Cette thèse étudie, dans le cadre de la théorie de l’action conjointe, l’évolution de l’épistémologie pratique d’un enseignant d’EPS non spécialiste en danse, en lien avec des stages de formation continue qu’il a suivis pendant trois ans. L’analyse longitudinale effectuée sur une durée de six ans a été menée selon une approche multidimensionnelle de données d’observation de séances. Un premier niveau s’intéresse au système de didactique-formation mis en œuvre dans chacun des trois stages. Un deuxième étudie les pratiques d’enseignement de la danse en classes de sixième selon deux échelles d’analyse. La première, macro-didactique, s’attache à décrire les pratiques et les savoirs mobilisés par l’enseignant au fil des années et à faire émerger des "jeux d’apprentissage" en lien avec les œuvres chorégraphiques. La deuxième échelle, micro-didactique, étudie plus spécifiquement, à partir de quatre jeux d’apprentissage, l’évolution du rapport aux œuvres chorégraphiques de ce professeur. Les résultats montrent que les savoirs mis à l’étude et les expériences réalisées pendant les stages de formation sont (re)convoqués et remaniés de façon singulière par l’enseignant au cours de l’action conjointe avec les élèves, contribuant à faire évoluer son épistémologie pratique. / This doctoral thesis studies within the joint action theory in didactics the evolution of a teacher’s practical epistemology that has no expertise in dance. The analysis is in relation with teacher continuing professional learning sessions he followed during three years. A longitudinal six years analysis was conducted using a multi-dimensional approach of observational data lessons. At a first step the didactical system of professional learning sessions was studied. The second step concerns the observation of teacher’s practice in a middle school during physical education classes (students: 11 to 12 years). Two scales were used: the first macro-didactic scale describes the practices and the knowledge enacted by the teacher all over the years and contributes to define “learning games” which are in relation with choreographic artworks. The second micro-didactic scale examines in details the teacher’s relationships to choreographic artworks during four learning games. The findings show that the knowledge to be taught and learned as proposed during the professional learning sessions is remodeled and mobilized in singular ways during the joint action with students. All of this contributing to teacher’s practical epistemology moves.

uso de estratégias enunciativas alocadas na produção do editorial radiofônico, considerando a hipótese de que um gênero consolidado pode modificar-se em sua estrutura composicional face às características que um suporte diferente requer para sua manifestação. O problema que motivou a pesquisa prende-se ao fato de ainda não se conhecerem trabalhos voltados prioritariamente à análise de um tipo específico de discurso que é tomado para constituição do gênero editorial inscrito na esfera do radiojornalismo esportivo. O presente estudo procura respaldar suas análises em linhas teóricas sustentáveis à descrição, identificação e análise do corpus tomado para exame com o cuidado de observar em cada uma delas, fundamentos que possam explicar a maneira de organização dos elementos lingüístico-discursivos, além de verificar quais expedientes retóricoargumentativos estão presentes nas diferentes partes do discurso que ajudam a construir. Para tanto, a pesquisa vale-se de pressupostos da Análise da Conversação e da Teoria da Argumentação, em diálogo complementar aos estudos da Nova Retórica de Perelman e Olbrechts-Tyteca (1996). Cotejou-se, também, aspectos teóricos do âmbito da Análise Crítica do Discurso, com o sentido de verificar pontos de contacto, segundo van Dijk (2001), na relação entre discurso, contexto e ideologia que pudessem esclarecer o posicionamento do editor e a situação de produção com a qual interagiu. A análise realizada permitiu constatar que, embora provido de um conjunto variável de recursos lingüístico-discursivos disponíveis para compor as estratégias argumentativas que caracterizam o editorial no / para radiojornalismo esportivo, o editor-locutor precisou decidir-se, ao fazer as escolhas que fez, em que medida seu discurso tornar-se-ia persuasivo e como o faz. Também foi possível depreender dessa análise que existe a possibilidade de um gênero consolidado, como o editorial, adaptar-se a um novo dispositivo, como o rádio, levando em conta as