Cette recherche doctorale a pour axe l’élaboration et la mise à l’épreuve d’un modèle évaluatif de l’éducation artistique centré sur les effets de l’art et les normes d’un atelier. Au cœur de ce modèle  : la « pédagogie » de l’artiste et sa relation avec l’élève, s’adressant à un sujet à part entière, visant à développer sa singularité et son autonomie au sein du collectif grâce à la création partagée. La thèse développe l'hypothèse d'une «  zone proximale de développement spécifique » (A. Kerlan, 2008) générée par le travail artistique et l'expérience esthétique dans une co-construction favorisant un processus de subjectivation pour le jeune, grâce à l’instauration d’un « espace de création » (D. W. Winnicott, 1975). Elle montre comment cette subjectivation passe nécessairement en atelier par un travail double de socialisation et d’individuation, dans les domaines cognitif, social et personnel. Sur le plan empirique, la recherche s’appuie sur les données recueillies dans le cadre d’un observatoire que l’on peut qualifier de microsociologique : il s’agit d’une classe artistique expérimentale, située dans un collège en zone d’éducation prioritaire, à Montpellier, ayant reçu des artistes professionnels en résidence durant quatre années, entre trois et six heures par semaine. Grâce à des méthodes qualitatives (observations directes d’un millier d’heures, films, photographies ainsi qu’une trentaine d’entretiens compréhensifs et semi-directifs) les résultats tendent à démontrer que la mise en place de résidences d’artistes sur la durée, à l’image de l’expérimentation longitudinale présentée dans la présente thèse, permet de proposer une éducation par l’art servant la formation de la personne dans son être global. / This doctoral research has for main line the development and testing of an evaluative model of arts education focused on the effects of art and the standards of a workshop. The central issue of this model: the "teaching skills" of the artist and his relationship with the student, addressing a subject in itself, to develop its uniqueness and autonomy within the group through the shared creation. The thesis develops the hypothesis of a "zone of proximal development specific" (A. Kerlan, 2008) generated by the artistic work and aesthetic experience in a co-construction encouraging a process of subjectivation for the young, thanks to establishment of a "creative space" (Winnicott, 1975). It shows how this subjectivity necessarily going in the studio with a double work of socialization and individuation, in the cognitive, social and personal. Empirically, the research is based on data collected as part of an observatory that can qualify for the micro: it is an experimental artistic class, located in a college education area priority in Montpellier, having received professional artists in residence for four years, between three and six hours per week. Through qualitative methods (direct observation of a thousand hours, films, photographs and a thirty understanding and semi-structured interviews) the results suggest that the development of artists in residences duration, like the longitudinal experiments presented in this thesis, allows us to offer an education in art for the formation of the whole person be global. / Esta investigación doctoral se centra en la elaboración y la puesta a prueba de un modelo evaluador de la educación artística centrada en los efectos del arte y las normas de un taller. En el centro de este modelo: la 'pedagogía' del artista y su relación con el estudiante, afín de dirigirse à un sujeto plenamente, para desarrollar su singularidad y su autonomía dentro del colectivo a través de la creación compartida. La tesis desarrolla la hipótesis de una "zona proximal de desarrollo específico" (A. Kerlan, 2008) generada por el trabajo artístico y la experiencia estética en una co-construcción que favorece un proceso de subjetivación de los jóvenes, mediante el establecimiento de un "espacio de creación" (D. W. Winnicott, 1975). Muestra cómo esta subjetivación en el taller pasa necesariamente por un doble trabajo de socialización y de individualización, en los ámbitos cognitivo, social y personal. En el marco empírico, la investigación se basa en los datos recogidos en el contexto de un observatorio que podría describirse como micro-sociológico: Se trata de una clase experimental artística situada en un colegio de una zona de educación prioritaria en Montpellier, que ha recibido a artistas profesionales en residencia durante cuatro años, entre tres y seis horas por semana. A través de métodos cualitativos (observaciones directas de mil horas, películas, fotografías, así como unas treinta entrevistas comprensivas y semiestructuradas), los resultados tienden a demostrar que el establecimiento de residencias de artistas en la duración, a la imagen de la experimentación longitudinal presentada en esta tesis, permite ofrecer una educación artística para la formación de la persona en su ser global.

