L’administration publique en Afrique commence à se doter d’outils informatiques qui facilitent les échanges et la communication entre administrateurs et administrés. La dématérialisation des documents administratifs gagne du terrain. Elle est suscitée souvent par des injonctions ou des directives des institutions internationales et des certains bailleurs de fonds. La principale réforme de la modernisation des États est la mise en place de l’administration électronique qui se définit comme l’utilisation des nouvelles technologies de l’information et de la communication dans l’administration publique dans le but d’améliorer l’efficacité des services rendus aux citoyens.Plusieurs modèles d’administration électronique sont donc proposés et testés afin d’être implantés dans les États ou les organisations publiques. Les pays en développement comme le Togo, se sont aussi engagés sur la voie de cette modernisation depuis une dizaine d’années avec une diversité d’objectifs. Certains pays d’Europe, d’Amérique ou d’Asie sont déjà avancés avec plus d’une vingtaine d’années d’expérience dans cette réforme. Malgré la disparité des programmes d’administration électronique, de leurs objectifs et de leur maturité (les calendriers ne sont pas les mêmes selon les pays), des procédures d’évaluation internationales aboutissant en général à un classement des pays sont omniprésents. Elles laissent penser qu’il existe un modèle universel d’administration électronique par rapport auquel on mesure l’état d’avancement de tel ou tel pays. Or les indicateurs internationaux sont utilisés pour prendre des décisions qui engagent la réalisation des projets en administration électronique. Il est donc nécessaire d’interroger la validité des ces méthodes. C’est l’objet de cette thèse.Les questions sur l’universalité des modèles consistent à se demander si les indicateurs de classement internationaux en matière de développement numérique reflètent la réalité et si elles prennent en compte tous les paramètres de comparaison supposés définir l’avancement d’un État.L’étude présentée dans la thèse y répond à partir de l’exemple du Togo en confrontant la représentation des acteurs impliqués aux modèles « dits » universels.Ce travail de recherche se structure autour de trois grandes parties. Une première partie aborde les modèles de l’administration électronique et le contexte technologique en Afrique (état des lieux des infrastructures de télécommunication, de réseau de développement des Technologies de l’Information et de la Communication (TIC) et celui de l’administration électronique). Nous montrons ensuite quelques cas atypiques de réussite en Afrique de l’Ouest (Cap-Vert), au Maghreb (Tunisie) et en Afrique Centrale (Rwanda) et analysons leur stratégie.La deuxième partie examine le cas de l'administration électronique au Togo. Elle décrit les bases du développement et la mise en place des fichiers administratifs. Puis expose grâce à deux enquêtes, le point de vue des acteurs impliqués.Elle révèle ainsi une différence entre les priorités de l’administration électronique vue par les acteurs et celles mises en évidence dans les évaluations internationales. La troisième partie analyse les méthodes de comparaison internationales de l’administration électronique en apportant notre réflexion sur la méthodologie de construction des indicateurs à la lumière des études effectuées au Togo. / Administration in Africa has begun to develop information technology tools that facilitate exchange and communication between administrators and citizens. Paperless documentation is being developed in Africa. Sometimes, it is driven by requirements or guidelines of international institutions. E-government is one of the factors of modernization reform of African states. It is defined as the application of new information and communications technology (ITC) in public sector (administration) in order to improve the efficiency of services provided to citizens.In the literature of the subject, there are several e-government models presented and evaluated in the terms of their presence in the states or organizations. Developing countries, like Togo, have taken the road to modernization for ten years, with a variety of objectives. Some countries in Europe, America and Asia have already more than twenty years of experience in this reform. Despite the disparity of e-government programs, their objectives and their advancement (the agendas are not the same in all countries), international assessment procedures in overall ranking of countries are ubiquitous. They suggest that there is a universal model of electronic government which can be apply to measure the progress of any country. But international indicators are used to make decisions that engage in the realization of e-government projects. It is therefore necessary to examine the validity of these methods. This is the subject of this dissertation. The questions of the universality of models lead to investigate whether international ranking indicators in digital development reflect reality and whether they take into account all comparative parameters supposed to define the progress of a state.This dissertation is divided into three parts. The first part discusses the models of e-government and the technological context in Africa, including the statements of places of telecommunication and network infrastructure (facilities and applications, Internet service providers and telephone, etc.), the Information and Communication Technologies (ICT) and e-government. Then, non-typical successful case studies of West Africa (Cape-Verde), North Africa (Tunisia), and Central Africa (Rwanda) are presented.The second part discusses the case of e-government in Togo. It outlines the foundation for the development of e-government in Togo and presents the state of ICT development and the establishment of administrative records. Advantages, disadvantages and challenges of e-government in Togo are discussed as well. After the presentation of the general context in Togo, the methodology and the results of the field study are discussed. The field study was based on interviews with actors involved in the implementation of the e-government in Togo and on observations. The third part deals with the theoretical framework of this research. It analyzes international comparison of methods of e-government by providing a reflection on the methodology of the construction e-government indicators and international assessments in light of studies carried out in Togo.