características fundamentais da situação em que ele se dá, as relações de intersubjetividade dos interlocutores e a própria relação do gênero com o suporte. / This essay purposes to study the behavior of a journalistic genre, based on the selection and use of ennunciative strategies placed on the production of a radio phonic editorial, relying on the hypothesis that a well-firmed genre may be modified in its compositional structure when facing a number of factors that a differentiated kind of reliance requires for its manifestation. The motivational basis to the realization of this essay sticks to the fact that one does not know any essays focused mainly on the analysis of a specific speech, which is taken to constitute the editorial genre inserted on the sportive radio journalism sphere. Because of this vacancy, the actual study relies its analyses in sustainable theoretical lines to the description, identification and analysis of the corpus taken to be examined, carefully observing, in each one of these lines, fundaments that may explain the way to organize the speech-linguistic elements, in addition to verifying which rhetoricargumentative expedients are present in each different part of the speech that help to built it. For that, the research use vale up assumptions of the Conversation Analysis and the Argumentation Theory, dialoguing in addition to studies of the New Rhetoric, by Perelman and Olbrechts-Tyteca (1996). One also collated theoretical aspects from the Critical Analysis of Speech, intending to verify points of contact according to van Dijk (2001) -, in the relation between speech, context and ideal that may clarify the editors position and the situation of the product to which he interacted. The analysis hereby done allowed one to find that, although it is provided by a variable amount of speech-linguistic resources, available to compose the argumentative strategies that characterizes the editorial in the/to the sportive radio journalism, the speaker-editor has to decide, by doing the choices he has done, in which measure his speech will become persuasive and how he does it. It was also possible to depurate from this specific analysis that there is the possibility of a consolidated genre, such as the editorial, to adapt itself to a new disposal, like the radio media, considerating the fundamental features of the situation in which it happens and the relations of intersubjectivity of the interspeakers involved by this context and the very own relation of the genre to the support.

L’évolution des nouvelles technologies dans les dernières décennies permetd’envisager l’intégration des TICE dans l’enseignement de l’Éducation Physique etSportive et le développement de situations d’apprentissages instrumentées. L’objectifde cette étude vise à analyser l’usage d'un artefact vidéo-informatique aux différentsniveaux d’apprentissage dans des activités physiques contrastées dans leursspécificités. Nous caractérisons et modélisons les conditions d’instrumentation dudispositif avec trois enseignants du premier degré et trois enseignants du seconddegré, leurs appropriations de l’artefact et leurs usages effectifs. Nos observationsmontrent que les usages du feedback vidéo-informatique semblent se différencierselon le niveau effectif d'autonomie des élèves et suivant la formation initiale desenseignants. Par ailleurs, elles soulignent la difficulté des élèves de second degré àtravailler en autonomie selon une modalité pédagogique proposant l’autoscopie ce quiatténue l'efficacité du dispositif vidéo-informatique. / Over past decades the introduction and evolution of new technologies enablesto consider the inclusion of ICT in the teaching of Physical & Sports education and inthe development of instrumented learning processes. The objective of the study aimsat analyzing the use of a computer-video artefact for the different steps of learningwhen practicing physical activities, which can have contrasted specificities. We defineda model for the instrumentation of the package, for their artefact appropriation and theireffective use of it, with three teachers from first degree and three others fromsecondary. We observed that the use of computer-video based feedback differsdepending on the student’s autonomy and on the initial curriculum of the teacher.Besides, this study highlights the difficulty for some secondary students to work inautonomy when faced to an autoscopy based pedagogical method, which reduces theefficiency of computer-video device.