En tant que levier de pouvoir du capitalisme contemporain, la gestion des ressources humaines est un paradigme polymorphe, omniprésent et en constante expansion dans les organisations nord-américaines. À la fois métier pratique d’assistance du monde des affaires, fonction de contrôle thérapeutique du travail et champ de savoirs psycho-administratifs, la gestion des ressources humaines façonne depuis plus d’un siècle un humain travailleur conforme aux exigences du capitalisme libéral. La présente thèse cherche à comprendre le pouvoir et la pérennité du paradigme ressources humaines en pénétrant par l’ethnographie dans l’expérience des professionnels, experts et managers qui en sont les protagonistes. À travers le sens que ces derniers donnent à leur rôle, à travers leurs aspirations et leurs rationalisations, c’est la nature politique du phénomène managérial qui se rend visible. Cette nature consiste en l’utilisation paradoxale de la force du conflit : les gestionnaires de ressources humaines se positionnent comme les spécialistes de l’élimination de la conflictualité dans l’espace du travail, tout en entretenant dans leurs discours, savoirs, légitimations, pratiques et logiques les formes mêmes de dissonances qu’ils proposent d’éliminer. « Humanisateur » du travail autant que gardien de l’ordre en place, le paradigme ressources humaines sert le capitalisme contemporain en en absorbant, brouillant et finalement estompant les contradictions fondamentales. Et parce que la puissance du dispositif gestionnaire réside précisément dans sa capacité à dissoudre ses oppositions, la présente thèse se veut aussi une réflexion sur les conditions, limites et possibilités de la critique en anthropologie des subjectivations contemporaines. / As a device of power for contemporary capitalism, human resources management is a multifaceted paradigm: it is omnipresent and in constant expansion within North American organizations. For over a century, in its triple capacity as provider of practical assistance to the business world, font of therapeutic workplace control and body of psycho-administrative knowledge, human resources management has been busy reshaping the human worker to conform to liberal capitalistic imperatives. The goal of this dissertation is to further comprehend the power and durability of the human resources paradigm, using ethnography to delve into the experience of the professionals, experts and managers who are its protagonists. The political nature of the managerial phenomenon can be discerned in the meaning these players give to their roles, in their aspirations and rationalizations. Its political stance is embodied in human resources managers' paradoxical use of the power of conflict: at the same time as they position themselves as experts in eliminating conflictuality in the workplace, their discourses, knowledge, legitimations, practices and logics fan the flames of the dissonances they propose to eliminate. As a "humanizing" force in the workplace, and as a guardian of the established order, the human resources paradigm serves contemporary capitalism by absorbing, confusing and blurring the outlines of its fundamental contradictions. And, because the managerial apparatus's power resides precisely in its capacity to dissolve opposition to itself, this dissertation also becomes a reflection on the conditions, limits and possibilities of critique in the anthropology of contemporary subjectivations.

No description available.

Cette Thèse propose d’expliquer le succès du christianisme au sein de populations urbaines deChine en analysant les processus d’affiliation-conversion, non comme des ruptures radicalesmais comme des résultats d’évaluations et de choix relativement rationnels et contextualisés.Y sont examinés les évolutions institutionnelles, les dispositions culturelles, les facteursconjoncturels, ainsi le processus d’initiation religieuse conduisant certains Chinois à adhérer àdes croyances et des organisations chrétiennes, à partir d’entretiens et d’observations conduitsprincipalement dans diverses organisations chrétiennes à Shanghai. Rappelant la graduellelégitimation socio-politique d’une offre chrétienne diversifiée en Chine depuis plus d’unsiècle, Cette thèse montre d’abord que l’adhésion des acteurs à des représentations etaspirations cosmopolites ainsi que l’expérience d’une mobilité géographique etprofessionnelle rendent possible les affiliations. Celles-ci résultent ensuite de l’identificationdans une organisation religieuse de ressources orientées vers le développement personnel etfamilial dans une structure innovante et moralement conservatrice. La conversion repose enfinsur l’expérience vécue par les acteurs au cours de l’initiation religieuse, dotant l’organisationet ses croyances d’une nouvelle légitimité, divine de leur point de vue, et par laquelle ilsachèvent une subjectivation communautaire. L’homogénéité constatée des processusd’affiliation-conversion ne doit cependant pas masquer la diversité des identités et stratégiesadoptées par les organisations et les acteurs pour accroitre leurs marges de manoeuvres et leurreconnaissance sociale. / This dissertation offers to explain the growth and success of Christianity among urbanpopulations in China, by analyzing affiliations and conversions as the results of