La position hétérodoxe que nous défendons dans cette thèse est de dire qu'une des conditions majeures de succès d'une politique d'aménagement ou de développement numérique du territoire n'est pas directement liée au déploiement d'une infrastructure technique. Celle-ci en est pourtant la partie la plus coûteuse, la plus visible et la plus facile à mesurer. Elle est aussi au centre d'un nombre infini de débats et de publications au sein de la société civile et de l'arène politique. Le facteur-clé de succès auquel nous pensons est le « bien-être habitant » dont nous observons depuis presque dix ans qu’'il est de plus en plus couramment invité dans les pages des médias, dans le discours des élus, dans les travaux de chercheurs en économie, en sociologie et en politologie notamment. Mais il n'a probablement pas encore trouvé sa juste place comme outil de géographie, comme moyen de lecture ou d'analyse du territoire, d’'évaluation d'une pratique spatiale, d’'appréciation de la légitimité et de la qualité d'une politique publique. Nous inspirant du référentiel Spiral du Conseil de l’'Europe, nous avons préparé et conduit deux consultations sur le territoire des Yvelines en collaboration avec plusieurs communes et une association d'habitants. Les données des 2200 réponses collectées ont été croisées à celles d’'une enquête de l'INSEE (2014), d’'une étude du CREDOC (2012) et d 'un sondage réalisé par la société Harris Interactive (2015). Leur examen semble corroborer notre hypothèse de départ : le bien-être habitant est un descripteur et discriminant pertinent de la relation de l’'homme au territoire. / We defend the heterodox position that one of the key conditions for the success of a digital planning policy is not related to the implementation of its technical infrastructure. However the latter is the most expensive, visible and concrete part of such a policy. It is also at the centre of an infinite number of debates and publications within the civil society and politicians. The key factor that we have in mind is the « inhabitant welfare », which has been more and more invoked for almost a decade in the media, in the speeches of elected officials, and particularly in the works of researchers in economics, sociology and political sciences. But this welfare has not yet found its place as a tool for the geography, a way of reading or analysing the territory, of measuring spatial practices, of assessing the legitimacy and the quality of a public policy. Inspired by the referential Spiral of the Council of Europe, we set up and led two surveys on the Yvelines territory in collaboration with several local councils and an association of residents. The data from 2200 answers collected are cross-analysed with a survey by INSEE (2014), a CREDOC study (2012) and a poll by Harris Interactive (2015).Our analysis of these data seems to support our original hypothesis : the inhabitant welfare is a relevant description and discriminant for the relationship between the human beings and their territory.

Cette recherche consiste à étudier les réalités de l’anglais pour spécialistes d’autres disciplines dans l’enseignement supérieur tunisien ainsi que les enjeux qui en résultent. Ainsi, la situation d’enseignement/apprentissage de cette discipline est mise en évidence dans le contexte tunisien à travers les entretiens et les questionnaires réalisés sur le terrain. Ces enquêtes ont été menés en collaboration avec les acteurs locaux de cette discipline (doyens, enseignants, étudiants) des universités offrants différentes sortes de formation tels que la santé (médecine et pharmacie), science et technologie, droit et commerce. Ces institutions sont choisis dans différentes zones géographiques du pays pour être représentatifs le plus possible. Ce travail permet de mettre à jour et analyser, en mobilisant des méthodes d’enquête qualitative et quantitatives, un ensemble diversifié de données (notamment représentations des acteurs : responsables universitaires, enseignants de langue, étudiants). Cette recherche nous permet d’analyser également les enjeux pédagogiques et politiques de la formation en anglais et souligner l’importance de la formation des enseignants d’anglais du secteur LANSAD. Enfin, l’analyse de la situation d’enseignement/apprentissage de l’anglais pour spécialistes d’autres disciplines en Tunisie nous permet d’identifier les lacunes qui sont à améliorer. À cet égard, des recommandations sont formulées. / The present dissertation sheds light on the realities of English for specific purposes in the Tunisian higher education as well as the resulting stakes. Thus, the situation of ESP education is highlighted in the Tunisian context through interviews and questionnaires conducted in the field. The surveys were conducted with the collaboration of local deans, teachers and students of universities with different specialities such as health (medicine and pharmacy), science and technology, law and commerce. These institutions are selected from different geographical areas of the country to be as representative as possible. This work helps to update and analyze, by the means of methods of qualitative and quantitative survey, a diverse set of data (related essentially to deans, language teachers and students). The present dissertation allows us also to analyze the pedagogical and political stakes related to English language training and emphasize the importance of ESP teachers’training. Finally, the analysis of the situation of ESP education in Tunisia allows us to identify the obstacles that need to be overcome. In this respect, recommendations are made.

