El propósito de este estudio es abordar el concepto de espacio y, en particular, su desocupación, a través de tres obras: Caja Vacía/Metafísica de Jorge Oteiza, Who´s afraid of red, yellow and blue de Barnett Newman y el Pabellón de Alemania de Ludwig Mies van der Rohe. El discurso se construye a través de un transitar sobre la banda de Moebius y en su vaivén y en su doblez aparecen y desparecen imágenes, ideas y textos sobre los que fluye la voluntad de construir una interpretación nueva sobre el objeto descrito. Martin Heidegger, Gilles Deleuze y Gaston Bachelard son los tres sostenes teóricos de esta estructura. Y más cerca y más lejos de este texto siempre se mantiene la difícil tarea de entender cuál es la forma de habitar y de ser (Ich bin) del hombre en la tierra. / The purpose of this study is to address the concept of space and, in particular, its disoccupation through three different pieces of work: Empty/Metaphysical Box by Jorge Oteiza, Who´s afraid of red, yellow and blue by Barnett Newman and German Pavilion by Ludwig Mies van der Rohe. The discourse is constructed through a move on the Moebius band, its swing and double apparition and disappearance of images, ideas and texts which build a new interpretation of the subject matter. Martin Heidegger, Gilles Deleuze and Gaston Bachelard are the three theorists of this structure. The difficult task of understanding what is the way of living and being of man (Ich bin) on earth always remains what is closer and further away from this text.

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No. of bitstreams: 1 rodrigues_m_dr_arafcl.pdf: 4805489 bytes, checksum: 9f25786428564ccec031df4675c13e19 (MD5) Previous issue date: 2018-07-26 / A importância de refletir sobre a prática docente universitária junto aos Estudantes Público Alvo da Educação Especial (EPAEE) e Estudantes com Transtorno do Espectro Autista (TEA) caminha paralelamente com a urgência de formar professores para atender essa demanda na Educação Básica, pois a presença desses na Educação Superior já é uma realidade, embora o atendimento educacional às suas necessidades específicas ainda seja limitado, dadas as questões da acessibilidade pedagógica e atitudinal e às dificuldades dos docentes para produzir os conhecimentos importantes às mudanças que se fazem necessárias, segundo a premissa sobre a qual funda-se a presente investigação. Diante da realidade da inclusão desses estudantes é possível pensar que não basta trazer modelos prontos para professores, mas sim, que é preciso encorajá-los a refletir sobre como pensam, como agem e como ensinam no contexto da inclusão. Assim sendo, nessa pesquisa parte-se das seguintes indagações: ao desenvolver suas aulas, os docentes das áreas pedagógicas que atuam nos cursos de Licenciatura da UNIR alicerçam sua prática pedagógica por meio de ações que remetem à acessibilidade atitudinal e pedagógica? O conteúdo abordado sobre a aprendizagem e o ensino de pessoas com deficiência está em consonância com as ações didático-pedagógicas diante do acadêmico com deficiência? Para responder a essas questões estabeleceram-se, como objetivos desta pesquisa, identificar os aspectos da acessibilidade pedagógica e atitudinal nas ações de ensino destinadas à formação de professores para atuar junto aos EPAEE nos cursos de licenciaturas sob duas perspectivas: da organização curricular a partir do estudo dos Projetos Pedagógicos dos Cursos de Licenciaturas (PPCs), bem como pela análise dos conhecimentos, experiências por meio de reflexões sobre a prática dos docentes que atuam com as disciplinas pedagógicas nos cursos. A pesquisa, de cunho qualitativo, foi realizada a partir de análise documental, teve como objeto de estudo os PPCs, bem como, por meio da pesquisa do tipo grupo focal como um caminho metodológico que coloca os participantes em contato com conceitos, sentimentos, atitudes, crenças, experiências e reações frente a determinada situação vivenciada ou experimentada pelos sete participantes, ou seja, seis professores das áreas pedagógicas e um professor de Libras que atuam nos referidos cursos. A premissa que embasa essa pesquisa é que a reflexão sobre as práticas e experiências pedagógicas executadas ao longo da vida profissional junto aos EPAEE provoca nos professores um repensar sobre seus conceitos e ações didáticas diante da inclusão nas licenciaturas e, auxilia no processo de identificação e revisão sobre acessibilidade pedagógica e atitudinal, nas perspectivas da organização curricular e da prática docente junto aos cursos. Os resultados apresentados mostram que a realidade dos cursos de licenciaturas estudados, nos aspectos do currículo, revelam ausência de disciplinas, conteúdos, práticas pedagógicas e atividades de estágios que contribuam para a formação de professores para o atendimento do EPAEE e as reflexões dos docentes sobre as práticas junto aos mesmos se mostraram necessárias, pois foi possível identificar problemas conceituais e metodológicos que dificultam o desenvolvimento de ações que remetem à acessibilidade pedagógica e atitudinal e que foram ao longo das sessões sendo trabalhadas revelando no grupo novas possibilidades de ser um professor aberto às mudanças necessárias à inclusão. / The importance of reflecting on the academic teaching practice with students that are Target Public of Special Education (EPAEE, in Portuguese) goes along with the urgent need of teacher formation in order to attend this need in Elementary Education. The presence of these students in Higher Education Courses is a reality today though educational support for their specific needs is still limited taking into consideration questions of pedagogical and behavioral accessibility and the challenges teachers face in order to produce important knowledge facing the necessary changes, according to the premises on what this research is based. In the face of the inclusion reality of the above mentioned students, it is possible to think that providing finished models to teachers is not enough. It is necessary to encourage them to reflect on how they think, act and teach in the context of