Dans un contexte d’une large diffusion des Technologies de l’Information et de la Communication (TIC) en France et au sein de l’Union Européenne durant les deux dernières décennies, de renouvellement et d’élargissement affectant la plupart des universités, notre thèse porte sur une analyse des dynamiques d’usages des technologies de l’information et de la communication dans l’enseignement supérieur. Elle vise à saisir, au-delà du seul questionnement relatif aux causes ou aux effets des changements liés à l’usage des TIC éducatives, l’interaction entre TIC, performances et « innovativité ».Nos développements s’articulent autour de quatre chapitres.Le premier aura pour but de comprendre les dynamiques liées aux divers usages des TIC par des étudiants inscrits en premier cycle en sciences économiques et de gestion appartenant à trois universités françaises. Ce chapitre aura pour objet de montrer en quoi un usage intensif des TIC peut induire un accroissement de la performance des étudiants mesurée par la moyenne générale des notes obtenues à leurs examens de fin d’année.Le second chapitre aura pour objet de comprendre comment les usages estudiantins des TIC impactent leur capacité à innover. Nos résultats montrent de manière claire que l’usage des TIC contribue à l’accumulation des compétences numériques (en matière d’informatique et d’utilisation de l’Internet). Ces compétences modifient la nature des apprentissages et améliorent la capacité d’innovation des étudiants qui augmente certainement leurs performances économiques sur le marché de travail.Le troisième chapitre cherche à montrer qu’il existe une très large diversité d’usages des TIC par les enseignants de l’enseignement supérieur en France. Des inégalités importantes sont constatées à la fois d’un point de vue qualitatif et quantitatif. Nos résultats indiquent l’existence de nombreuses fractures numériques liées à ces divers usages.Le quatrième chapitre s’attache à comprendre l’articulation qui existe entre l’usage des TIC, l’accumulation des compétences numériques et les capacités d’innovation des enseignants. Nos résultats confirment la thèse selon laquelle les compétences instrumentales constituent des conditions nécessaires pour une mise en action efficace des compétences informationnelles lesquelles sont, elles-mêmes, nécessaires au déploiement efficace de compétences stratégiques liées aux TIC.Au final, notre recherche a permis de valider l’hypothèse théorique selon laquelle il persisterait des fractures numériques dans les usages touchant le secteur de l’enseignement supérieur alors même que les TIC s’y développent et s’y « démocratisent ». Nos résultats ont également permis d’ouvrir aux divers débats concernant les compétences numériques (e-skills). Ainsi, nous avons pu montrer qu’il existe des strates distinctes de compétences numériques dont il convient de tenir compte pour mieux répondre au déficit observé parmi les étudiants et les enseignants. / In the context of a widespread dissemination of Information and Communication Technologies (ICT) in France and within the European Union during the past two decades, of renewal and expansion affecting most universities, our thesis focuses on an analysis of ICT use dynamics in higher education. It aims at grasping, beyond the mere questioning on the causes or effects of changes associated with the use of educational ICT, the interaction between ICT, performances and “innovativeness”.Our developments are structured around four chapters.The first chapter aims at understanding the dynamics associated with various uses of ICT by in undergraduate economics and management students from three French universities. This chapter will aim at showing how extensive use of ICT can induce an increase in student performance as measured by the average overall grades on their exams at the end of the year.The second chapter aims at understanding how students’ ICT uses impact their ability to innovate. Our results show clearly that ICT use contributes to the accumulation of digital skills (in computer and Internet use). These skills are changing the nature of learning and improve the students’ innovative capacity, which certainly increases their economic performance on the job market.The third chapter seeks to show that there is a wide variety of ICT uses by higher education teachers in France. Significant inequalities are seen in both a qualitative and quantitative points of view. Our results indicate that there are many digital divides related to these various uses.The fourth chapter focuses on understanding the relation between ICT use, the accumulation of e-skills and teachers’ innovation capacities. Our results support the thesis that having instrumental competences is a necessary condition for effective activation of informational competences which are themselves necessary for effective deployment of strategic competences related to ICT.Finally, our research has validated the theoretical assumption that the gaps in digital use would persist and affect the higher education sector despite the development and democratization of ICT. Our results have also opened discussions on the various digital skills (e-skills). Thus, we could show that there are distinct layers of digital literacy which should be taken into account to better meet the deficit observed among students and teachers.

