Made available in DSpace on 2017-06-01T18:08:23Z (GMT). No. of bitstreams: 1 pre-textuais.pdf: 3005006 bytes, checksum: 2056315b8b29403ae86020100a695ae9 (MD5) Previous issue date: 2009-06-02 / Experience with psychologists in the field of mental health, specifically the Centers for Psychosocial Cace of mental disorder, made us se~ that the psychologists seem to focus on the conflict intrapsychic in relation to social, historical and relatives of the subjects that demand for that service. This observation made us think about the action of the student of psychology and question its academic training in Psychosocial Cace Centers. Thus, some questions were formed as a goal ofthis research: it will be that the experience lived by those students meet the demands that emerge in those Centers, users' demands or of the own team? about the formation of this professional future, predominantly retumed to a clinical action in clinic, does he prepare him for the emergencies and urgencies that appear in those Centers? To understand the field being investigated was a semi-directed with 7 (seven) students, that are concluding the psychology course, originating from of private and public agencies, located in the city of Recife. Through the elaboration of sense nuclei and rising of thematic contents, the obtained narratives allowed us to realize that the action of clinical psychologist in these centers is characterized mainly by a process of permanent construction that it drives your caces so much to the user as your relatives, Important partners for the integration or reintegration of the patient in social interaction. The narratives algo revealed us that are many the challenges lived by the professionals, considering, especially, the stigma surrounding mental illness and the need for the adoption of conceptions and postures that contemplate the psychic and historical-social dimensions involved in the process of illness. It is intended that the results of that research can contribute for the formation of a critical and reflexive posture in the psychologist's professional action in mental Health, in way offering subsidies to an action oriented clinical needs of the population that demand for the services of the Centers for Psychosocial ,Cace of mental disorder. / A experiência com psicólogos no campo da Saúde mental, especificamente nos Centros de Atenção Psicossocial de Transtorno Mental, levou-nos a observar que estes parecem privilegiar os conflitos intrapsíquicos em detrimento aos aspectos sócio-históricos e familiares dos sujeitos que demandam por esse serviço. Esta observação nos impulsionou a questionar a ação do estudante de psicologia nos Centros de Atenção Psicossocial e a problematizar a sua formação acadêmica. Assim, algumas indagações levantadas constituíram-se como objetivo desta pesquisa: será que a experiência vivenciada por esses estudantes contempla as demandas que emergem nesses Centros, sejam elas de usuários ou da própria equipe? Até que ponto a formação deste futuro profissional, predominantemente voltada a uma ação clínica em consultório, o prepara para as emergências e urgências que surgem nesses Centros? Para a compreensão do campo a ser investigado realizou-se uma entrevista semidirigida com 7 (sete) estudantes, concluintes do curso de psicologia, oriundos de agências formadoras particulares e públicas, situadas na cidade do Recife. Através da elaboração de núcleos de sentido e levantamento de conteúdos temáticos, as narrativas obtidas permitiram-nos perceber que a ação do psicólogo clínico nestes Centros é caracterizada, principalmente, por um processo de construção permanente que dirige seus cuidados tanto ao usuário como a seus familiares, parceiros fundamentais para a (re )inserção do paciente no convívio social. As narrativas também nos revelaram que são muitos os desafios vividos pelos profissionais, considerando-se, principalmente, a estigmatização em tomo da doença mental e a necessidade da adoção de concepções e posturas que contemplem as dimensões psíquicas e histórico-sociais envolvidas no processo de adoecimento. Pretende-se que os resultados dessa pesquisa possam contribuir para a formação de uma postura crítica e reflexiva na ação profissional do psicólogo em Saúde mental, de forma a lhe oferecer subsídios para uma ação clínica voltada as reais necessidades da população que demanda pelos serviços dos Centros de Atenção Psicossocial de Transtorno Mental.