relativelyrational and contextualized choices. Institutional evolutions, cultural dispositions, situationalcontingencies and the process of religious initiation leading to the endorsement of Christianbeliefs and organizations are examined mostly from interviews and observations conducted indiverse Christian organizations in Shanghai. Reminding of the gradual socio-politicallegitimation of Christianity since more than a century, this dissertation firstly shows thataffiliations are made possible because of individual’s adhesion to cosmopolitanrepresentations and aspirations, as well as their experience of geographical and socialmobility. Affiliations are then resulting from the identification of resources for personal andfamily development within an innovating as well as morally conservative religiousorganization. Conversion finally results from the individual experiment of a religiousinitiation, through which both the organization and its beliefs gain a new kind of legitimacy,appearing as divine in the eyes of the convert, and through which converts are achieving acommunity-centered subjectivation. Despite strong homogeneity, affiliation-conversionprocesses lead to great diversity of identities and strategies put up by organizations andindividuals struggling to increase their range of motion and social recognition.

Au Liban, l'entrepreneuriat féminin représente un phénomène en plein essor. Il n'est plus le fait d'une élite sociale, il touche les femmes de toutes classes sociales, de niveaux d'éducation différents et de situations familiales diverses. Nos entretiens approfondis auprès de 33 femmes entrepreneurs et nos observations sur le terrain nous ont permis d'observer ce processus en temps réel. Les témoignages de ces femmes et leurs récits de vie nous ont guidés dans les différentes étapes de la découverte d'elles-mêmes, de leur subjectivation et des nouveaux arrangements qu'elles concluent avec ceux qui les entourent. Ces femmes réécrivent leur propre histoire en articulant étroitement dans leurs récits des étapes de leur vie personnelle, de leur vie familiale et de leur vie professionnelle. Elles remettent en cause les représentations sociales de la féminité mais aussi de la masculinité. La femme n'étant pas faible dans l'équation traditionnelle des arrangements sexués, elle mobilise ses atouts culturels traditionnels et modernes pour améliorer sa position sociale. La dernière guerre civile (1975-1991) a joué le rôle de catalyseur dans ce processus. L'entrepreneure femme, "acteur" social, arrive à introduire des changements en devenant chef de famille, en fondant une entreprise familiale, en s'associant avec des femmes, en mobilisant l'homme (et son épargne) dans son projet entrepreneurial, en planifiant la transmission de son entreprise à sa lignée, et, enfin, en impliquant l'homme dans l'espace privé et dans les soins accordés aux enfants.

Ce travail aborde l’œuvre d'Annie Ernaux en montrant sa préoccupation constante de tendre vers les autres, préoccupation qui découle de la conviction que l'individu est constitué des discours qui le traversent et du monde social qui l'entoure. Influencée par la sociologie de Bourdieu et par sa propre expérience de transfuge de classe, Ernaux fait aussi montre d'une grande sensibilité aux rapports de domination, omniprésents dans l'espace social. Par son œuvre, elle cherche à faire entrer dans la sphère du légitime des expériences reléguées dans l'illégitime, sa démarche se rapprochant en cela de celle de Foucault. Cela inclut le mode de vie et la mémoire des dominés, qui n'entrent généralement ni dans la littérature ni dans les discours dominants. Elle souhaite également montrer que les expériences vécues sur le mode individuel sont en fait largement partagées et ont des origines sociales et politiques. Bien que tous ses livres visent à accomplir ce passage de l'individuel au collectif, ce travail s'attarde plus particulièrement aux Années, qui conjugue des stratégies narratives employées dans ses livres précédents à une nouvelle forme de narration à la troisième personne, lui permettant de livrer un texte encore plus « auto-socio-biographique ». / This thesis intends to present Annie Ernaux's constant concern to reach out to others throughout her work, resulting from her belief that individuals are the result of the speeches they go through and of the social world surrounding them. Influenced by Bourdieu’s sociology and by her own experience as a parvenu, Ernaux also shows a great sensitivity to power and dominance relationships, omnipresent in the society. Through her work, she seeks to turn illegitimate experiences into legitimate ones, in that way making her approach similar to Foucault’s. This includes the lifestyle and collective memory of the dominated, rarely depicted in literature or in the prevailing discourses. She also wishes to show that experiences lived as an individual are in fact largerly shared and have social and political origins. Even though each of her books intends to accomplish this passage from the individual to the collective, this thesis is particularly interested in Les Années, which combines narrative strategies employed in her previous books to a new form of narration in the third person, allowing her to deliver an even more “auto-socio-biographical” work.