L'objectif de cette recherche est d'analyser pourquoi et comment les institutions qui composent le secteur de l'industrie électronique ont structurellement intégré une politique de responsabilité sociale des entreprises (RSE). Ensuite, d'examiner le rôle et les effets de cette évolution sur la mondialisation par le biais des chaînes d'approvisionnement internationales du secteur. Dans une première étape, via la théorie culturelle, et dans le contexte de la société du risque et de la modernité récente, la RSE se révèle une réponse institutionnelle défensive face aux risques de réputation et aux atteintes probables à la légitimité. Ensuite, la théorie culturelle nous permet d'analyser la RSE dans le secteur choisi en tant que processus socio-dynamique exerçant une pression sur les entreprises pour élargir leur culture organisationnelle tout en les orientant plus vers des valeurs égalitaires. Plusieurs effets sectoriels de ce processus sont analysés : le rôle de l'activité RSE dans les pratiques concurrentielles à travers l'isomorphisme, la façon dont les systèmes de classement éthique améliorent l'homogénéité de l'activité RSE, et l'impact de la réactivité des consommateurs en matière de RSE. Après avoir exploré l'intégration de la RSE dans une organisation, puis ses effets sur l'environnement sectoriel, on se focalise sur l'impact que la RSE peut avoir sur la mondialisation et le développement. Ainsi, le troisième volet de cette étude s’intéresse à l'impact que la RSE peut avoir en pénétrant les chaînes d'approvisionnement les plus intensément liées aux abus éthiques. Cela invite à réévaluer les processus de mondialisation, et leurs effets sur le développement. Grâce aux travaux d'Amartya Sen, Jean Tirole et d'autres, l'impact de la RSE sur les chaînes d'approvisionnement en électronique est évalué de manière critique en montrant comment une intervention structurelle dans les sociétés en développement pourrait être envisagée. Le travail de terrain pour cette enquête empirique a consisté en des visites d'usines en Chine et des entretiens avec la direction et les employés ; aussi, en des entretiens avec des cadres de multinationales, des contrôleurs et consultants en RSE et des militants d'associations syndicales internationales. Ce travail est complété par la participation à plusieurs réunions des parties prenantes du secteur et par l'analyse de documents produits par ces parties ; aussi, par de rapports, et des diverses formes de couverture médiatique, y compris de documentaires. / The aim of this research is to analyze how and why corporate social responsibility (CSR) policy has become structurally integrated in the institutions which comprise the electronics manufacturing sector, and to examine its role and effects upon globalization through its international supply chains. Firstly, through the analytical tools of cultural theory and against the background of risk society in late modernity, CSR is investigated and revealed as a defensive institutional response to reputational risk and legitimacy. Secondly, cultural theory allows us to analyze CSR in the sector as a socio-dynamic process resulting in the pressure on companies to broaden their organizational culture by increasing their affinity for egalitarian values. Several sectorial effects of this are analyzed: the role that CSR activity has in competitive practices through isomorphism, how ethical ranking systems enhance the homogeneity of CSR activity, and the impact of consumers’ CSR responsiveness. After considering the integration of CSR in a corporate institution, then its effects upon the sectorial environment, I consider the impact that CSR can have on globalization and development. Thus, the third dimension of this work is CSR’s initiation of impact along supply chains where most unethical abuses occur. This invites a re-evaluation of the processes of globalization and their effects upon development. Through the work of Amartya Sen, Jean Tirole and others, the impact of CSR in electronics supply chains is critically evaluated indicating how structural intervention in developing societies could be envisaged. The fieldwork for this empirical investigation consisted of visits to industrial plants in China and interviews with management and workers; interviews with executives of multinational corporations, CSR auditors and consultants, and activists of international trade union associations; participation in several sector-wide stakeholder meetings; and the analyses of industry documents, reports, diverse forms of media coverage, and documentaries.