Made available in DSpace on 2015-03-04T21:14:59Z (GMT). No. of bitstreams: 0 Previous issue date: 20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A prática esportiva escolar e os jogos esportivos escolares são atividades que se fazem presentes no cotidiano das escolas, envolvendo estudantes, professores, dirigentes educacionais, pais, funcionários, políticos e comunidade em geral. Entende-se que tais atividades sejam planejadas, executadas e avaliadas conforme uma política educacional fundamentada em pressupostos pedagógicos e educacionais. O presente estudo foi desenvolvido com o objetivo de investigar sobre a presença dos aspectos pedagógicos e de formação humana, no planejamento e na prática esportiva escolar, bem como nos jogos escolares em uma escola da Rede Pública Estadual do Rio Grande do Sul. O processo metodológico consistiu de um estudo de caso, na perspectiva qualitativa, com observação in loco do desenvolvimento das práticas esportivas e dos jogos escolares internos da escola e jogos esportivos escolares entre escolas, da 36ª CRE, Coordenadoria de Educação, município de Ijuí, RS. No estudo, constatou-se discordância entre o planejamento e / The sholastic sportive practice and the shcool games are activities that make presents in daily of the schools, involving the students, professors, educational directors, parents, employees, politicians and community in general. Such activities must be planned, executed and evaluated as according to a educational politics, based on educational and pedagogical presupposed. The present study was developed with the objective to analyze the planning and the sportive practice in the lessons of physical education, the internal games of the school and in the games between schools in the context of the educational politics and the political-pedagogic project from a public school of the Rio Grande do Sul`s estate, considering the aspects of formation human being and development of the citizenship. The metodologyc process consisted of a study of case, in the qualitative perspective, with observation in loco of the development of the esportive practice and the internal school games of the school and school games between

Submitted by Angela Maria de Oliveira (amolivei@uepg.br) on 2018-09-26T18:45:00Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Cliciane de Fátima Penteado.pdf: 1840845 bytes, checksum: 18dc4724410a4385a2e03dc8971cb26e (MD5) / Made available in DSpace on 2018-09-26T18:45:00Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Cliciane de Fátima Penteado.pdf: 1840845 bytes, checksum: 18dc4724410a4385a2e03dc8971cb26e (MD5) Previous issue date: 2018-03-13 / As mulheres vêm se destacando cada vez mais no âmbito esportivo, sendo a corrida de rua, entre os esportes, o mais procurado. Por conseguinte, conhecer as influências do ciclo menstrual na resposta fisiológica das mulheres corredoras, com foco não somente para atletas profissionais, tem despertado atenção da comunidade científica. Dentro desta temática, o objetivo deste trabalho foi o de avaliar a influência do ciclo menstrual e o uso de contraceptivos orais no desempenho aeróbio de praticantes de exercícios de “endurance” (corrida de rua). Este estudo se caracteriza por ser transversal e observacional, realizado com 22 mulheres com idade média de 31,00 ± 5,1 anos, com IMC médio de 22,66 ± 2,5 e percentual de gordura de 22,38 ± 3,4 %, divididas em 3 grupos: grupo 1 - controle (n=9) não corredoras e que não utilizavam contraceptivos, grupo 2 corredoras que não utilizavam contraceptivos (n=6) e grupo 3 corredoras que utilizavam contraceptivos (n=7). Após assinatura de Consentimento Livre e Esclarecido, as voluntárias foram submetidas a uma anamnese prévia e avaliação física. Durante oito semanas realizaram testes de VO2 máx., através da corrida de 12 minutos de Cooper, bem como responderam questionários de saúde (RESTQ-sport, WURSS-21), além de responderem ao referente à Escala de Percepção Subjetiva de Esforço. Nas quatro últimas semanas do período experimental foram coletadas amostras de sangue das voluntárias para determinar os níveis hormonais (Estradiol e Progesterona) e níveis de ferro e ferretina séricos. Os resultados obtidos demonstraram níveis bem mais baixos de estradiol e progesterona no grupo 3, grupo de corredoras que faziam o uso de contraceptivos orais, assim como foi observado melhor VO2 máx., maior distância percorrida no teste de Cooper, além de apresentarem concnetrações de ferro mais elevadas comparado aos outros dois grupos (grupo1 e grupo2). No grupo 2, grupo de corredoras que não faziam uso de contraceptivos orais, as concentrações de ferro foram ainda menores que o grupo controle (grupo 1). Os grupos 2 e 1, respectivamente, grupo de corredoras que não faziam uso de contraceptivos orais e o grupo controle, apresentaram diferença significativa na distância percorrida entre as