Made available in DSpace on 2017-06-01T18:18:31Z (GMT). No. of bitstreams: 1 lourenco_miranda_freire_neto.pdf: 808574 bytes, checksum: 74365d80a0f65b70919af71e6056d8b6 (MD5) Previous issue date: 2015-03-11 / The Theory of Human and Fundamental Rights, now developed and proclaimed in the world of law, particularly after the break with legal positivism and entry at a time said post-positivist, still lacks enough reflection. Thus, we analyzed the phenomenon of a constitution, including a study of a novel Brazilian Constitution of 1988, addressing important issues inherent in their realization. In this way, we seek to build a Theory of Human Rights and Fundamental more pragmatic, that is, focused on solving the offenses basic rights such as access to health care. In this context, we confront the positively valued health guaranteed access to the public health dilemmas in Brazil, through a review of our health system, comparatively with the Health Systems in the World, in order to determine problems and seek solutions. Similarly, an effective instrument for the execution of guarantees such as access to health, it is sometimes innocuous, why we also write about ensuring access to justice, with a contextualized study of the judicialization of health, trying thus to detect problems and give solutions. From this, we find a common obstacle to the effectiveness of this guarantee: the current model of professional training of doctors and lawyers, which is why we end this study with a reflection on our teaching, on interference by the consumer society in education and the discrepancy between social needs in health and justice and the medical and legal training. / A Teoria dos Direitos Humanos e Fundamentais, ora desenvolvida e proclamada no mundo do Direito, sobretudo após o rompimento com o positivismo jurídico e ingresso em um momento dito pós-positivista, ainda carece de bastante reflexão. Assim, analisamos o fenômeno da constitucionalização, incluindo um estudo sobre a novel Constituição Brasileira de 1988, enfrentando importantes temas inerentes à sua efetivação. Desta maneira, buscamos construir uma Teoria dos Direitos Humanos e Fundamentais mais pragmática, isto é, voltada à solucionar ofensas a direitos basilares, como o do acesso à saúde. Neste contexto, confrontamos a positivada garantia de acesso à saúde com os dilemas da saúde pública no Brasil, passando por uma análise do nosso Sistema de Saúde, de forma comparativa com os Sistemas de Saúde no Mundo, a fim de constatar problemas e buscar soluções. Da mesma forma, um eficaz instrumento para efetivação de garantias como o acesso à saúde, por vezes é inócuo, razão pela qual igualmente arrazoamos sobre a garantia do acesso à Justiça, com um estudo contextualizado na judicialização da saúde, tratando, portanto, de detectar problemas e propor soluções. A partir disso, verificamos um empecilho comum à efetivação dessa garantia: o atual modelo de formação profissional tanto de médicos quanto de juristas, razão pela qual terminamos o presente estudo com uma reflexão sobre nosso ensino, sobre a ingerência da sociedade de consumo na educação, bem como sobre a discrepância entre as necessidades sociais em saúde e por justiça e a formação médica e jurídica.