L’utilisation des TIC à l’hôpital prend une place de plus en plus importante et son développement ne cesse de croître. Le cadre juridique applicable se révèle cependant complexe à appréhender, composé à la fois de textes de droit commun et de textes plus spécifiques, le tout formant un ensemble pas toujours cohérent. Pour accompagner au mieux l’utilisation des TIC à l’hôpital, le législateur doit trouver le juste équilibre entre cadre propice pour le développement de ces pratiques, protection des droits fondamentaux et sécurisation des pratiques. Or, à l’heure actuelle, le cadre juridique applicable à l’utilisation des TIC à l’hôpital ne permet pas d’assurer cet équilibre délicat. Les pouvoirs publics ont donc un rôle stratégique à jouer dans la sécurisation de l’utilisation des TIC à l’hôpital. Une impulsion nationale doit être donnée en la matière, afin d’assurer la cohérence des projets développés, au travers d’une gouvernance forte. Le cadre juridique doit, quant à lui, être rénové afin d’accompagner l’innovation dans le numérique en santé et assurer la sécurité juridique nécessaire à la bonne utilisation des TIC. Dans ce contexte, les hôpitaux ont un rôle essentiel à jouer afin de sécuriser leurs pratiques / The use of ICT has become increasingly important in hospitals. However, the legal framework structuring its use is very complex to grasp. Indeed, it is made up of general laws as well as specific ones and makes this framework sometimes unconsistent. To provide an optimal legal framework for the ICT to expand safely, the legislator needs to strike the right balance between protecting fundamental rights and securing practices. As the current legal framework does not provide this delicate balance, public authorities have a strategic role to play to ensure a secure use of ICT within hospitals. To guarantee the development of consistent projects, a strong governance has to set up a national leadership. The legal framework needs to be rehabilitated to support digital innovation in Healthcare and to ensure a legal protection required for an appropriate use of ICT. Hospitals have then a key role to play in securing their practices

As tecnologias digitais compõem um cenário de mudanças em diversas esferas da sociedade. O objetivo deste trabalho foi investigar a presença de tais tecnologias na EJA (educação de jovens e adultos), por meio dos usos que estudantes dizem fazer dessas tecnologias e as possíveis relações desses usos com o processo de escolarização e as aprendizagens que vivenciam. Foram aplicados trinta questionários a jovens e adultos matriculados em salas de EJA de escolas públicas da região da Freguesia do Ó e Brasilândia, na zona noroeste de São Paulo, e realizadas entrevistas de profundidade com cinco dos sujeitos que responderam aos questionários. Os resultados indicam que a maior parte dos sujeitos utiliza as tecnologias digitais fora das escolas para se comunicarem, para se divertirem e aprenderem sobre temas relacionados a projetos pessoais e conteúdos culturais de seu interesse. Também é possível afirmar que a apropriação das tecnologias, explorando suas diversas possibilidades para a realização de projetos individuais ou coletivos, depende de saberes prévios aprendidos na escola. Sem estarem alfabetizados, por exemplo, a capacidade de navegação pela rede fica comprometida, e quanto mais escolarizados, mais os sujeitos da EJA se apropriam das tecnologias digitais. A partir das análises destes resultados são desenhadas recomendações de como os projetos de EJA, as escolas e as políticas públicas podem contribuir para a ampliação dos usos das tecnologias digitais, e para que estes usos auxiliem nos processos de aprendizagem ao longo da vida dos sujeitos da educação de jovens e adultos. / Digital technologies form a scenario of changes in many spheres of society. The objective of this study is to investigate the existence of such technologies in youth and adult education, through the uses of technologies that students report and the relationship between these uses and the schooling process they experience. Thirty questionnaires were answered by young people and adults registered in adult education classrooms of public schools in the region of Freguesia do Ó and Brasilândia, in the northwest of São Paulo city, and five of these students were interviewed aftwerwards. The results indicate that most of the students uses digital technologies outside schools to communicate, have fun and to learn about topics related to their personal projects and cultural content of their interest. It is also possible to say that the appropriation of technologies, exploring its many possibilities for the implementation of individual and group projects, depends on prior knowledge learned at school. Without being literate, as an example, the ability to navigate through internet is compromised, and the more people are educated in school, more they appropriate the digital technologies. The analysis of these results bring some recommendations to adult education projects, schools and public policies, to try to expand the uses of digital technologies for life-long learning of brazilian youngsters and adults.