fases do ciclo menstrual, sendo menor na fase lútea, contudo apenas o grupo controle (grupo 1) obteve redução no VO2 máx. Não foi observada nenhuma correlação entre as variáveis da qualidade de vida e do sistema imune com o ciclo menstrual, assim como, com o desempenho, já a percepção de esforço foi maior na fase lútea para todos os grupos estudados. Portanto, conclui-se que o ciclo menstrual apresenta influência no desempenho aeróbio, na percepção de esforço, nos níveis férricos de corredoras e não corredoras com ciclo menstrual regular, e o uso de contraceptivos orais contínuos evitam tais influências, favorecendo melhor desempenho das atletas de endurance. / Women have stood out increasingly in the sports scene, being the street running, among other sports, the most sought after one. Therefore, getting to know the influences of the menstrual cycles in the physiological response of the female runners, focusing not just on the professional athletes, has caught attention of the scientific community. In this theme, the aim of this work has been to evaluate the influence of the menstrual cycle as well as the use of oral contraceptives in the aerobic performance of endurance exercises (street running) users. This study is characterized by being transversal and observational, carried out with 22 women in the average age of 31,00 ± 5,1, with average BMI of 22,66 ± 2,5 and body fat of 22,38 ± 3,4 %, split in 3 groups: group 1 - control (n=9) non-runners that didn’t use to have contraceptives, group 2 - runners that didn’t used to have contraceptives (n=6) and group 3 – runners that used to have contraceptives (n=7). After the signing of the free and informed consent, the volunteers were submitted to a prior anamnesis and physical exam. After 8 weeks, they were conducted to tests of VO2 máx. through a 12 min Cooper, as well as answered heath questionnaires (RESTQ-sport, WURSS-21), besides answering to the one concerning the Subjective Effort Perception Scale. On the 4 last weeks of experimental phase, samples of blood from the volunteers were collected in order to determine the hormonal levels (Estradiol and Progesterone) and levels of iron and ferritin. The results obtained showed lower levels of estradiol and progesterone in the G3, group of runner that used to have oral contraceptives, just as was observed a better VO2 max., longer distance covered in the Cooper test, besides showing higher iron concentrations compared to the 2 other groups (Group1 and Group 2). In group 2, group of runners that didn’t used to have oral contraceptives. The iron concentrations were even lower than the one in the luteal phase. However, just the control group (Group 1) had reduction in VO2 max. Any correlation between the quality of life variables and the immune system with the period cycle hasn’t been observed, such as the performance. The effort perception was higher in the luteal phase for all groups studied. Thus, it is concluded that the menstrual period shows influence in aerobic performance, in effort perception, in ferric levels of the runners and non-runners with regular menstrual cycle and the use of continuous oral contraceptives avoid such influences, promoting better performance of the endurance athletes.

Les orientations de valeur (OV) désignent « l’ensemble des principes du vrai ou du faux qui sont acceptés par un individu ou un groupe social » (Jewett et Bain, 1985, p. 14). Dans le domaine de l’éducation, elles guident les enseignants dans leurs choix didactiques et pédagogiques. En éducation physique et sportive (ÉPS), cinq OV ont été identifiées dans la littérature : la maîtrise de la discipline, le processus d’apprentissage, l’auto-actualisation, la responsabilisation sociale et l’intégration écologique. Notre analyse des travaux sur la mise en œuvre des OV a permis de souligner le peu de connaissances produites sur le rôle des OV dans la pratique d’enseignement. Pour saisir la dynamique qui s’opère entre OV et pratique d’enseignement, nous avons élaboré un modèle d’action mobilisant à la fois le concept des OV et celui de pratique d’enseignement. Ce modèle part de la pratique d’enseignement dans le but d’identifier les OV sous-jacentes privilégiées par les enseignants à partir des caractéristiques de cette pratique.L'objectif de cette recherche est d’identifier les dimensions de la pratique d’enseignement d’un enseignant d’ÉPS susceptibles d’être influencées par ses OV privilégiées. Pour cela, nous cherchons à caractériser son modèle d’action. Pour répondre à cet objectif, nous avons conduit une recherche qualitative s’inscrivant dans une approche inductive. Elle se décline sous la forme de deux études de cas. La collecte des données a été conduite auprès de deux enseignantes d’ÉPS du secondaire sur un cycle d’enseignement à l’aide d’un questionnaire, d’entretiens et d’observations. Les données collectées ont été analysées