Les enseignants d’une école publique de Fortaleza (Nordeste du Brésil), accompagnés en cela par un groupe de recherche universitaire, tentent de mettre en acte le principe de l’inclusion scolaire généralisée à tous les enfants en difficulté ou en situation de handicap, tel qu’il est garanti par le cadre législatif brésilien en charge de la mise en oeuvre de la nouvelle politique scolaire énoncée en 1988 par la dernière Constitution Fédérale de ce pays. Dans un premier temps, à travers une rapide histoire de l’école publique et de l’éducation spécialisée au Brésil, ainsi que d’une révision de littérature détaillée sur l’inclusion, il s’agit de mettre en évidence la toile de fond sur laquelle se détache cette action de formation continue dans une perspective inclusive. Dans un second temps, en s’appuyant sur l’oeuvre de Michel Foucault et, complémentairement, sur les réflexions de certains sociologues (Weber, Bourdieu, etc.), une ethnographie de cet accompagnement pédagogique, durant plus de deux ans, va montrer combien une action de formation à visée inclusive constitue une stratégie politique et, par conséquent, n’échappe pas aux relations de domination qui se rencontre dans quelque type de formation que ce soit, y compris de type “traditionnel“ qui paraît, soudain, condamnable. Dans un troisième temps, il s’agit de montrer comment certains “régimes de vérité“, certaines techniques disciplinaires et “technologies de soi“, qui traversent cette formation continue, contribuent à la production d’une multiplicité de savoirs et d’effets de subjectivation qui vont permettre l’émergence de sujets particuliers, qui se définissent en fonction de ce qu’ils ont retiré de cette expérience et en fonction du positionnement qu’ils ont adopté vis-à-vis d’elle. / Monitored in their pedagogical activities by a group of University researchers, the teachers of a public school in Fortaleza try to practice the principle of a generalized school inclusion to all children with special needs, such as is guaranteed by the Brazilian Constitution of 1988. In the first part of the study, through a brief account of both, the public school and special education in Brazil, as well as a careful bibliographical review about inclusion, it is presented the sociopolitical basis on which such an action of continuous formation for inclusion takes place. In the second part, based on the works of Michel Foucault and, complementarily, on the studies of classical sociologists (Weber, Bourdieu, etc.), an etnography of the pedagogical formation, which lasted more than two years, will show how a process of formation with the aim of inclusion constitutes in a political strategy. Therefore, it does not escape from the relations of domination that can be found in any other kind of the so-called “traditional” formation which, in the inclusion environment, is so condemned. In the third part, the study demonstrates how certain “regimes of truth”, disciplinary techniques, and “technologies of self”, which permeates all along the continuous formation, contribute to a production of multiple knowledge and effects of subjectivation that will allow the emergency of unique subjects that define themselves in function of what they took from that experience or in function of the positioning they adopted in regards to it.