Cette thèse vise à analyser l’interaction des procédés d’enseignement et d’appropriation dans un univers didactique multipolaire [le tuteur, les aides en ligne, les conduites d’auto-apprentissage, etc.], afin de déterminer à quelles conditions l’utilisation d’un environnement mixte rend possible la mise en oeuvre d’expériences d’apprentissage potentiellement favorables à l’acquisition de l’anglais langue étrangère auprès d’un public LANSAD en milieu universitaire. L’ouverture de cette thèse est consacrée à l’apprenant. Etant donné que la mise en place d’un dispositif pédagogique donné revient à mettre à la disposition de ce dernier des outils visant potentiellement à le conduire vers une progression qualitative et quantitative en L-C 2, celui-ci y occupe une place centrale en tant qu’utilisateur. La deuxième partie vise à mettre en évidence comment les logiques de la DLC et de la RAL peuvent être conciliées pour transformer les diverses implications et pédagogiques tirées de la première partie en outils didactiques susceptibles d’influer positivement sur les mécanismes acquisitionnels des apprenants. Ces considérations sont réinvesties dans le cadre de la troisième partie, afin d’étudier à quelle[s] condition[s] un dispositif permettant a priori aux apprenants [ou d’élaborer à leur intention] des tâches [macrotâches] qui répliquent ou simulent les pratiques sociales observées et qui servent d’objectifs aux apprenants ou à l’institution [Demaizière et Narcy-Combes, 2005] peut être mis en place. Enfin, les pratiques apprenantes au sein du dispositif élaboré sont analysées à la lumière des conclusions tirées dans nos trois premières parties. / The perspective of this dissertation is to analyze how the teaching and learning processes are interacting in a multipolar environment [tutor, online help, learning strategies] in order to shed light on the conditions to which a numerical environment is liable to promote English as a foreign language and culture [hereinafter L-C 2] acquisition amongst ESP learners at university level. The first part of the dissertation deals with the learner. If the implementation of a pedagogical environment aims at providing him - her with tools enabling both a potential qualitative and quantitative progression in L-C 2, the learner indeed plays a central role within it, as a user. In order to achieve this objective, a reflection on the L-C 2 learning processes is necessary to take them into account, as far as possible, in the setting up of a pedagogical environment. The second part looks at how the considerations of SLA, second language learning and teaching and the pedagogical implications drawn from the first part can be linked up and turned into tailor-made tools liable to impact positively on the learners’ SLA processes. The third part is about pedagogical engineering with a particular emphasis on how both the pedagogical implications drawn from the first two parts and the various parameters inherent to a pedagogical setting can be taken into account to implement an L-C 2 blended learning environment. Eventually, action research is presented. This part aims at providing an analysis of the learning practices and of the multipolar interaction taking place within a blended environment and at assessing its potential in terms of SLA.

Nos travaux se situent dans le cadre des recherches en Sciences de l’Information et de la Communication et étudient l’utilisation des outils et des médias de communication numérique, en particulier le téléphone mobile et le réseau social facebook qui sont très utilisés dans le milieu de la jeunesse tunisienne. De plus en plus enracinés dans les pratiques des jeunes, l’imaginaire collectif et les mentalités, les usages sociaux du téléphone mobile et du réseau social facebook ont favorisé l’échange d’expérience, de savoir et d’information et se sont infiltrés dans les différentes sphères de la vie sociale. Il s’agit, pour ces jeunes, non seulement de s’approprier ces outils de communication mais également de faire de ces médias des territoires où sont expérimentés d’autres cultures et où se créent de nouveaux modèles d’engagement politique. Nous étudions, dans une perspective dynamique, la montée en puissance et la propagation de l’utilisation de ces technologies par la jeunesse estudiantine tunisienne tout en mettant l’accent sur le caractère évolutif et distinctif de trois phases (avant, pendant et après la révolution tunisienne) au cours desquelles se déploient les pratiques culturelles, communicationnelles et informationnelles des étudiants tunisiens. / Our works are in the context of researching in Information Sciences, Communication and investigating the use of tools and digital communications media, especially the phone mobility and the social networking as Facebook, which are widely used in the middle Tunisian youth. Increasingly rooted in the practices of young people, the collective imagination and mentalities, the social uses of mobile phone and social networking like facebook facilitated the exchange of experience, knowledge and information and have infiltrated the different spheres of social life. It is for these young people, not only to capture these communication tools but also to make these territories where media are experienced other cultures and where to create new models of political commitment. We study, in a dynamic perspective, the rise and spread the use of these technologies by the Tunisian student, youth while focusing on the evolving and distinctive character of three phases (before, during and after the revolution Tunisia) during which unfold cultural, communication and information practices of Tunisian students.