Gender-Based Violence (GBS) is one of the most important obstacles in theway to development. The model of communication for social change (C4SC),under an approach of civil rights, presents an unavoidable opportunity for communicators to take over the urgent ethical demand of placing their work atthe service of public politics in order to fulfill this goal; but mainly in order tostrengthen the women agency in order to promote their empowerment. Herethe model of C4SC is overlaid on the case of sexual harassment on the streets,in order to identify the strategic lines that can be used for addressing other casesof gender-based violence. / La violencia basada en género (VBG) es uno de los principales obstáculos aldesarrollo. El modelo de comunicación para el cambio social (C4SC) bajo unenfoque de derechos presenta una oportunidad insoslayable para que los comunicadores asumamos la urgencia ética de poner a la comunicación al serviciode políticas públicas que aborden este reto, pero sobre todo, para fortalecer lacapacidad de agencia de las mujeres con miras a su empoderamiento. Aquí sesuperpone el modelo de C4CS al caso del acoso sexual callejero a fin de identificarlíneas estratégicas que sirvan para el abordaje de otros casos de VBG desdela comunicación.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work is aimed at studying the English language acquisition of the skills of Reading and Listening through the use of ICT. The Knowledge Society is characterized by information sharing and new approaches to learning that certainly will reward those students familiar with Information Technologies. The investigation to verify language learning autonomy was done through the interaction of students and ontologies created to English language learning. The research was performed using websites containing grammar exercises, reading comprehension activities as much as newspapers and magazines online from the U.S.A, U.K., and others aimed to the development of the reading skills; while websites containing podcasts and AM/FM radio station websites were used to develop listening skills. This language acquisition was verified through a qualitative research using the case study method. A participative investigation was conducted by a semi-structured interview which gathered data using the SILL quiz. This study researches a new approach to English language acquisition using the Internet due to the ubiquity of computers nowadays. / Este trabalho apresenta um estudo na aquisição da língua inglesa, no que se refere às habilidades de compreensão oral e escrita, através do uso das Tecnologias da Informação e Comunicação, especialmente a Internet. A sociedade do conhecimento é marcada pela apropriação de informação e por novos métodos de aprendizagem que, certamente, contemplarão um aprendiz entrosado com as tecnologias utilizadas no mundo informatizado. A investigação acerca da autonomia na aprendizagem do idioma foi feita através de interações dos alunos com ontologias de domínio encontradas em endereços eletrônicos específicos para o aprendizado de inglês. Para o desenvolvimento da compreensão escrita foram utilizados os sites contendo exercícios gramaticais, atividades de compreensão de texto e os websites de publicações semanais de países de língua inglesa como os EUA, Reino Unido e outros; e para a capacitação da compreensão oral do idioma foram usados sites de podcasts (arquivos de áudio) projetados para aulas de inglês e de estações de rádio AM e FM dos países mencionados. Essa verificação da aquisição foi feita através de uma pesquisa qualitativa utilizando a abordagem do estudo de caso. A observação participante foi utilizada como instrumento de investigação científica e a entrevista semi-estruturada auxiliou a coleta de dados através do questionário SILL. Este estudo verificou a possibilidade de uma nova forma de aprendizagem do idioma Inglês usando a Internet em virtude da ubiqüidade dos computadores no mundo atual.