Philosophiae Doctor - PhD / This thesis is an appraisal of curriculum development at the Solomon Mahlangu Freedom College and the Dakawa Development Centre established by the ANC in exile, in Tanzania in 1978 and 1982 respectively. In 1960 the ANC went into exile when it was banned under the Unlawful Organisations Act in the wake of the Sharpeville crisis. The ANC's record in the educational arena from 1912 to 1960 was characterized by reactive responses to state policy as it did not have a structured educational programme that it could offer as an alternative to education for blacks. In the post-1960 period it was faced with a new set of priorities, that is, the huge and complex task of re-organising itself both within South Africa and in exile. In 1978 the ANC established its educational institution, the SOMAFCO High School, in Mazimbu, Tanzania, in the wake of the 1976 uprisings in Soweto and elsewhere in South Africa. In 1980 the project was extended by the establishment of the SOMAFCO Primary School, followed by the Dakawa Development Centre in 1982. Three broad emphases came to the fore when the ANC Education Policy was being formulated in the late 1970s: emphasis on Academic Education; emphasis on Political Education and an emphasis on Polytechnic Education. The ANC Education Department claimed to have formulated a clear and concise education policy in 1978 but sharp debates over the appropriate curriculum for ANC education in exile persisted up to 1992, when the institutions were closed and repatriation to South Africa began The main problem being investigated is why there were such divergent views on the appropriate curriculum for ANC education-in-exile from within the ANC, and in the light of this contestation, what happened in reality to curriculum practice at the institutions. The arguments for Academic, Political and Polytechnic Education are contextualized in the curriculum debates of the times, that is, the zo" century international policy discourse, the African curriculum debates and Apartheid Education in South Africa. This study examines how Academic Education, despite the sharp debates, was institutionalised at the SOMAFCO High School. It also analyses the arguments for and various notions of Political and Polytechnic Education as well as what happened to these in practice at the school. The SOMAFCO Primary School went through three phases of curriculum development. The school opened in 1980 under a 'caretaker' staff and without a structured curriculum. During the second phase 1980-1982 a progressive curriculum was developed by Barbara and Terry Bell. After the Bells resigned in 1982, a conventional academic curriculum was implemented by Dennis September, the new principal. There is debate over why the Dakawa Development Centre was initially opened in 1982. lts objectives were identified at the First Dakawa Seminar in 1982. This study examines curriculum development within its structures: the Vocational Training Centre, the Ruth First Education Orientation Centre and the Raymond Mahlaba Rehabilitation Centre. This study analyses whether the Vocational Training Centre was intended to train students in skills required for the construction of Dakawa or whether it would provide Vocational Education which would lead to the attainment of recognized certification for future employment. It examines whether the Ruth First Education Orientation Centre was an educational facility or a security centre. It also examines the nature of rehabilitation at the Raymond Mahlaba Rehabilitation Centre. The other structures like the farm, small industries and other social facilities are also examined. The study finally traces the relocation of the Dakawa Development Centre to Grahamstown in South Africa.

Notre travail s’intéresse aux maîtres d’apprentissage de l’enseignement supérieur et à la façon dont ils débutent dans cette fonction. En France, ceux qui occupent la mission de tuteur sont peu formés et les formations qui leurs sont proposées sont souvent de courte durée (1 journée). De même les prescriptions institutionnelles restent relativement floues, mentionnant peu le tuteur. Il semble dès lors que cette fonction s’apprenne très largement sur le tas. Notre objectif est ainsi de comprendre les pratiques formatives des tuteurs débutants et notamment, la façon dont les interactions et les relations que ces derniers vont voiravec d’autres acteurs (du monde scolaire, professionnel ou autre) vont les aider à construire leur pratique.Ce travail est construit à partir d’une enquête de terrain d’une année et d’un corpus caractérisé par une multiplicité de modes de production de données (observations participantes, captations audio et vidéo, entretiens, collecte de documents, etc.). Il prend la forme de trois études de cas dont le but est de comprendre comment se met en place une configuration tutorale (d’après Elias, 1981) et la façon dont cette configuration crée des affordances (Billett 1995, 2011), c’est à dire des opportunités d’apprentissage pour le tuteur débutant, dont il peut se saisir afin de construire sa pratique.Une analyse des prescriptions institutionnelles sur le tutorat et le rôle du maître d’apprentissage nous conduit à montrer que celui-ci occupe une place secondaire dans les discours institutionnels plutôt focalisés sur l’apprenti et adressés à ces derniers ou aux employeurs. De plus, les prescriptions se font à plusieurs niveaux (de la loi à l’école) et cela constitue un millefeuille de prescriptions qui restent floues et hétérogènes. Enfin, c’est une configuration tutorale relativement figée, incluant seulement trois acteurs (apprenti / MAP ou employeur / tuteur-école ou école) qui est