Cette thèse vise à explorer la mise en route des politiques de développement de formation professionnelle dans les entreprises de transport et de la logistique en République de Djibouti. Nous posons l'hypothèse générale que l'appropriation des Tics par l'entreprise est un vecteur important de développement économique pour l'entreprise. Ainsi trois hypothèses opérationnelles ont été étudiées et vérifiées : 1) Le niveau de compétence en tic et le degré d’utilisation est très important. Pour que l’entreprise soit performante économiquement, il faut qu’elle développe les compétences en tic de son personnel et de ses cadres ; 2) Le plan de formation professionnelle est un outil clé dans la gestion prévisionnelle des compétences et des emplois. Pour développer les compétences en tic il faut que l’entreprise prévoie un plan de formation. Une entreprise qui met en place un plan de formation professionnelle a conscience de l’importance de compétence en tic et dispose d'un potentiel de développement économique ; 3) les tics sont des outils de développement personnels et professionnels. Deux questionnaires destinés d'un côté aux employés de l'autre aux dirigeants ont été conçu pour investiguer le terrain et vérifier les hypothèses émises ci-dessus. La méthode privilégiée est à la fois quantitative et à la fois qualitative. / This thesis aims at exploring the implementation of the development policies of vocational training in the transport companies and of logistics in Djibouti. We ask the general assumption that the appropriation of Information and Communication Technologies by the company is an important vector of economic development for the company. And three operational assumptions were reviewed and verified: 1) ICT skill level and degree of use is very important. For the company be economically efficient. It has to tick develops the skills of its staff and its management; 2) The training plan is a key tool in the management planning of skills and jobs. To develop the skills tic must now provide a training plan. A company that sets up a training plan recognizes the importance of competence tic and has a potential for economic development; 3) ICT are personal and professional development tools. Two questionnaires from one side to the employees of the other leaders were designed to investigate the field and verify the assumptions made above. The preferred method is both quantitative and qualitative.

Les pays africains font, depuis près de deux décennies, l’expérience des technologies de l’information et de la communication. L’entrée dans la société de l’information est vue par plusieurs chercheurs comme étant une chance pour développer l’Afrique. Mais, pour l’instant, des difficultés socio-économiques freinent les politiques et les actions initiées pour mettre les systèmes d’information au service du développement. La situation varie d’un pays à un autre. Un constat est toutefois évident, l’Afrique du Sud et le Maroc ont pris de l’avance sur les pays situés au sud du Sahara dans l'industrialisation de leur tourisme en lien avec une utilisation efficace des technologies de l'information. Le Bénin est l'un des premiers pays de l’Afrique de l’Ouest francophone à être connecté à Internet. Il peine pourtant aujourd'hui à entrer totalement dans l’ère du numérique. La défectuosité et l’absence d’infrastructures de télécommunications, l'absence d'un cadre règlementaire et juridique cohérent, l’incapacité des populations à accéder aux équipements informatiques et aux services, le manque d’experts locaux… expliquent ce retard. Mettre Internet au service de ses richesses culturelles et touristiques est pourtant un créneau porteur et un nouveau défi de développement pour ce pays. Le tourisme y est en effet la deuxième source de revenus et contribue pour 2% au PIB du Bénin. La présente étude propose un état des lieux du secteur touristique béninois et de sa présence sur le web. Elle s'est particulièrement intéressée à la meilleure façon de transformer les innombrables attraits du pays en véritables atouts. Ce travail comprend deux parties. La première fait le point de la situation du tourisme dans le monde et en Afrique et pose les contours de la problématique des TIC vues comme tremplin de son développement. La seconde partie axée sur le Bénin, invite à une lecture descriptive et analytique du pays, en partant de ses données générales pour évaluer sa politique touristique, ses résultats / Tourism-focused web sites in French-speaking Western Africa, a case study of Benin. For nearly two decades now, African countries have been experimenting with information technology and communication. This entry into the information society is seen by many researchers as an opportunity to develop Africa. But, for now, socio-economic difficulties are hindering policies and actions conducted to use information systems for development purposes. The situation varies from one country to another. South Africa and Morocco, for example, have been clearly more successful than countries south of the Sahara in their tourism industrialization policies, putting information technology to good use. Benin is one of the first countries in French-speaking West Africa to be connected to the Internet. It is, however, struggling to get more of a foothold into the digital age. The defective and lacking telecommunications infrastructure, the lack of a coherent legal and regulatory framework, people’s inability to access computer equipment and services, the lack of local experts ... are all reasons for the delay. Internet could be a catalyst to promote culture and tourism in Benin and is one of the country’s development challenges today. Tourism is in fact the second largest source of income and contributes to 2% of Benin’s GDP.This study is an inventory of Benin’s tourism industry and its presence on the Web. It focuses in particular on the best way to turn the country’s countless attractions into real assets. This work is made up of two sections. The first provides an overview of the situation of tourism in the world and in Africa. It develops the topic and the issues of ICTs, seen as a springboard for development in Africa. The second part focuses on Benin. It provides descriptions and an analysis of the country, using as a starting point its general data to assess its tourism policy, its results and its outlook for growth, mainly through Internet. The methodological basis of this research includes a literature review, observations, field surveys and Web mapping.