à l’aide de statistiques descriptives et d’analyses de contenu thématique.Les résultats obtenus ont permis d’illustrer la mise en œuvre singulière des OV de la maîtrise de la discipline (Coline) et de l’auto-actualisation (Sandrine). À partir de ces illustrations, nous avons dégagé la manière dont chacune des deux OV influençait les étapes pré-active, interactive et post-active de la pratique d’enseignement. Nous avons également montré que le profil d’OV de chacun de nos cas agissait comme une grille de lecture pour lire et interpréter leur environnement éducatif mais aussi pour orienter leur pratique effective d’enseignement en cohérence avec leurs OV privilégiées. Cette recherche alimente les travaux menés sur la mise en œuvre des OV. Notre contribution a des retombées aux plans de la formation initiale et de la formation continue des enseignants d’ÉPS / Values orientation (VO) represents teachers’ educational beliefs. They are implemented through curricular decisions made by physical education (PE) teachers. In PE research literature, five VO have been identified: disciplinary mastery, learning process, self-actualization, social responsibility and ecological integration. We know little about how teachers’ VO influences their teaching process. Although teachers’ VO can be described, it’s still a challenge to explain how they play out in their daily decision-making and practices. In order to understand the influence of teachers’ VO in the teaching process, we designed a teaching model. This model integrates those perspectives on value orientations and teaching practice. It focuses on teaching practices in order to understand underneath teachers’ VO and how these VO affect teaching practice back.The goal of this research is to underlined features of teaching practice influenced by teachers’ VO through a deep description of teaching model. We used a qualitative research design with inductive approach. This research was conducted with two participants. Data were collected with the help of a questionnaire, repeated interviews and deferred video observations. Informed consent was obtained prior to data collection. Data were analyzed using descriptive statistics (questionnaire and video) and thematic content analysis (interviews).Data revealed that Coline’s mastery disciplinary and Sandrine’s self-actualization value orientations influence their teaching practices in pre-intervention, intervention and post-intervention. We showed they used their own values orientation to selecting and understanding their educational environment and also to define their teaching making process. These results contribute to develop knowledge about the influence of value orientations in professional practices in PE teaching and development of PE teachers.

Outre la prescription d’un traitement médicamenteux, la pratique régulière d’une Activité Physique Adaptée (APA)est recommandée aux personnes atteintes d’un diabète de type 2 (DT2), au même titre qu’un nouvel équilibre alimentaire(HAS, 2006). Cette incitation à opérer des changements concrets dans son « style de vie » rencontre des résistances, qui sontaccentuées pour les malades n’ayant pas préalablement construit de dispositions à la pratique physique. Des dispositifsinnovants ont été imaginés dans certaines organisations de santé (réseau de santé, unité transversale d’éducation) pour rendrepossible cet engagement physique et lui permettre de se développer de manière autonome dans le cadre d’« une carrière depratiquant d’APA » au sens où la définit Becker (1985). L’objectif est d’étudier ce processus d’engagement dans ses relationsavec la « trajectoire de maladie » au sens où l’entend Strauss (1985), en rendant compte des différentes étapes de saconstruction. A l’interface de la sociologie de la santé et de la sociologie du sport, l’approche mobilise ainsi des conceptsinteractionnistes. La méthodologie articule une observation de terrain avec 52 récits d’expériences de personnes atteintes demaladie(s) chronique(s) (dont 39 de DT2) qui ont évolué dans deux dispositifs d’APA différents : l’un proposant des séancesthéoriques d’information/explication (n=17), l’autre mettant en place des séances pratiques dans un cycle éducatif en APA puisune orientation vers une association sportive de patients (n=35). L’analyse des récits utilise un logiciel de traitement dedonnées textuelles (Prospéro).Trois types d’engagement ont ainsi été repérés : Le premier s’inscrit dans la « trajectoire demaladie » mais suppose un rapport au corps renouvelé après une remise en question des représentations de l’AP du patient etde ses capacités. Le second ouvre une « carrière de pratiquant d’APA » et ajoute une sociabilité de l’entre-soi, initiée par lesdispositifs « à et via » l’APA. Le troisième consolide cette « carrière » dans une pratique davantage culturelle que médicale,en l’inscrivant dans une sociabilité