la plupart du temps présentée.L’analyse de nos cas est réalisée en croisant deux niveaux : le niveau local et le niveau global. Il s’agit d’une part d’appréhender les interactions récurrentes et les relations qui se mettent en place dans le temps long et d’autre part, la façon dont les acteurs interagissent et se coordonnent dans des interactions et situations locales. Cela nous permet de documenter la façon dont une configuration tutorale émerge et se met en place dans le temps long, mais aussi la façon dont elle est localement consolidée ou au contraire bouleversée. Ces analyses nous permettent de mettre en avant que là où l’on a l’habitude de penser un duo tuteur-apprenti, il y a en réalité un réseau d’acteurs aux profils, objectifs et caractéristiques variés qui se crée dans le but d’accompagner l’apprenti. Cette configuration tutorale est dynamique et varie selon les contextes. Elle peut être constituée, outre l’apprenti et son tuteur, par des acteurs de la place de travail (hiérarchie, collègues, etc.), des acteurs de l’école (tuteurs-école, enseignants) ou encore des acteurs de la sphère familiale, amicale, etc. Chaque acteur de cette configuration a ses enjeux propres qui contribuent à orienter sa mise en place et son évolution dans le temps. Nos analyses montrent que cette évolution peut se faire en faveur de l’appropriation par le tuteur de son rôle. La configuration est, en effet, génératriced’affordances pour le maître d’apprentissage débutant, dont ce dernier peut se saisir afin de développer sa pratique tutorale. Ces affordances peuvent prendre des formes diverses (aide directe, inclusion à un collectif tutoral, échanges sur la pratique tutorale, etc.). Elles ne sont actualisées comme ressources que parce que le tuteur débutant s’en saisit, les rendant ainsi pertinentes pour sa pratique.Ces analyses nous conduisent à formuler des préconisations en vue d’améliorer la formation et l’information des tuteurs, notamment dans le cadre du travail d’ingénierie de formation actuellement mené par le CFA Formasup ARL. / This research focuses on workplace tutors in dual vocational tertiary courses, and how they begin in this role. In France some tutor’s training are offered but they are short-term (1 day) and few tutors participate. Institutional requirements remain vague with little mention mention of the workplace tutors. Therefore, it seems that a large part of tutors are learning this activity « on the job ». Our purpose is to understand how workplace tutors are learning their role, and in particular, how interactions and relationships they have with other actors (from the shool, the company, etc.) help them to build their practice of tutoring.This research is based on a one-year fieldwork and a corpus characterized by a multiplicity of data production modes (participating observations, audio and video recordings, interviews, document collection, etc.). It takes the form of three case studies whose aim is to understand how a tutorial configuration is set up (according to Elias, 1981) and how this configuration creates affordances (Billett 1995, 2011), i.e. learning opportunities for the novice workplace tutor, which he can take advantage of to build his practice.An analysis of the institutional requirements on tutoring and the role of the workplace tutor, leads us to show that he occupies a secondary place in speeches that are rather focused on the apprentice and addressed to them or to employers. In addition, this requirements are made at several levels (from law to school) and this constitutes a myriad (millefeuille) of requirements that remain vague and heterogeneous. Finally, it is a relatively fixed tutorial configuration, including only three actors (apprentice / MAP or employer / school-tutor or school) that is most of the time presented.The analysis of our cases is carried out by crossing two levels: the local level and the global level. On the one hand, it is a question of understanding the recurrent interactions and relationships that are established over time and, on the other hand, the way in which actors interact and coordinate themselves in local interactions and situations. This allows us to document how a tutorial configuration emerges and is implemented over time, but also how it is locally consolidated or disrupted. These analyses allow us to highlight that where we are used to thinking of a tutor-apprentice duo, there is in reality a network of actors with various profiles, objectives and characteristics that is created in order to support the apprentice. This tutorial configuration is dynamic and changes according to the context. It can be made up, in addition to the apprentice and his tutor, by actors in the workplace (hierarchy, colleagues, etc.), actors in the school (school-tutors, teachers) or actors in the family, friends, etc. Each actor in this configuration has its own purposes that contribute to orienting its implementation and evolution over time. Our analyses show that this evolution can be in favour of the tutor's appropriation of his role. The configuration is, in fact, agenerator of affordances for the novice workplace tutor, which he can take advantage of in order to develop his tutoring practice. These affordances can take various forms (direct support, inclusion in a tutoring collective, exchanges on tutoring practice, etc.). They are only actualized as resources because the novice tutor takes them over, making them relevant to his or her practice.In addition to documenting the training practices of tutors, this research aims to support the apprentices training center (Formasup ARL) in the engineering work of the training courses they are currently conducting.