Lorsque la pathologie cancéreuse touche l’enfant, figure sacrée du XXIe siècle, c’est aussi le poids de représentations culturelles formant un discours social anxiogène qui pèse sur lui. Tantôt figure de victime, tantôt  figure de héros, l’enfant malade est en réalité, le plus souvent, objet sous l’emprise de l’Autre qui s’exerce par la maladie en elle-­même mais aussi par l’angoisse parentale bien légitime, ainsi que la fonction médicale et la mise en œuvre de moyens thérapeutiques nécessaires pour obtenir la guérison. Portant une attention particulière à la singularité du discours des enfants rencontrés en oncologie pédiatrique (situés entre 4 et 9 ans), et plus précisément, au processus psychique à l’œuvre dans la symbolisation et dans l’élaboration de leurs théories personnelles, subjectives autour de la maladie, nous soutenons que cette construction d’un sens, qui opère comme une tentative de guérison psychique à  partir d’une effraction du réel, définit aussi une implication du sujet dans la maladie, lui permettant ainsi de ne pas rester dans cette position d’objet. De même, lorsque ces enfants manifestent un symptôme qui fait énigme ou qu’ils éprouvent le besoin d’élucider une question, notamment dans l’après-coup des traitements intensifs, comme une sorte de point de réel qui vient fissurer ce qui a pu s’édifier comme sens autour de la maladie, nous posons alors l’hypothèse d’une modification possible de cette position subjective par le travail analytique autour de ce sens qui peut se faire et se défaire grâce à l’équivoque du signifiant, la métaphore et la métonymie, dans la perspective de définir un nouveau mode d’existence, marqué par l’expérience de la maladie, plutôt qu’empêché par celle-­ci. / A sacred figure of the 21st century, the child, when affected by a cancer pathology, is bound to carry the burden of cultural symbols and of the anxiety - inducing social discourse resulting from them. Sometimes considered a victim, sometimes a hero, an ill child is in fact an object under the influence of the Other ; a control acting through the disease itself, but also by the legitimate anguish of parents, the medical corps and the therapeutic measures that are necessary to reach the desired cure. With particular attention to the singularity of the discourse that we met in the paediatric oncology clinic (children aged 4 to 9 years old), and specifically to the psychological processes involved in the symbolization and in the development of their personal and subjective theories surrounding their condition, we believe that this development of a “signification” – acting as a psychological healing attempt following an incursion into reality – also defines the subject’s involvement in the disease, which frees them from being mere objects Furthermore, when these children show a puzzling symptom or feel the need to find the answer to a question, especially in the afterwardsness of intensive treatments – like a real point altering the constructed signification surrounding the disease – we believe that changing this objectification is possible thanks to analytical work around this signification, which can be deconstructed and reconstructed through the significant’s ambivalence, metaphors and metonymy. An attempt to define a new way of existing marked by the experience with the disease, rather than being prevented by it.

Made available in DSpace on 2016-04-28T19:58:53Z (GMT). No. of bitstreams: 1 Clivia Ramiro.pdf: 12814918 bytes, checksum: c2c4ef27e78719dbc53884bf17197029 (MD5) Previous issue date: 2014-09-12 / The comics autobiography is a narrative form capable of providing significant views on the self-expression of the man identity and conflicts in the contemporaneousness. This dissertation objective is to study the dimensions assumed by the self of the autobiographic comics, having as corpus the Holocaust testimony in Europe on the 20th century first half, in Maus, by Art Spiegelman(2009); and the familiar disintegration linked to the Brazilian social inequalities nowadays, in Memória de elefante, by Caeto ( 2010). In a context of multiple times and spaces, plurilinguism, metanarrativity, ex-centricity and dilution of the self, the problem which emerges is how the selected graphic novels answer, in their singular syntax, on the contemporary complexity in the autobiographic structure. The hypothesis is that it is possible to apprehend, in autobiographic comics from two different cultures, a common yearning by a self that confront the oppression devices through subjectivation and desubjectivation authorial processes. This research theoretical basis was: Santaella (2012), Eisner (2001, 2005 and McCloud (2004, 2006) for the comics language reading; Lejeune (2008), Miraux (1996), Nigro, Busato e Amorim (2010) for autobiographic topics; Todorov (1982, 2010), Benjamin (1994, 2006) and, specially, Agamben (2007, 2008, 2010) for the