The integration of Information Communication Technology in schools is a process that has already started, and that tend to change sooner or later, the profile of the teaching-learning process. The animation software can become an alternative to streamline the process of teaching and learning of physics, making it more meaningful for the student. Therefore, this study aimed to examine the concepts of physics teachers in high school about the software of animation as a pedagogical tool in the classroom and provide opportunities for learning. For this, we established a theoretical framework on the evaluation criteria and definition of software for animation as a pedagogical tool, know the difficulties that teachers of physics are in the process of teaching-learning software transformations characterize the thermodynamic analysis prior to the teachers and analyze the conceptions of the same software on the animation. Then, we established a theoretical framework on the evaluation criteria and definition of software for animation as a pedagogical tool, know the difficulties that teachers of physics are in the process of teaching-learning software transformations characterize the thermodynamic analysis prior to the teachers and analyze the conceptions of the same software on the animation. For this purpose, as a theoretical contribution to the meaningful learning theory of David Ausubel. For the development of the research we used a qualitative methodology using a semi-structured interview. Accordingly, from the theoretical framework and concepts of the teachers can see that one of the main characteristics of software as a tool for teaching animation classes in experimental physics is how it can facilitate the process of teaching learning and the student must construct the their knowledge of the theoretical and experimental, between the static and dynamic. We also show that the conceptions of teachers could validate the set of criteria defined in the theoretical framework that are predominant in the learning process with this type of tool, which are the basis used in the construction of educational software and the technical aspects. / A inserção das Tecnologias da Informação e Comunicação nas escolas é um processo que já foi iniciado, e que, tenderá a modificar, mais cedo ou mais tarde, o perfil do processo de ensino-aprendizagem. Os softwares de animação podem se tornar uma alternativa para dinamizar o processo de ensino-aprendizagem de Física, tornandoo mais significativo para o aluno. Por isso, este trabalho teve como objetivo analisar as concepções dos professores de Física do ensino médio sobre o software de animação como instrumento pedagógico nas aulas e as possibilidades de proporcionar a aprendizagem. Para isso, estabelecemos um quadro teórico sobre os critérios de avaliação e definição de software de animação como instrumento pedagógico; conhecemos as dificuldades que os professores de Física encontram no processo de ensino-aprendizagem; caracterizamos o software Transformações Termodinâmicas para análise prévia dos professores e analisamos as concepções dos mesmos sobre o software de animação. Para tanto, utilizamos como aporte teórico a teoria da aprendizagem significativa de David Ausubel. Para o desenvolvimento da pesquisa, foi utilizada uma metodologia qualitativa através de uma entrevista semiestruturada. Nesse sentido, a partir do quadro teórico e das concepções dos professores, podemos vislumbrar que uma das principais características de um software de animação, como ferramenta pedagógica nas aulas experimentais de Física, é como ele pode favorecer o processo de ensino aprendizagem, como o aluno deve construir o seu conhecimento entre o teórico e o experimental, entre o estático e o dinâmico. Podemos também evidenciar, que as concepções dos professores puderam validar o conjunto de critérios definidos no quadro teórico que são preponderantes no processo de aprendizagem com esse tipo de ferramenta, que são: a base pedagógica utilizada na construção do software e os aspectos técnicos.

O tema central deste trabalho é o uso das Tecnologias da Informação e Comunicação (TIC) em contexto de ensino-aprendizagem da Língua Portuguesa e suas implicações na formação do professor. Justifica-se pela relevância social e educacional do tema e pela carência de estudos que abordem a questão do uso dessas tecnologias no referido contexto. Coletaram-se dados em entrevistas com 05 gestores, 06 professores de Língua Portuguesa e 30 alunos do 9. ano do ensino fundamental da Rede Municipal de Educação de Taubaté/SP. Partiu-se da hipótese de que, embora já existam equipamentos disponíveis nas escolas pesquisadas, estes não seriam em número suficiente e não estariam sendo utilizados para auxiliar no ensino da Língua Portuguesa, com enfoque em leitura e práticas de multiletramento. Tomaram-se como perguntas de pesquisa: 1- Quais equipamentos estão disponíveis aos educadores e educandos? 2- É realizado algum uso desses equipamentos por professores de Língua Portuguesa, visando o letramento? 3- Como o professor de Língua Portuguesa pode, junto com seus alunos, se apropriar dessa tecnologia para promover a leitura de gêneros envolvendo práticas de multiletramento? 