No description available.

nÃo hà / A presente tese objetivou investigar o processo de formaÃÃo do assistente social, centrado especialmente nas condiÃÃes de efetivaÃÃo do estÃgio supervisionado e suas repercussÃes, tendo em vista a expressiva ampliaÃÃo das InstituiÃÃes de Ensino Superior-IESâs pÃblica e, principalmente, da privada presencial. Recorreu-se à pesquisa qualitativa, utilizando os instrumentos metodolÃgicos da observaÃÃo, da entrevista aberta e do grupo focal. Os interlocutores da pesquisa foram os membros do Grupo de Trabalho de FormaÃÃo Profissional do Conselho Regional de ServiÃo Social-3 RegiÃo (CRESS), do qual participam as InstituiÃÃes de Ensino Superior (IES) presenciais do Estado do CearÃ, os Assistentes Sociais Supervisores de Campo, que acompanham as atividades de estÃgio dos alunos (as) do curso de ServiÃo Social da Faculdade Terra Nordeste (FATENE) Campus Caucaia, e Supervisores de Campo, que acompanham os alunos (as) da Universidade Estadual do Cearà (UECE), um membro da ComissÃo de OrientaÃÃo e FiscalizaÃÃo (COFI) do CRESS e um Representante do Conjunto CFESS/CRESS. O referencial teÃrico da pesquisa centrou-se na teoria crÃtica, base fundante do ServiÃo Social, e utilizou os autores Lewgoy (2010), Buriolla (2003), Iamamoto (2012), Dahmer (2013), Zabalza (2014), Pimenta (2006), dentre outros, como referÃncia. Os resultados da pesquisa apontam para muitos desafios que supervisores e supervisionados enfrentam no cotidiano da atividade de supervisÃo direta. As conclusÃes indicam vÃrios obstÃculos a serem superados na formaÃÃo do assistente social no CearÃ, sobretudo, concernentes ao momento da relaÃÃo Teoria e PrÃtica sintetizada no estÃgio, jà que ele revela-se como uma etapa do processo formativo do assistente social, em que se evidencia a extrapolaÃÃo da precarizaÃÃo das condiÃÃes de formaÃÃo e de trabalho. / A presente tese objetivou investigar o processo de formaÃÃo do assistente social, centrado especialmente nas condiÃÃes de efetivaÃÃo do estÃgio supervisionado e suas repercussÃes, tendo em vista a expressiva ampliaÃÃo das InstituiÃÃes de Ensino Superior-IESâs pÃblica e, principalmente, da privada presencial. Recorreu-se à pesquisa qualitativa, utilizando os instrumentos metodolÃgicos da observaÃÃo, da entrevista aberta e do grupo focal. Os interlocutores da pesquisa foram os membros do Grupo de Trabalho de FormaÃÃo Profissional do Conselho Regional de ServiÃo Social-3 RegiÃo (CRESS), do qual participam as InstituiÃÃes de Ensino Superior (IES) presenciais do Estado do CearÃ, os Assistentes Sociais Supervisores de Campo, que acompanham as atividades de estÃgio dos alunos (as) do curso de ServiÃo Social da Faculdade Terra Nordeste (FATENE) Campus Caucaia, e Supervisores de Campo, que acompanham os alunos (as) da Universidade Estadual do Cearà (UECE), um membro da ComissÃo de OrientaÃÃo e FiscalizaÃÃo (COFI) do CRESS e um Representante do Conjunto CFESS/CRESS. O referencial teÃrico da pesquisa centrou-se na teoria crÃtica, base fundante do ServiÃo Social, e utilizou os autores Lewgoy (2010), Buriolla (2003), Iamamoto (2012), Dahmer (2013), Zabalza (2014), Pimenta (2006), dentre outros, como referÃncia. Os resultados da pesquisa apontam para muitos desafios que supervisores e supervisionados enfrentam no cotidiano da atividade de supervisÃo direta. As conclusÃes indicam vÃrios obstÃculos a serem superados na formaÃÃo do assistente social no CearÃ, sobretudo, concernentes ao momento da relaÃÃo Teoria e PrÃtica sintetizada no estÃgio, jà que ele revela-se como uma etapa do processo formativo do assistente social, em que se evidencia a extrapolaÃÃo da precarizaÃÃo das condiÃÃes de formaÃÃo e de trabalho.