A vivência nas escolas ilustra complexos desafios e peculiaridades da apropriação das novas tecnologias pelos professores, dos problemas de infraestrutura e de formação. Compreendê-los a partir deste cenário e identificar as variáveis responsáveis pela sua transformação é compromisso das escolas, dos professores e da pesquisa. Este trabalho investiga interpretações de professores do ensino fundamental da rede municipal sobre ensino, aprendizagem e avaliação. Descreve a situação de infraestrutura quanto ao uso dos recursos da web, o perfil de formação dos professores e identifica a compreensão que os mesmos têm sobre o fenômeno educativo. Nosso campo de atuação investigou 16 escolas municipais do litoral de Santa Catarina. Foram realizadas visitas, entrevistas, ofertas de cursos e preenchimento de formulários, levando-se em conta a localização geográfica, o espaço físico e as características dos professores quanto à sua formação e ao uso das tecnologias. Os mapas conceituais foram utilizados como estratégias para compreender os conhecimentos prévios dos professores. Eles revelaram-se como importante ferramenta de reflexão sobre suas próprias práticas pedagógicas, mostrando aspectos subliminares relacionados com a teoria e a prática em seu cotidiano escolar. O mapeamento conceitual também se mostrou eficaz para o entendimento das transformações da prática pedagógica na apropriação do uso das Tecnologias da Comunicação e de Informação (TIC) como apoio ao desempenho docente. Esta pesquisa inferiu que a construção dos saberes dos professores não pode depender exclusivamente da sua formação inicial. A possibilidade de reflexão sobre a própria prática torna-se campo fértil como diagnóstico para o aperfeiçoamento futuro das suas ações. Esta investigação contribuiu para a compreensão de que a efetividade de projetos com tecnologias requer a formação continuada do professor em serviço e espaços pedagógicos efetivos para intercâmbio das atividades e compartilhamento de estratégias, tais como os mapas conceituais, que possibilitam a compreensão e construção de uma didática como suporte e enriquecimentos das TIC nas ações pedagógicas. / The experience in schools illustrates complex challenges and peculiarities of the appropriation of new technologies by teachers; problems of infrastructure and training. Understanding them from this scenario and identifying the variables responsible for their processing is the commitment of schools, teachers and research. This work investigates interpretations of elementary school teachers of the municipal school on teaching, learning and evaluation. It describes the infrastructure of web resource, the profile of training teachers and identifies the understanding that they have about educational phenomenon. Our field of action investigated 16 municipal schools of the coast of Santa Catarina. There were visits, interviews, course offerings and filling out forms, taking into account the geographical location, physical space and the characteristics of teachers regarding their training and the use of technologies. The conceptual maps were used as strategies to understand the prior knowledge of teachers. They proved how important tool of reflection on their own educational practices, showing subliminal aspects related to the theory and practice in their daily life at school. The conceptual mapping also proved effective for understanding the transformation of pedagogical practice in the use of Technologies of information and communication (ICT) as support for the teaching performance. This search inferred that the construction of the knowledge of teachers cannot rely solely on their initial formation. The possibility of reflection on the practice becomes fertile field as a diagnosis for the improvement of their educational future actions. This research contributed to the understanding that the effectiveness of projects with technologies requires the continued training of teacher in-service and effective pedagogic environment for exchange of activities and strategies sharing, such as the conceptual maps, to enable understanding and construction of a didactic as support and enrichment of ICT in educational actions.

