Dans le champ de la formation des adultes, la question des compétences sociales émerge de problématiques sociétales actuelles. Le développement des métiers de service, la mondialisation et la virtualisation des organisations impliquent des compétences sociales, regroupant des dispositions intrapersonnelles liées au rapport à soi (confiance en soi, gestion du stress, etc.) et des dispositions interpersonnelles liées au rapport aux autres (travail en équipe et en réseau, empathie, etc.) recherchées par les employeurs. Or, les compétences sociales sont peu abordées en formation des adultes car elles sont considérées comme relevant d’un apprentissage « sur le tas » (Durand, 2008). Cette étude a donc un double objectif épistémique et transformatif : savoir en quoi la participation à des situations de formation a une influence sur la transformation du rapport à soi et aux autres. Cette thèse a été réalisée à partir des propositions de formation de l’IDEFI TalentCampus. Le cadre théorique et méthodologique mobilisé est issu d’une articulation entre le programme cours d’action (Theureau, 2006, 2015) et l’approche sociotechnique des environnements de formation (Albero, 2010a/b/c). Ce cadre vise, par une analyse diachronique et synchronique, à appréhender les différentes formes d’interactions entre des individus apprenants et leur environnement de formation (les autres apprenants, les formateurs, les artefacts) et les influences de ces interactions sur le rapport à soi et aux autres. Les résultats montrent des transformations d’habitudes d’activité liées au rapport à soi et aux autres. Ces transformations émergent des interactions avec les autres médiées par des artefacts, lors de situations ayant pour objectif la réalisation d’un projet en groupe ou une réflexion sur l’action. / In the field of adult education, the question of social skills emerges from current societal issues. The development of service professions, globalization and the virtualization of organizations involve social skills, combining intrapersonal provisions linked to self-relationship (self-confidence, stress management, etc.) and interpersonal provisions linked to relationships with others (teamwork and networking, empathy, etc.) sought by employers. However, social skills are rarely addressed in adult education because they are considered aspart of “on-the-job” learning (Durand, 2008).This study therefore has a dual epistemic and transformative objective: to know how participation in training situations influences the transformation of the relationship with oneself and others. This thesis was based on the training proposals of the IDEFI TalentCampus. The theoretical and methodological framework used is the result of a link between the course of action (Theureau, 2006, 2015) and the sociotechnical approach to training environments (Albero, 2010 a/b/c). This framework aims, through a diachronic and synchronicanalysis, to understand the different forms of interaction between individual learners and their training environment (other learners, trainers, artefacts) and the influences of these interactions on the relationship to oneself and others. The results show changes in activity habits related to relationships with oneself and others. These transformations emerge from interactions with others mediated by artefacts, in situations where the objective is to carry out a project in a group or to reflect on the action.

Submitted by Cristhiane Guerra (cristhiane.guerra@gmail.com) on 2017-01-06T12:59:52Z No. of bitstreams: 1 arquivototal.pdf: 2327185 bytes, checksum: c11288b3fe7dbef8cc2ec640349b1f9b (MD5) / Made available in DSpace on 2017-01-06T12:59:52Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2327185 bytes, checksum: c11288b3fe7dbef8cc2ec640349b1f9b (MD5) Previous issue date: 2016-07-13 / This paper presents an investigation into the System of Educational Information of Pernambuco (SIEPE) and its use by school managers of one hundred twenty-five full-time schools in Pernambuco. The aim of the study was to investigate the pedagogical management of full-time schools from the implementation of SIEPE. In light of the socio-technical approach that studies the dimensions: people, tasks, technologies and structures this study sought to identify the pedagogical changes designed by the school management after the implementation of SIEPE. For this, we conducted literature to relate the socio-technical approach to SIEPE and the manager's work in the dimension of educational management and explained the functioning of the system, describing the recording of data and the use of the information generated in the system and used the school management. The Government of the State of Pernambuco created the SIEPE - educational Pernambuco information system with the intention of strengthening the difficulties in access to the data needed by the school to monitor student learning and assist the Secretary of State for Education to set goals to advance social quality education. The study, a quantitative approach