There has been a paucity of research concerning vocational training of learners with special education needs. The literature study focused on a vocational training and transition planning programme in the United States of America, which could provide as a useful guide to educators and school managers, when implementing vocational training and transitional planning in South Africa. Research was conducted using semi-structured interviews with educators and principals at special schools, observation of learners whilst performing skills training and documentary analysis, to explore whether learners with barriers to learning are receiving skills training that could position them for employment in the open labour market after they exit school. Findings revealed that principals and educators at special schools are faced with challenges in the learner’s microsystem, exosystem and macrosystem, resulting in the inadequate preparation of learners with special education needs for employment in the open labour market. Based on the findings, recommendations in terms of Bronfenbrenner’s Ecological Systems Theory were made, to increase the opportunity for learners who experience barriers to learning, to be engaged in meaningful employment. / Education Management / M. Ed. (Education Management)

Thesis (MPhil)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: Students graduate from Boland College after obtaining the National Certificates N4 – N6 in Tourism. I have been working at Boland College Stellenbosch Campus as a tourism lecturer for 12 years and over the past few years I have found that students have been struggling to find employment in the tourism industry on completion of their studies. The national tourism curriculum offered at FET colleges was implemented in 1995 with the last renewal in 2001 for selected subjects. The tourism industry, however, is a vibrant, ever-changing industry which stands in direct contrast with a static, needs-insensitive and unchanging curriculum. The aim of this study was to establish in which respects the current national tourism curriculum corresponds, or does not correspond, with what the tourism industry in Stellenbosch requires from entry-level employees in terms of expected skills, knowledge and attitudes. Qualitative methods were used to generate data from employers representing the tourism industry in Stellenbosch, graduates and lecturers from Boland College. Research participants were interviewed using semi-structured interviews. The data was analysed by doing verbatim transcriptions of the interviews, using coding and an Excel spread sheet analysis. The results revealed specific areas where the current national tourism curriculum does not correspond with the expectations and needs that the tourism industry in Stellenbosch has from entry-level employees in terms of expected skills, knowledge and attitudes. / AFRIKAANSE OPSOMMING: Studente ontvang ‘n kwalifikasie in Toerisme nadat hulle die Nasionale Sertifikate N4 – N6 in Toerisme voltooi het. Ek werk die afgelope 12 jaar as toerismedosent by Boland Kollege Stellenbosch Kampus. Gedurende die afgelope paar jaar het ek gevind dat studente sukkel om werk te kry in die toerismebedryf nadat hulle hul studies voltooi het. Die nasionale toerisme-kurrikulum wat by VOO Kolleges aangebied word, is in 1995 geïmplementeer en die laaste keer in 2001 hernu en boonop slegs in sekere vakke. Die toerismebedryf is egter ‘n lewendige, vinnig-veranderende industrie in direkte teenstelling met die statiese, onveranderde kurrikulum wat oënskynlik nie sensitief genoeg is vir die behoeftes van die toerismebedryf nie. Die doel van hierdie studie was om vas te stel in watter mate die huidige nasionale toerisme-kurrikulum ooreenstem, of nie ooreenstem nie, met wat die toerismebedryf in Stellenbosch verwag van intreevlak-werknemers in terme van verwagte vaardighede, kennis en houdings. Kwalitatiewe metodes is gebruik om data te genereer en onderhoude is gevoer met werkgewers wat die toerismebedryf in Stellenbosch verteenwoordig asook gegradueerdes en dosente van Boland Kollege. Daar is hoofsaaklik gebruik gemaak van semi-gestruktueerde onderhoude. Die data-analise het bestaan uit verbatim getranskribeerde onderhoude, die kodering daarvan asook ‘n genoteerde Excel-ontledingstaat. Die resultate van die studie dui op spesifieke aspekte van die nasionale toerisme kurrikulum wat nie ooreenstem met die verwagtinge en behoeftes wat die toerisme-industrie in Stellenbosch het van intreevlak werknemers in terme van vaardighede, kennis en houdings nie.