Introdução: O Transtorno Obsessivo-Compulsivo (TOC) acomete cerca de 1% da população mundial, independente de sexo, raça ou religião. Representa uma preocupação de saúde pública significativa, pois comumente interfere no funcionamento social e vocacional, estando associado a um risco até quatro vezes maior de desemprego. O TOC é considerado um transtorno heterogêneo e tem sido enfatizada a necessidade de identificar subgrupos mais homogêneos de pacientes com o intuito de desvendar fatores etiológicos e estabelecer estratégias terapêuticas mais eficazes. Algumas características têm se mostrado promissoras na tentativa de determinar fenótipos mais homogêneos de pacientes com TOC. Entre elas, podemos citar a idade de início precoce dos sintomas obsessivo-compulsivos (SOC) e a presença de comorbidade com os transtornos de tiques (TT). Outra característica psicopatológica proposta para avaliar pacientes com TOC associado ou não a tiques é a presença de experiências subjetivas tais como incômodo, desconforto ou mal-estar que podem preceder ou acompanhar os comportamentos repetitivos, sejam eles tiques ou compulsões. A avaliação dessas experiências tem sido limitada pela diversidade de conceitos e pela ausência de um instrumento válido para a investigação dessas experiências subjetivas. Objetivos e Hipóteses: O presente estudo teve como objetivos principais: 1) Realizar uma revisão da literatura sobre os diversos tipos de experiências subjetivas relatadas pelos pacientes como precedendo e/ou acompanhando os tiques e as compulsões; 2) Determinar as propriedades psicométricas iniciais da Escala para Avaliação da Presença e Gravidade de Fenômenos Sensoriais da Universidade de São Paulo (USP-SPS). Material e métodos: Para a revisão de literatura, foram utilizadas as seguintes bases de dados: Cochrane Library; base de dados da National Library of Medicine dos Estados Unidos, PubMed; e a base de dados da American Psychological Association (PsycLit/PsycINFO). Para a validação preliminar foram avaliados 47 pacientes consecutivos adultos. Os pacientes foram submetidos a um protocolo de avaliação detalhado em que foram coletadas informações demográficas, histórico escolar e profissional, histórico médico e sobre classificação sócio-econômica. Este protocolo utilizou uma entrevista clínica semi-estruturada, a Entrevista Clínica Semi-estruturada do DSM-IV - Eixo 1 - Edição Transtorno/Pacientes (SCID-I/P, Versão 2.0), e seis escalas de avaliação: Yale-Brown Obsessive-Compulsive Scale (Y-BOCS); Escala Dimensional para Avaliação da Gravidade dos Sintomas Obsessivo- Compulsivos (Dimensional Yale-Brown Obsessive-compulsive Scale - DYBOCS); Yale Global Tic Severity Scale (YGTSS); Inventário Beck de Depressão (Beck-D); Inventário Beck de Ansiedade (Beck-A) e a Escala para Avaliação de Presença e Gravidade de Fenômenos Sensoriais da Universidade de São Paulo (USP-SPS). Resultados: A revisão da literatura demonstrou ser possível agrupar os diferentes conceitos envolvendo experiências subjetivas relacionados sob a denominação de Fenômenos Sensoriais. Dentre os pacientes entrevistados, 31 (66%) relataram a presença de FS, sendo que 21 (44,7%) tiveram início precoce. A regressão linear entre os escores de gravidade da USP-SPS e os escores de gravidade das escalas DY-BOCS Y-BOCS, YGTSS, Beck-D e Beck-A não revelou associação com nenhuma destas escalas com exceção para a Dimensão da DY-BOCS de Simetria/Ordem, Arranjo e Contagem. Ou seja, quanto maior a gravidade dos FS, maior a gravidade dos sintomas obsessivo-compulsivos nesta Dimensão, demonstrando que os FS se constituem como um construto independente e que a USP-SPS é um instrumento válido para avaliar a presença e gravidade dos FS. A comparação entre os dados obtidos a partir da auto-aplicação e as escalas aplicadas por entrevistador da USP-SPS revelou uma baixa concordância. Entretanto, é importante ressaltar que apesar de ter havido mudanças consideráveis nas respostas dos pacientes após as explicações, isto não ocorreu para a presença de FS com um todo (p=0,343). Conclusões: A investigação dos Fenômenos Sensoriais é relevante para o aprofundamento do conhecimento sobre pacientes com TOC e ST; os