plus ouverte. Ces trois formes d’engagement se succèdent selon un continuum au coursduquel s’affirment simultanément une recherche croissante d’autonomie par rapport aux prescriptions médicales, une attentiongrandissante au corps et un développement du réseau relationnel. / Alongside prescription medication, it is recommended that type 2 diabetes patients (T2D) carry out regular adaptedphysical activity (APA), in the same way that they should adopt a new dietary balance (HAS 2006). This incitement to bringabout concrete changes in lifestyle comes up against opposition which is compounded where the patient does not have ahistory of regular physical exercise. Some health organizations have devised innovative arrangements such as health networks,or inter-disciplinary patient education units, to make this engagement in physical activity possible, and to enable autonomousdevelopment within the framework of an “APA practitioner career” as defined by Becker (1985). The objective here is tostudy this process of engagement in relation to the “illness trajectory” as understood by Strauss (1985), taking into account thedifferent phases of its course. This approach brings into play the concept of Interactionism at the interface of health sociologyand sport sociology. The methodology used here links fieldwork with 52 personal narratives of people affected by chronicillness (39 of whom have T2D), which have developed through two different APA action plans, the first of which offers theorysessions providing information/explanation (n=17), and the second, the setting up of practical sessions which form a series ofAPA lessons followed by guidance towards a patients’ sports association (n=35). Textual data processing software is used toanalyse the patients’ narratives (Prospéro). Three types of engagement have thus been pinpointed: the first appears in the“illness trajectory” but assumes a new relationship with the body after challenging the patient’s pre-conceived ideas about PAand about his/her own capabilities. The second opens an “APA practitioner career” in the context of socialising with otherpeople like themselves, initiated via the apparatus of APA. The third consolidates this “career” into more of a cultural thanmedical practice, by making it part of a wider group activity. These three types of engagement progress along a continuum,over the course of which the following trends result simultaneously: a growing desire to decrease dependence on medicaladvice, an increase in physical self-awareness, and the development of a network of contacts.

uso de estratégias enunciativas alocadas na produção do editorial radiofônico, considerando a hipótese de que um gênero consolidado pode modificar-se em sua estrutura composicional face às características que um suporte diferente requer para sua manifestação. O problema que motivou a pesquisa prende-se ao fato de ainda não se conhecerem trabalhos voltados prioritariamente à análise de um tipo específico de discurso que é tomado para constituição do gênero editorial inscrito na esfera do radiojornalismo esportivo. O presente estudo procura respaldar suas análises em linhas teóricas sustentáveis à descrição, identificação e análise do corpus tomado para exame com o cuidado de observar em cada uma delas, fundamentos que possam explicar a maneira de organização dos elementos lingüístico-discursivos, além de verificar quais expedientes retóricoargumentativos estão presentes nas diferentes partes do discurso que ajudam a construir. Para tanto, a pesquisa vale-se de pressupostos da Análise da Conversação e da Teoria da Argumentação, em diálogo complementar aos estudos da Nova Retórica de Perelman e Olbrechts-Tyteca (1996). Cotejou-se, também, aspectos teóricos do âmbito da Análise Crítica do Discurso, com o sentido de verificar pontos de contacto, segundo van Dijk (2001), na relação entre discurso, contexto e ideologia que pudessem esclarecer o posicionamento do editor e a situação de produção com a qual interagiu. A análise realizada permitiu constatar que, embora provido de um conjunto variável de recursos lingüístico-discursivos disponíveis para compor as estratégias argumentativas que caracterizam o editorial no / para radiojornalismo esportivo, o editor-locutor precisou decidir-se, ao fazer as escolhas que fez, em que medida seu discurso tornar-se-ia persuasivo e como o faz. Também foi possível depreender dessa análise que existe a possibilidade de um gênero consolidado, como o editorial, adaptar-se a um novo dispositivo, como o rádio, levando em conta as características fundamentais da situação em que ele se dá, as relações de intersubjetividade dos interlocutores e a própria relação do gênero com o suporte. / This essay purposes to study the behavior of a journalistic genre, based on the selection and use of ennunciative strategies placed on the production of a radio phonic