was conducted via online questionnaire sent to 125 managers. Our sample has 119 participants respondents which corresponds to a percentage of 95.2%. four analyzes were performed statistics, descriptive, multivariate factorial, correlation and multiple regression. The analyzes indicate that SIEPE corroborates digital inclusion and the creation of a technological culture, and greater integration between school and community, by providing a collaborative environment, the school management system implementation and management of programs and goals and thus enabling the manager to work more directed to the pedagogical way. In general, the survey confirmed that the SIEPE allows a better organization of schools in making pedagogical interventions from the information generated by the system when they are shared and experienced by all school subjects. / Este trabalho apresenta uma investigação sobre o Sistema de Informações Educacionais de Pernambuco (SIEPE) e sua utilização pelos gestores escolares das cento e vinte e cinco escolas de tempo integral em Pernambuco. O objetivo do estudo foi investigar a gestão pedagógica das escolas de tempo integral a partir da implantação do SIEPE. À luz da abordagem sociotécnica que estuda as dimensões: pessoas, tarefas, tecnologias e estruturas esse estudo buscou identificar quais as mudanças pedagógicas concebidas pelo gestor escolar após a implantação do SIEPE. Para isso, foi realizado um levantamento bibliográfico para relacionar a abordagem sociotécnica com o SIEPE e o trabalho do gestor na dimensão da gestão pedagógica, bem como se explicou o funcionamento do sistema, descrevendo o registro dos dados e a utilização das informações geradas no sistema e utilizadas pela gestão escolar. O Governo do Estado de Pernambuco criou o SIEPE – Sistema de informações educacionais de Pernambuco com a intenção de estreitar as dificuldades no acesso aos dados necessários pela escola para monitorar a aprendizagem dos estudantes e auxiliar a Secretaria de Educação do Estado a traçar metas para avançar em educação de qualidade social. O estudo, de abordagem quantitativa, foi realizado através de questionário online enviado para os 125 gestores. Nossa amostra tem 119 respondentes participantes o que corresponde a um percentual de 95.2%. Foram realizadas quatro análises estatísticas, descritiva, fatorial multivariada, de correlação e de regressão múltipla. As análises indicam que o SIEPE corrobora com a inclusão digital e a criação de uma cultura tecnológica, além de uma maior integração entre escola e comunidade, através da disponibilização de um ambiente colaborativo, da implantação de sistema de gestão escolar e do gerenciamento de programas e metas e assim possibilitando ao gestor trabalhar de forma mais direcionada ao pedagógico. De modo geral, a pesquisa confirmou que o SIEPE possibilita uma melhor organização das escolas na realização de intervenções pedagógicas a partir das informações geradas pelo sistema, quando essas são compartilhadas e vivenciadas por todos os sujeitos escolares.

[pt] O trabalho tem por escopo analisar a compatibilidade do Planejamento Inovador com uma empresa da área de comércio eletrônico. Inicialmente, estudam-se os conceitos do processo de inovação visando à ambientação da área de comércio eletrônico. Em seguida, o Planejamento Inovador é apresentado e analisado, revelando-se as peculiaridades do enfoque sociotécnico e do Planejamento Adaptativo, essenciais em sua composição. Nessa etapa, apresentam-se ainda os princípios da sustentabilidade que, embora não constituam a base do Planejamento Inovador, são características imprescindíveis em uma empresa de inovação no século XXI. Em seguida, procede-se à avaliação do planejamento estratégico em uma empresa de comércio eletrônico ao longo de sua existência, o que possibilita a visualização da aplicabilidade de tais conceitos. Por fim, ressalta-se ser o Planejamento Inovador uma forma eficaz de levar a empresa em estudo à excelência em sua área de atuação, considerando os princípios de sustentabilidade. / [en] The work aims to evaluate the relation between Innovatory Planning and an ecommerce company. Initially, the concepts of the innovation process are studied to enhance the understanding of ecommerce. Next, Innovatory Planning is presented and analyzed, thus disclosing the essential peculiarities of the sociotechnical approach and adaptive planning in its structure. In this stage, the principles of sustentability are presented and it is realized that, although not explicit in Innovatory Planning, they are important characteristics in an innovative company from the century XXI. Then, the analysis of the strategical planning in an e-commerce company, throughout its existence, makes it possible to comprehend the applicability of such concepts. Finally, presenting the choices made by the company, it is revealed that Innovatory Planning makes the organization able to reach the excellence in its area of performance, taking into consideration the sustentability principles.