Brandmän arbetar i situationer av stark osäkerhet och risk. Ett fungerande lagarbete är en förutsättning för att de ska kunna hantera de faror som förekommer vid olyckor, samordna sin verksamhet, rädda byggnader och fordon, ta hand om drabbade människor och även undvika att själva bli skadade. Blivande brandmän måste alltså lära sig arbetssätt som inbegriper både samordning, interaktion och individuella insatser i en mycket speciell och krävande arbetsmiljö. Denna studie bygger på deltagande observationer och intervjuer inom den tvååriga yrkesutbildningen Skydd Mot Olyckor. I fokus står hur studenterna i komplexa insatsövningar lär sig en praktisk förståelse av lagarbetet i sitt kommande yrke. Studien analyserar hur övningarna organiseras som en samtidig rekonstruktion och simulering av operativa arbetsuppgifter. Skolans övningsverksamhet ses alltså som en del av ett bredare lärandefält och med nära relationer till räddningstjänstens operativa verksamhet. I studien ges en detaljerad bild av hur övningarna genomförs samt av hur studenterna lär sig skapa kontroll. Det gäller såväl över arbetets materiella villkor och tekniska utrustning som över sociala interaktioner i arbetslaget och emotionella reaktioner på osäkerhet och risk. Studien bygger på ett sociokulturellt lärandeperspektiv med emfas på praktik och lärande av praktisk förståelse. I studien kombineras perspektiv från sociologi och från Science-and-Technology-Studies (STS) för att fånga praktikens sociomateriella dimensioner av teknik, social koordinering och emotioner. / Firefighters work in situations of strong uncertainty and risk. A functional teamwork is a precondition in order for them to handle dangers occurring at accidents, coordinate their activity, saving buildings and vehicles, take care of victims and avoid being hurt themselves. Potential firefighters must learn working methods that involve bringing together efforts, interaction and individual achievements in a very special and demanding work environment. The study investigates how students, through their participation in complex reallife simulations of operational work, learn a practical understanding of firefighting practice. The study draws on participant observations and interviews within the two-year firefighter’s vocational training program, Skydd mot olyckor. The study analyzes how exercises are organized simultaneously as reconstruction and simulation of operational tasks. The training program is seen as part of a larger learning field with close ties to firefighting practice. The study gives a detailed account of how exercises are conducted and of how students learn to achieve control in and through work. That includes material conditions and equipment as well as social interaction within the team and emotional reactions on uncertainty and risk. The study uses a socio-cultural learning perspective with an emphasis on practice and practical understanding. Perspectives from sociology and Science-and-Technology-Studies (STS) are combined to capture the socio-material dimensions of the specific practice studied, including technology, social coordination and emotions.