contemporary narrative and the (de)subjectivation matters. According to the analysis, our conclusion is that is a fundamental compositional difference between the two autobiographies: the way the author configures his disappearance and dessubjectivates himself in Maus, in opposition to the identity strengthening and subjectivation, in Memória de elefante, as a reaction to the power devices in the urban centers. Although they have different time and space perspectives, the Spiegelman and Caeto autobiographies keep in common the indissolubility between social critics and traumatic personal experiences. They are composed by subjects that live, narrate and write the trajectories of selves who do not fit in themselves anymore, and face, through the comics narrative art, the devices which annihilate the contemporary subject / A autobiografia em quadrinhos é uma forma narrativa capaz de propiciar significativas visões sobre a autoexpressão da identidade e dos conflitos do homem na atualidade. Nesta dissertação, o objetivo é o estudo das dimensões assumidas pelo eu nos quadrinhos autobiográficos, tendo por corpus o testemunho do Holocausto na Europa da primeira metade do século XX, em Maus, de Art Spiegelman (2009); e a desintegração familiar aliada às desigualdades sociais no Brasil atual, em Memória de elefante, de Caeto (2010). Nesse contexto, em que se destacam a multiplicidade de tempos e espaços, o plurilinguismo, a metanarratividade, a ex-centridade e a diluição do eu, o problema que se coloca é o de investigar como as histórias em quadrinhos selecionadas respondem, na singularidade de sua sintaxe, à complexidade do contemporâneo por meio da construção autobiográfica. A hipótese é a de que é possível flagrar, nos quadrinhos autobiográficos de duas culturas diferentes, o anseio comum de um eu que enfrenta os dispositivos de opressão por meio de processos autorais de subjetivação e dessubjetivação. Os fundamentos teóricos da pesquisa foram: Santaella (2012), Eisner (2001, 2005) e McCloud (2004, 2006) para a leitura da linguagem dos quadrinhos; Lejeune (2008), Miraux (1996), Nigro, Busato e Amorim (2010) para a questão autobiográfica; Todorov (1982, 2010), Benjamin (1994, 2006) e Agamben (2007, 2008, 2010) para as questões de narrativa e (des)subjetivação do eu. A partir da análise, a conclusão é a de que há uma diferença essencial na composição das duas autobiografias, isto é, o modo como o autor engendra seu desaparecimento e se dessubjetiva em Maus, em oposição ao fortalecimento da identidade e da subjetivação, em Memória de elefante, como reação aos dispositivos de poder dos grandes centros urbanos. Embora tratem de perspectivas espaço-temporais diferentes entre si, as autobiografias de Spiegelmans e Caeto têm em comum a indissociabilidade entre a crítica social e suas traumáticas vivências individuais. São compostas por sujeitos que vivem, narram e escrevem a trajetória de eus que já não cabem mais em si e enfrentam, por meio da arte narrativa em quadrinhos, os dispositivos que aniquilam a identidade do sujeito contemporâneo

Made available in DSpace on 2016-03-22T17:26:28Z (GMT). No. of bitstreams: 1 touguiha.pdf: 836717 bytes, checksum: a963247313214aad571bd3dc15bbd78b (MD5) Previous issue date: 2010-09-10 / This study investigates the influence of information and communication technology on the current constitution of subjectivities, in an academic context. It started from the finding that freshmen students, in undergraduate distant courses, encounter difficulties in their academic performances on account of technology management, whose domain is required for the contemporary social activities, which justifies it. To this end, two moments were selected for the dissertation: field documentary and empirical research. Thus, this dissertation is a result of a hypertextual reading and writing, though most often physical, at the moment that several sources were consulted and, not infrequently, referring to one another. Similarly the writing, which was added up to the ideas taken from various texts, reflected new understandings and knowledge construction. This kind of focal reading searches specifically relevant concepts in the object of study in investigations, which ultimately lead to new titles and authors. This feature ends up producing a very impressive list of references, both in terms of quantity and quality, the full description of which is not suitable for abstracts, but is duly recorded at the end, according to the rules of academic style. Chapter 1, the theoretical background, extends from section 1.1 and its subsection and deals with societies, technologies and fundamental elements of culture, with a focus on education. Section 1.2 deals with identity and social relations and is subdivided into three subsections, which deal with issues of language as a basis in the constitution of identities and the influence of social