Η ανάπτυξη βιομηχανικών οικοσυστημάτων αποτελεί τη βασική κατεύθυνση της βιομηχανικής οικολογίας, η οποία προβάλλει ως ένα από τα πλέον ολοκληρωμένα μοντέλα αειφόρου ανάπτυξης. Η διδακτορική διατριβή αφορά στις συστημικές παρεμβάσεις που απαιτούνται για τη δημιουργία, συντήρηση και ανάπτυξη βιομηχανικών οικοσυστημάτων ή τεχνολογικών θυλάκων όπως ορίζονται υπό το πρίσμα της κοινωνικοτεχνικής προσέγγισης. Προς αυτήν την κατεύθυνση, η εργασία αποτελεί μια καινοτόμο προσπάθεια, η οποία εστιάζει (σε μίκρο και μάκρο επίπεδο) στα προβλήματα που εμφανίζονται και στις παρεμβάσεις που απαιτούνται κατά τη μετάβαση προς ένα νέο οικοβιομηχανικό τεχνολογικό καθεστώς. H διατριβή στοχεύει κυρίως στη παραγωγή θεωρίας και καθοδηγητικών πλαισίων σχετικά με τη διαδικασία μετάβασης προς το οικοβιομηχανικό παράδειγμα μέσω δευτερογενούς ανάλυσης υφιστάμενων περιπτώσεων και εφαρμογής θεωρητικών εργαλείων από τα πεδία της συστημικής επιστήμης και των σπουδών τεχνολογίας και επιστήμης. Αρχικά, το βιομηχανικό οικοσύστημα αντιμετωπίζεται ως σύστημα, δηλαδή ως σύνολο μερών τα οποία παρουσιάζουν αναδυόμενες ιδιότητες, και αναλύεται με τη βοήθεια θεμελιωδών συστημικών χαρακτηριστικών. Στη συνέχεια, το βιομηχανικό οικοσύστημα αντιμετωπίζεται ως οργάνωση, δηλαδή ως μια συγκροτημένη ομάδα εμπλεκομένων που στοχεύουν στην πραγμάτωση συγκεκριμένων στόχων, και αναλύονται τα προβλήματα που ανακύπτουν κατά το σχεδιασμό και την υλοποίηση των απαιτούμενων παρεμβάσεων. Τέλος, σε μια συνθετική οπτική, το βιομηχανικό οικοσύστημα αντιμετωπίζεται ως ένα νέο τεχνολογικό καθεστώς, δηλαδή ως ένα σύνολο πεποιθήσεων, κανόνων και τεχνολογιών που ρυθμίζει και διαμορφώνει τη βιομηχανική δραστηριότητα, και εξετάζεται η μετάβαση προς ένα οικοβιομηχανικό σύστημα παραγωγής, υπό το πρίσμα της κοινωνικοτεχνικής προσέγγισης, μέσω συστημικών παρεμβάσεων σε σχετικούς τεχνολογικούς θύλακες. Στη διατριβή προτείνονται ερμηνευτικά και καθοδηγητικά πλαίσια, τα οποία σε μίκρο επίπεδο μπορούν να εφαρμοσθούν στη διαχείριση και ανάπτυξη υφιστάμενων βιομηχανικών οικοσυστημάτων, ενώ σε μάκρο επίπεδο, μπορούν να χρησιμοποιηθούν στη χάραξη στρατηγικών πολιτικών οικοβιομηχανικής ανάπτυξης. / This thesis concerns the systemic interventions required for the development, maintenance and diffusion of industrial ecosystems managed as technological niches under the prism of the socio-technical approach. Towards this end, it is an innovative effort that concentrates on the issues emerged and on the interventions required in the transistion towards a novel eco-industrial technological regime. The main contribution of the research reported is the development οf theoretical constructs, as well as a normative framework for the transition process towards an eco-industrial paradigm. Methodologically, the analysis was based on a secondary research approach and application of theoretical tools from the disciplines of Systems Science and Science and Technology Studies. Initially, the industrial ecosystem was considered as a system and was analysed through fundamental systems concepts. Following, it was approached as an organization, and the associated problems of its transition process were analyzed. Finally, towards a more synthetic view, industrial ecosystems were considered as the constituent parts of a novel socio-technical regime of productions systems. The transition towards such an eco-industrial regime was analyzed through systemic interventions in technological niches by reference to existing industrial ecosystems. The thesis proposes explanatory and prescriptive frameworks for the design of the necessary interventions. At a micro level, the frameworks developed can be applied to the management and further development of existing industrial ecosystems, while at a macro level, they can be used by policy makers in the development of strategies aiming at the diffusion of the eco-industrial paradigm.