Cette thèse examine le processus de mobilisation pour des étudiants en formation professionnelle et ses relations avec la constitution des buts de leur activité et les caractéristiques des dispositifs et des situations de formation rencontrées. Pour cela, nous adoptons une approche par l'activité des étudiants en situation de formation afin de nous démarquer des approches de la « motivation » développées par la psychologie et des approches en termes de « rapport au savoir » développées en sociologie. Nous nous appuyons sur le cadre théorique de l'activité élaboré par Rubinstein (2007) pour développer le concept de mobilisation proposé initialement par Charlot, Bautier et Rochex (1992). Nous avons réalisé un recueil de données de type ethnographique et longitudinal auprès de trois classes d'étudiants inscrits dans une formation de Brevet de Technicien Supérieur en Agroalimentaire dans trois établissements différents. Notre analyse se déroule en trois temps : * caractérisation des environnements, dispositifs et situations de formation rencontrés par les étudiants des trois établissements ; * approche statistique de l’état de mobilisation pour les différentes situations de formation ; * monographies longitudinales concernant quatre étudiants. Nous montrons que l'état de mobilisation pour une classe de situations est préfiguré par quelques situations passées, présentes et projetées pour chaque individu. Mais cet état s'actualise en fonction des caractéristiques des situations rencontrées, dont certaines jouent un rôle important : cohérence des finalités de la situation avec la finalité professionnelle affichée par la formation ; contenus abordés en tant que savoirs outils (Douady, 1983) pour l'action en situation professionnelle ; tâches appelant à déployer des actes de création réelle (Rubinstein, 2007) ; … Les étudiants sont mobilisés pour des situations par lesquelles leur personnalité se réalise dans et par les actions déployées : elle se constitue et se donne à voir à l'individu et aux autres. Ces situations sont au fondement de la constitution de buts stables pour leur activité et d'un itinéraire de toute une vie pour l'individu. Les étudiants n’ont pas de meilleurs résultats scolaires pour les situations de formation pour lesquelles ils sont mobilisés. Les étudiants sont démobilisés lorsque leur activité est morcelée et ne parvient plus à réguler les actions au regard de leurs buts, des caractéristiques de leur personnalité et des conditions et exigences des situations. Leurs résultats scolaires sont inférieurs à leurs résultats moyens pour les situations où ils sont démobilisés. En conclusion nous proposons des développements pour la théorie de l'activité élaborée par Rubinstein et pour le cadre théorique de la didactique professionnelle. Nos résultats permettent de développer ceux présentés par Rochex dans son ouvrage « Le sens de l’expérience scolaire » (1995). Ils nous amènent à proposer des pistes de réflexion pour penser les questions de l’alternance, de l’orientation et du décrochage scolaire en formation professionnelle. / This thesis aims to highlight mobilization process of students for vocational training curriculum and its relations with development of activity goals and training situations characteristics. We adopt an ethnographical approach to follow thirty nine students enrolled in a vocational training to become food industry technicians. We use the theory of activity developed by Rubinstein (2007) as supportive framework, in order to distance ourselves from “motivation” psychological approaches. We develop the concept of mobilization process, initially proposed by Charlot, Bautier and Rochex (1992). Our analysis consists in : * a description of the three curriculum and their training situations ; * a statistical approach of mobilization conditions of students for different training situations ; * four students’ monographs. Our results show that mobilization condition of students for a specific situation depends on situations of their past, present and project life. But characteristics of current training situation update this mobilization conditions. Some of those characteristics are very important in the mobilization process: coherence between aims of the situations and professional aims of the curriculum ; knowledges that are presented as tools for professional situations ; creative tasks ;…Students are mobilized for situations where actions allow them to realize, build up and show their personality. Those situations found long lasting goals for their activity and establish continuity in their “whole life itinerary”. This does not improve their student performances. They are demobilized when situation parceled out their activity, which couldn’t coordinate any more actions with goals of activity, personality characteristics and tasks conditions. Their student performances decrease in that case. In conclusion, we propose some developments for the Rubinstein’s theory of activity and for the theoretical framework of professional didactics. We suggest lines of enquiry for professional training, vocational guidance and school dropout.