editorial, relying on the hypothesis that a well-firmed genre may be modified in its compositional structure when facing a number of factors that a differentiated kind of reliance requires for its manifestation. The motivational basis to the realization of this essay sticks to the fact that one does not know any essays focused mainly on the analysis of a specific speech, which is taken to constitute the editorial genre inserted on the sportive radio journalism sphere. Because of this vacancy, the actual study relies its analyses in sustainable theoretical lines to the description, identification and analysis of the corpus taken to be examined, carefully observing, in each one of these lines, fundaments that may explain the way to organize the speech-linguistic elements, in addition to verifying which rhetoricargumentative expedients are present in each different part of the speech that help to built it. For that, the research use vale up assumptions of the Conversation Analysis and the Argumentation Theory, dialoguing in addition to studies of the New Rhetoric, by Perelman and Olbrechts-Tyteca (1996). One also collated theoretical aspects from the Critical Analysis of Speech, intending to verify points of contact according to van Dijk (2001) -, in the relation between speech, context and ideal that may clarify the editors position and the situation of the product to which he interacted. The analysis hereby done allowed one to find that, although it is provided by a variable amount of speech-linguistic resources, available to compose the argumentative strategies that characterizes the editorial in the/to the sportive radio journalism, the speaker-editor has to decide, by doing the choices he has done, in which measure his speech will become persuasive and how he does it. It was also possible to depurate from this specific analysis that there is the possibility of a consolidated genre, such as the editorial, to adapt itself to a new disposal, like the radio media, considerating the fundamental features of the situation in which it happens and the relations of intersubjectivity of the interspeakers involved by this context and the very own relation of the genre to the support.

Pour faire face à la « crise du lien social », le sport associatif est appelé par les politiques publiques, depuis les années 1980, à jouer un rôle d'intégration et d'insertion des populations considérées comme « en difficulté ». Le cadre associatif est ainsi appréhendé comme un bastion pacificateur où se développe une citoyenneté et des comportements civiques complémentaires de l'école et de la famille. Pour autant, tous les clubs implantés au cœur, en périphérie ou à l'extérieur des quartiers populaires se préoccupent de façon inégale des problématiques socio-éducatives (CHARRIER, JOURDAN, 1999). L'implication des clubs affiliés aux fédérations unisports dans les dispositifs d'intégration et d'insertion par le sport semble résulter de l'intensité et de la durabilité d'engagement d'individus d'exception (CHARRIER, 1999 ; GASPARINI, VIEILLE MARCHISET, 2008). La thèse proposée s'intéresse aux mécanismes porteurs de la dynamique d'innovation sociale (FONTAN, KLEIN, TREMBLAY, 1995) au sein des clubs sportifs implantés ou souhaitant s'implanter dans les quartiers populaires. A travers une enquête de terrain réalisée dans cinq clubs sportifs durant trois ans ainsi qu'une enquête exploratoire auprès de vingt-quatre clubs dans le cadre d'une recherche-action, des relevés ethnographiques et des entretiens réalisés auprès des principaux acteurs participant au réseau porteur de la dynamique d'innovation (CALLON, 1999) ont été réalisés. Suivant les principes fondateurs de la théorie Enracinée (STRAUSS, CORBIN, 2004), les résultats se concentrent sur des mécanismes cognitifs, managériaux et coopératifs, identitaires et territoriaux. Les dirigeants associatifs interrogés repèrent des indices d'un changement d'état du sport et d'une transformation de la société où le club se présente à la fois comme un réceptacle de ces maux et un espace possible de création de réponses. Le projet associatif est alors questionné par l'émergence de besoins et de solutions qui peuvent s'inscrire en marge des normes en place et des valeurs défendues (ALTER, 1993). Une réorganisation de l'association se produit alors en passant par la redéfinition des places et des rôles des acteurs autour d'une problématique de développement du club, dont les approches varient d'un club à un autre. Au regard de l'esprit du club, des dirigeants, des usagers réceptifs, des acteurs-passerelle et des porte-paroles prennent place dans la dynamique d'innovation sociale pour en infléchir son mouvement. Au-delà des acteurs, des alliances et des coopérations, notamment autour de tandems de dirigeants, s'organisent et redéfinissent les pratiques démocratiques. La dynamique d'innovation sociale n'est pas uniquement