4- O que o professor necessita saber sobre linguagem e tecnologia para tornar esse uso proficiente e qual a relação disso com a formação inicial do professor? Coletaram-se os dados para averiguar a hipótese inicial, responder às perguntas de pesquisa e propor alternativas de uso dessas tecnologias. Sobre a formação do professor, analisaram-se também as grades curriculares dos cursos de letras de três universidades do Estado de São Paulo. É uma pesquisa de natureza aplicada. Adotou-se uma metodologia mista, composta de pesquisa bibliográfica, pesquisa qualitativa, quantitativa e pesquisa-ação. A fundamentação teórica utilizada trata do contexto da contemporaneidade, das TIC e dos estudos de linguagem. Os resultados obtidos confirmaram a hipótese incial. A aplicação de sequências didáticas também forneceram dados que apontaram o uso das TIC como um mobilizador da atenção e interesse dos alunos, podendo auxiliar na leitura de gêneros e no processo de multiletramento. É possível concluir também que o uso das TIC demanda mudança de paradigma na formação inicial dos professores. / The central theme of this work is the use of Information and Communication Technologies (ICT) in the context of teaching and learning Portuguese language and implications for teacher degree. Its justified by the social and educational relevance theme and by lack of studies about the use of these technologies in that context. Data collected in interviews with 05 Principals, 06 Portuguese Teachers and 30 students of the 9th year of Elementary Education from Municipal network of Taubaté/SP, Brazil. The study started from hypothesis that, although already exist available equipment in schools surveyed, these would not be sufficient in number and were not being used to assist Portuguese Language teaching, with a focus on reading and multiliteracy practices. The survey questions were: 1- What equipment is available to educators and students? 2- Do the Portuguese Language teachers use this equipment for literacy? 3- How can the Portuguese Language teachers and their students, take ownership of this technology to promote the reading and the multiliteracy practices? 4- What the teacher needs to know about language and technology to make this use proficient and what is the relationship with Teachers Graduate? It was collected data to determine the initial hypothesis, responding to survey questions and propose alternatives for the use of these technologies. The survey analyzed the curricular of three Teachers Graduate (in Arts) of São Paulo State universities to know how the teachers graduate prepares the teachers to use ICT. It is an applied survey. It adopted a mixed methodology consisting of bibliographic research, qualitative research, quantitative and action research. It used a theoretical foundation about the contemporaneity, about the ICT and the language studies. The obtained results confirm the initial hypothesis. The application of didactic sequences provided data that suggest the use of ICT can mobilize the attention and interest of students, and can assist in the reading of genres and in the process of multiliteracy. It is also possible to conclude that the use of ICT demand paradigm shift in Teachers Graduate.

Made available in DSpace on 2016-07-18T17:54:19Z (GMT). No. of bitstreams: 1 CELIA DISSERTACAO_07_03_2013 novo.pdf: 802727 bytes, checksum: e46d8f0e5e1e13089d677e85384f566b (MD5) Previous issue date: 2013-02-27 / This qualitative research aimed to analyze the conceptions of students and teachers on the use of information and communication technologies (ICT), in particular the use of the Internet and its contributions to the improvement of learning in a public school in the town of Teodoro Sampaio - SP -. The specificity of the study object approached the approach for the definition of a case study involving bibliographic research, desk research and field work. The data were obtained through semi-structured interviews with 10 students and 5 teachers from the school selected for this research. The central concern was to seek identify qualitatively how and to what extent such use has been able to help achieve the objectives proposed above. From the survey of the theoretical framework and the data collected content analysis was used in an attempt to raise and discuss some of the elements involved in pedagogical work of the teachers with the Internet and some difficulties encountered by them in the course of the work in computer room, aiming at, from the analysis of a specific reality, contribute to the improvement of the educational process as a whole in our country. What we see in our research and the existence of a large paradox: on one side we have a society immersed in the immense ocean of information that the Internet has presented us with a great number of children using the ICT from the cradle in his personal life, on the other hand we have a school - to which these children are sent - that still develops practices of the past century, because the prey due to tractional structures remain closed the rapid innovations, as is the case of information and communication technologies.Before the results of our research, we believe that we need renewing, and we need to surrender to methods that add to our classes, which stimulate our students to participate them, making with that see the importance of the content, and feel the relationship between theory and practice, they comply to the interdisciplinarity in the classroom and that, above all, feel within the learning