dados preliminares para a validação da Escala para Avaliação da Presença e Gravidade de Fenômenos Sensoriais da Universidade de São Paulo (USP-SPS) indicam que se trata de um instrumento válido para a avaliação da presença e gravidade de Fenômenos Sensoriais, que, no entanto, não é auto-aplicável. / Introduction: Obsessive-Compulsive Disorder (OCD) affects 1% of the world population, regardless of gender, race or religion. It represents a significant public health concern, since it interferes in the social and vocational functioning of affected individuals, and is associated with a risk of unemployment four times higher than average. OCD is considered a heterogeneous disorder, and the need for identifying more homogeneous subgroups has been emphasized in order to unveil etiological factors and develop more efficient therapeutic strategies. Some characteristics have been promising in the attempt to determine more homogeneous subgroups of OCD patients. Among them we may cite an early onset of Obsessive- Compulsive Symptoms (OCS) and the presence of co-morbidity with tic disorders (TD). Another characteristic proposed to evaluate OCD patients associated or not with tics is the presence of subjective experiences such as the discomfort or uneasiness that may precede or accompany repetitive behaviors. The evaluation of those experiences has been limited by the diversity of the definitions and the absence of structured instruments to evaluate these subjective experiences. Goals and Hypothesis: The present study had two main goals: 1) To make a review of the literature on subjective experiences reported by patients as preceding and/or accompanying the tics and compulsions; 2) To determine the preliminary psychometric properties of the University of São Paulo\'s Evaluation Scale for the Presence and Severity of Sensory Phenomena (USP-SPS). Materials and Methods: For the literature review the used databases were: the Cochrane Library; the United States National Library of Medicine, \"PubMed\"; and the American Psychological Association (PsycLit/PsycINFO). For the preliminary validation 47 consecutive adult OCD patients were evaluated at the Obsessive- Compulsive Spectrum Disorders (PROTOC). The patients were comprehensively evaluated with the following instruments: the Structured Clinical Interview for DSM-IV Axis I Disorders-Patient Edition (SCID-I/P, Version 2.0); the Yale-Brown Obsessive-Compulsive Scale (Y-BOCS); the Dimensional Yale-Brown Obsessive-Compulsive Scale (DY-BOCS); Yale Global Tic Severity Scale (YGTSS); Beck Depression Inventory (Beck-D); Beck Anxiety Inventory (Beck-A); and University of São Paulo\'s Evaluation Scale for the Presence and Severity of Sensory Phenomena (USP-SPS). Results: The literature review demonstrated that it is possible to group the different definitions of these subjective experiences under the name Sensory Phenomena (SP). Among the 47 patients interviewed, 31 (66%) related the presence of SP, and 21 (44,7%) had early-onset. In the linear regression between the scores of severity of USP-SPS and scores of severity of the DY-BOCS, Y-BOCS, YGTSS, Beck-D and Beck-A did not reveal association with these scales with an exception for DY-BOCS of Simetry/Orderring/Arranging and Counting Dimension. In other words, the worse the SP severity, the worse the severity of the obsessive-compulsive symptoms in this Dimension. The comparison among data obtained from the self-reported and the USP-SPS administered by an interviewer revealed a low concordance. However, it is important to note that even having considerable changes in the patients\' answers after the explanations, this did not occur for the presence of SP it self. (p=0,343). Conclusions: The investigation of Sensory Phenomena is relevant for a better understanding of OCD and TD patients; the preliminary data for the validation of the USP-SPS indicated that it is a valid instrument for evaluating the presence and severity of Sensory Phenomena. Key words: Obsessive-Compulsive Disorder; Tic Disorder; Sensory Phenomena; University of São Paulo\'s Evaluation Scale for the Presence and Severity of Sensory Phenomena; Literature review; Preliminary validation.