l'affaire des seuls membres du club qui s'organisent pour faire émerger des actions destinées à répondre aux besoins sociaux dans ou en marge du club. Elle est une activité en réseau qui déborde le périmètre des membres et des proches du club. Le réseau porteur de l'innovation sociale est composé d'acteurs institutionnels et/ou collectif qui vont attribuer une légitimité à l'action associative innovante. Les clubs sportifs vont composer avec ces deux types de réseau (inter-personnel de quartier et institutionnel) privilégiant ainsi le référentiel identitaire d'acteur de « quartier » dont la pratique sportive est une ressource ou celui d'acteur du « sport » dont l'approche territoriale est un moyen supplémentaire de développement / No English abstract available

Dans de nombreuses mégalopoles, la progression de la part modale du vélo, par ailleurs soutenue grâce à des politiques publiques, crée un intérêt grandissant pour la sécurité des cyclistes qui représente un véritable enjeu de santé publique. La plupart des études sur le sujet utilisent des données officielles issues des forces de police. Cependant ces données sous enregistrent les cyclistes et tout particulièrement les victimes d'accidents seuls. En France, une étude menée sur le Registre médical du Rhône, quasi exhaustif en termes de chutes et de collisions à vélo, a permis d'estimer qu'un cycliste a 8 fois plus de chances d'être victime d'un accident, par heure passée sur la route, qu'un automobiliste. Cette même étude identifie un sur-risque d'accident chez les femmes. Partant de ces constats, ce travail de thèse propose une image complète de l'accidentalité à vélo qui prend en compte les facteurs d'accidents identifiés dans la littérature et propose de comprendre comment le comportement du cycliste interagit avec eux. L'objectif de nos travaux est de décrire les configurations d'accident corporel pour proposer des actions en sécurité primaire ou secondaire. Pour ce faire, nous avons mené une enquête auprès de 3337 cyclistes accidentés en 2009-2011 et identifiés dans le Registre des victimes d'accidents de la circulation du Rhône. Sur la base d'un taux important de répondants, les analyses descriptives améliorent la connaissance en accidentalité cycliste, certains facteurs d'accidents étant scrutés pour la première fois par notre enquête. A la suite des différentes analyses, le rôle du sexe du cycliste dans l'accident est apparu incertain, justifiant une étude approfondie des accidents à vélo à travers le prisme du genre. Dans un ultime volet, nous proposons un ensemble de mesures et d'idées visant l'amélioration de la sécurité des déplacements cyclistes ainsi que des perspectives de recherche en accidentalité à vélo qui combleraient les lacunes du travail proposé / In many major cities, the growing modal share of cycling, mainly supported by public policies, raises the issue of cycling safety. Most of the existing work on this topic is based on police data. However, these data underreport cyclists, especially the victims of single accidents. In France, a recent study based on the Rhône road trauma registry, a medical database covering almost all cyclist falls or collisions, considers that a cyclist is 8 times more likely to be injured than a driver by hour spend on a road. The same review also reveals an increased risk of crash for women. Based on these observations, this thesis comes up with a full picture of cycling accidents, taking into account accident factors identified in the literature. The proposed work offers a better understanding on how the cyclist’s behavior interacts with them. It aims to describe accident configurations to propose preventive primary and secondary safety actions. To do so, we surveyed 3337 cyclists injured in 2009-2011 and identified in the Rhône Road Trauma Registry. Based on a significant response rate, descriptive analyses improve existing knowledge in cycling safety, some accident factors being examined for the first time in our survey. Following these analyses, gender roles were unclear, justifying an intensive investigation on cycling accidents through the prism of gender. In order to achieve this goal, we select the 44 accidents on utilitarian trips and built a logistical regression model to explain the likelihood that the victim is a woman. All factors being equal, when a injured cyclist had a load on his bike, did not know the route, fell ascending or descending a curbside, it is more likely that the victim is a woman. Conversely, the probability for the victim to be a men increases if the cyclist’s speed is one of the accident factors. These results are confirmed and illustrated analyzing textual data on accidents stories. The last part is dedicated to a proposal of a set of actions and ideas aiming at improving cycling safety. Some research perspectives are proposed to address the weaknesses of the thesis work