process. / Este trabalho refere-se à pesquisa desenvolvida junto ao Programa de Pós Graduação, Mestrado em Educação, e à linha de pesquisa Formação e Prática Docente dos Profissionais de Ensino da UNOESTE- PP. O estudo de natureza qualitativa teve como objetivo analisar as concepções de alunos e professores sobre o uso das tecnologias da informação e comunicação (TIC), em especial o uso da Internet e suas contribuições para a melhoria da aprendizagem em uma escola pública da cidade de Teodoro Sampaio SP . A especificidade do objeto de estudo encaminhou a abordagem para a delimitação de um estudo de caso envolvendo pesquisa bibliográfica, pesquisa documental e trabalho de campo. Os dados foram obtidos por meio de entrevistas semiestruturadas junto a 10 alunos e 5 professores da escola selecionada para esta pesquisa. A preocupação central foi a de buscar identificar qualitativamente como, e em que medida, tal utilização tem conseguido contribuir para alcançar os objetivos acima propostos. A partir do levantamento do referencial teórico e dos dados coletados utilizou-se a análise de conteúdo buscando levantar e discutir alguns dos elementos intervenientes no trabalho pedagógico dos professores com a Internet e algumas dificuldades encontradas por eles no decorrer dos trabalhos na sala de informática. O que constatamos em nossa pesquisa é a existência de um grande paradoxo: de um lado temos uma sociedade imersa no imenso oceano de informações que a Internet tem nos apresentado, com uma grande quantidade de crianças utilizando as TIC desde pequenas em sua vida pessoal, por outro lado temos uma escola para onde estas crianças são encaminhadas que ainda desenvolve práticas do século passado, pois presa a estruturas tradicionais, o que faz que permaneçam fechadas as inovações rápidas, como é o caso das tecnologias da informação e comunicação. Diante dos resultados de nossa pesquisa, entendemos que é preciso renovar, é preciso se render aos métodos que acrescentem as nossas aulas, que estimulem nossos alunos a participarem delas, fazendo com que vejam a importância do conteúdo, que sintam a relação existente entre a teoria e a prática, que observem a interdisciplinaridade em sala de aula e que, acima de tudo, se sintam dentro do processo de aprendizagem.

Resumen En este estudio cualitativo se entrevista a cinco profesores de secundaria básica de español como lengua extranjera (ELE) con el objetivo de investigar cómo emplean las TIC ( Las tecnologías de la información y la comunicación) en su enseñanza y cómo las usan el aula. Los resultados muestran que las TIC son utilizadas por todos los profesores, pero aquellos que están más interesados y han recibido una amplia capacitación en las TIC utilizan estas herramientas modernas con mayor convicción que sus colegas. Además, los resultados apuntan a que todos los participantes ven grandes ventajas con las TIC, ya que sobre todo motivan a los alumnos, aunque por otro lado hayan grandes desventajas con ellas y especialmente si los alumnos pierden el enfoque en la enseñanza-aprendizaje al realizar otras tareas ajenas a la asignatura en sus computadoras.

Entre terme anglophone et concept transversal, l’accountability pose la question du principe de responsabilité et de sa réalisation dans la protection des renseignements personnels. Résultat d’un cheminement à la fois social et législatif, l’imputabilité qui ressort du concept fait de la protection des renseignements personnels un processus à la fois collaboratif et individuel de régulation au service de la responsabilité et des risques nouveaux générés par les technologies de l’information et le déploiement des théories de la responsabilité sociale des entreprises.À la fois objectif, mécanisme et instrument d’une protection des renseignements personnels efficace et efficiente, le principe d’accountability est un principe de droit et de gestion, souvent compris par les entreprises comme une technique de management interne. La mise en action de l’accountability project, par le biais de la reconnaissance du principe par l’OCDE, a mis en lumière l’idée d’une accountability comme un standard essentiel, un mécanisme nécessaire, et un besoin de moralisation à intégrer au regard des risques engendrés par les évolutions sociales et technologiques sur le droit fondamental à la vie privée et la protection des renseignements personnels. / Between anglophone word and transversal concept, accountability ask about the responsability and the enforcement of its principle in privacy laws. Result of a social and legislative path, the imputabilité, who came throught the concept, shows privacy laws as a collaborative and individual regulation process, serving the responsability and the risks that cames with the information technologies and the achievement of the corporate social responsability.In the same time seeing as a goal, a mechanism and an instrument of an effective and efficient privacy, the accountability principle is a legal and a management principle, used by companies as an intern management technic. The realisation of the accountability project take place with the acknoledgement of the principle by the OECD, who highlight the accountability as an essential standard, a necessary mecanism and a moralization requirement according the risks that came throught social and technological evolutions on the right to privacy and its laws.