relations on this constitution, and social relationships and technologies in everyday life. Section 1.3 shows that the WWW as a new dimension of access to the world while section 1.4 describe the actors in this new scenario, the digital natives and digital immigrants. Item 1.5 is concerned with digital inclusion and exclusion and 1.6, and its subdivision, brings the question of alphabetical literacy and digital literacy. Subjectivities and literacies are the topics dealt with in section 1.7, which closes the theoretical chapter, in which scholars such as Bakhtin, Deleuze, Foucault, Guattari, Heidegger, Levy, Rheingold, Votre, Vygotsky and Warschauer stand out. The empirical field research adopted a methodology that focused on subjects observation studied in situations of academic context and subsequent interview. It was conducted in the first half of 2010 and had as subjects studied, two students, a freshman and a veteran from a Pedagogy university course, in the distance mode, regularly enrolled in the face-to-face unit of the support pole Unopar ─ University of Northern Parana, Rio Grande -RS, plus a tutor room and a former student, now graduated, whose idea of inclusion in the group occurred during the research process. As a result of this study, it was concluded that the acquisition of literacy, such as the acquisition of alphabetic literacy, exercises a strong influence on modes of subjectivity. This acquisition is reflected in modes of subjectivity that interfere directly on the constitution of subjectivity, whether as students or professionals / Este estudo investiga a influência das tecnologias da informação e comunicação atuais na constituição de subjetividades, num contexto acadêmico. Partiu da constatação de que discentes calouros, de cursos de graduação a distância, encontram dificuldades em seus desempenhos acadêmicos por conta do manejo das tecnologias, cujo domínio se impõe para as atividades sociais contemporâneas. Para tanto, dois momentos compõem o trabalho: o de pesquisa documental e o de pesquisa empírica de campo. Dessa forma, essa dissertação é resultado de uma leitura e de uma escrita hipertextuais, ainda que na maioria das vezes físicas, no momento em que várias fontes foram consultadas e, não raramente, uma remetia à outra. Da mesma maneira a escrita, que foi se somando às ideias percebidas nos diversos textos, construindo este novo, reflexo de novos entendimentos e construção de conhecimentos. Esse tipo de leitura focal busca especificamente os conceitos pertinentes ao objeto de estudo nas obras, que acabam por indicar novos títulos e autores. Essa característica acaba produzindo uma lista de referências bastante expressiva em quantidade e qualidade, cuja descrição, na íntegra, não é própria para resumos, mas está devidamente registrada ao final, conforme as normas. O capítulo 1, aporte teórico, busca dar conta na seção 1.1 e sua subseção, das sociedades, das tecnologias e dos elementos condicionantes de cultura com um viés para a educação. Na 1.2, trata de identidades e relações sociais e se subdivide em 3 subseções, que abordam as questões da linguagem como base na constituição de identidades, bem como a influência das relações sociais nessa constituição, além das relações sociais e as tecnologias no cotidiano. A seção 1.3 aponta a WWW como uma nova dimensão de acesso ao mundo, enquanto a 1.4 busca descrever os atores desse novo cenário que se apresenta, os nativos digitais e os imigrantes digitais. O item 1.5 atenta para a inclusão e exclusão digital e o 1.6 e sua subdivisão, trazem a questão do letramento alfabético e letramento digital. Subjetividades e letramentos são os temas abordados na seção 1.7, que encerra o capítulo do aporte teórico, no qual estudiosos como Bakhtin, Deleuze, Foucault, Guattari, Heidegger, Lèvy, Rheingold, Votre, Vygotsky e Warschauer se destacam, entre outros. A pesquisa empírica de campo adotou uma metodologia que privilegiou a observação dos sujeitos pesquisados em situações de contexto acadêmico e posterior entrevista. Foi realizada no primeiro semestre de 2010 e teve como sujeitos pesquisados, 2 alunas, uma caloura e uma veterana, do curso de pedagogia, modalidade a distância, regularmente matriculadas no polo de apoio presencial da Unopar ─ Universidade Norte do Paraná ─, em Rio Grande-RS, além de uma tutora de sala e de uma ex-aluna, já graduada, sendo que a ideia de incluí-la no grupo aconteceu durante o processo de investigação. Como resultado dos trabalhos desenvolvidos, concluiu-se que a aquisição do letramento digital, a exemplo da aquisição do letramento alfabético, exerce forte influência nos modos de subjetivação, dos alunos de graduação da modalidade a distância. Essa aquisição se traduz em modos de subjetivação que interferem diretamente na constituição de subjetividades, quer no aspecto discente, quer possivelmente no relacional/social e no profissional