politique et de la société est, en comparaison, linéaire. Les réformes concernant la formation et le statut des enseignants sont ici mises en perspective par rapport aux différents types de modernisation.Après avoir justifié la comparaison entre la France, la RDA et les nouveaux Länder, ce travail entend définir les types de modernisation à l’oeuvre dans les zones géographiques et politiques observées. La méthodologie employée pour la récolte et l'analyse des données est celle de la sociologie interactionniste des professions, et s'appuie sur un matériel empirique composé de récits de carrière récoltés effectués d'enseignants et enseignantes situés à Lyon et à Leipzig, et dont la carrière dans l'enseignement a débuté entre 1970 et 2000.Un deuxième bloc s'attache à l'évolution des systèmes scolaires dans les pays concernés, en se concentrant sur la formation et le statut des enseignants. Les contextes historiques et éducatifs nécessaires à l'étude sont définis ici.La troisième grande partie est composée du traitement des entretiens, et compare l'évolution relatée par les enseignants de la profession. Cette partie est découpée en huit sous-parties, catégories d'analyse construites après analyse des entretiens. Ces sous-parties appelées « items » sont le coeur de la comparaison, en éclairant les catégories construites sous plusieurs angles : évolution temporelle, évolution politique, groupes professionnels, caractères communs et personnels. / The main objective of this thesis is to establish a comparison of the teachers professions evolution and lived careers, in the time period going from 1970 to 2000. This period allows us to concentrate the comparison on the political evolutions, which are different in the two considered geographic areas: in GDR and Germany, the Reunification disrupts the whole society and leads the land in a total reform period; in France, the political and societal evolution is, in comparison, quite linear. The reforms about the teachers education and status are taken in this work under the perspective of the different types of modernization.After the justification of the interest of comparing France, the GDR and the new Länder of Germany, this thesis aims the definition of the types of modernization we can find in the considered geographic and politic contexts. The methodology we used in this work to gather and analyse the data is the interactionist profession sociology, and the empiric data used is a corpus of teachers career interviews realised in Lyon and Leipzig. The interviewed teachers began their career as teacher between 1970 and 2000.A second part is centered in the observation of the evolution of the school systems in the concerned countries, and especially teachers education and status. The historical and educative contexts we used for this study are defined here.The third part is the empiric part, and is about the analysis of the interviews. The evolutions the teachers told about the profession are compared in this part. It is composed of eight categories, built after the interviews analysis. They are at the heart of the comparison, and shows the categories we built under many lights: temporal evolution, political evolution, professional groups, personal and common features.