inclusion. Therefore, this study is based on the following questions: when conducting their classes, do teachers of pedagogical areas who work in undergraduate courses for the formation of teachers (known as “Licenciaturas”, in Brazil), at UNIR, base the pedagogical practices on actions that are related to behavioral and pedagogical accessibility? Is the approached content on learning and teaching of disabled people in consonance with didactic-pedagogical actions towards the disabled student? In order to answer these questions, we established, as objectives of this research, to identify the aspects of behavioral and pedagogical accessibility in the actions of teaching destined to the formation of teachers to work with EPAEE in the “Licenciatura” courses under two perspectives: the curricular organization by the study of Pedagogical Projects of the “Licenciatura” Courses (PPCs, in Portuguese), as well as by the analysis of knowledge, experiences through the reflections on the practices of the teachers that work with pedagogical subjects in the courses. The research, of qualitative aspect, was conducted from desk research and had as its study object the PPCs, as well as through the research of the focus group type as a methodological way that puts the participants in contact with concepts, feelings, attitudes, beliefs, experiences and reactions in the face of a determined experienced situation by seven participants, that is, six teachers of pedagogical areas and one teacher of Libras (Brazilian Sign Language) that teach in the referred courses. The premise on which this research is based is that the reflection on the pedagogical practices and experiences conducted along the professional life with the EPAEE leads teachers to rethink their concepts and didactic actions of inclusion in the “Licenciatura” courses and helps in the process of identification and revision of pedagogical and behavioral accessibility, in the perspectives of curricular organization and teacher practice in the courses. The results presented show that the reality of the “Licenciatura” Courses studied, in the curricular aspects, reveal lack of subjects, contents, pedagogical practices and internship activities that contribute to the formation of teachers for the attendance of the EPAEE. The reflections of teachers on their practices proved to be necessary, since it was possible to identify conceptual and methodological problems that inhibit the development of actions that are related to pedagogical and behavioral accessibility and that were, along the sessions, revealing in the group new possibilities of how to be a teacher that is open to the changes that are necessary to inclusion. / La importancia de reflexionar sobre la práctica docente universitaria con los Estudiantes Público Objetivo de la Educación Especial (EPAEE, en portugués) camina paralelamente con la urgencia de formar profesores para atender esa demanda en la Educación Básica, pues la presencia de esos estudiantes en la Educación Superior ya es una realidad, aunque la asistencia educacional a sus necesidades específicas aún es limitada, dadas la cuestiones de accesibilidad pedagógica y actitudinal y la dificultades de los docentes para producir los conocimientos importantes a los cambios que se hacen necesarios, de acuerdo con la premisa sobre la cual se basa la presente investigación. Delante de la realidad de la inclusión de los estudiantes mencionados, es posible pensar que no basta traer modelos listos para los profesores, pero sí, que es necesario animarlos a reflexionar sobre cómo piensan, cómo actúan y cómo enseñan en el contexto de la inclusión. De esta manera, esta investigación se basa en las siguientes indagaciones: Al desarrollar sus clases, ¿los docentes de las áreas pedagógicas que actúan en los cursos de Graduación para la Formación de Profesores (conocidos como “Licenciaturas”, en Brasil) de la UNIR fundamentan su práctica pedagógica por medio de acciones que remeten a la accesibilidad actitudinal y pedagógica? ¿El contenido abordado sobre el aprendizaje y la enseñanza de personas con deficiencia está en consonancia con las acciones didáctico-pedagógicas frente al académico con deficiencia? Para responder a esas cuestiones, se estableció como objetivo de esta investigación identificar los aspectos de la accesibilidad pedagógica y actitudinal en las acciones de enseñanza destinadas a la formación de profesores para actuar con los EPAEE en los cursos de “Licenciaturas” bajo dos perspectivas: de la organización curricular a partir del estudio de los Proyectos Pedagógicos de los Cursos de “Licenciaturas” (PPCs), como también por el análisis de los conocimientos, experiencias por medio de reflexiones sobre la práctica de los docentes que actúan con las materias pedagógicas en los cursos. La investigación, de carácter cualitativo, se realizó a partir de investigación documental, y tuvo como objeto de estudio los PPCs, como también de la investigación de tipo grupo focal como un camino metodológico que pone a los participantes en contacto con conceptos, sentimientos, actitudes, creencia, experiencias y reacciones frente a determinada situación vivenciada o experimentada por siete participantes, o sea, seis profesores de las áreas pedagógicas y un profesor de Libras (Lengua Brasileña de Señales) que actúan en los referidos cursos. La premisa que fundamenta esa investigación es que la reflexión sobre las prácticas y experiencias pedagógicas ejecutadas a lo largo de la vida profesional con los EPAEE provoca en los profesores un repensar sobre sus conceptos y acciones didácticas delante de la inclusión en las “licenciaturas” y ayuda en el proceso de identificación y revisión sobre accesibilidad pedagógica y actitudinal, en las perspectivas de la organización curricular y de la práctica docente en los cursos. Los resultados presentados muestran que la realidad de los cursos de “licenciaturas” estudiados, en los aspectos del currículo, revelan ausencia de materias, contenidos, prácticas pedagógicas y actividades de prácticas profesionales que contribuyen para la formación de profesores para la asistencia del EPAEE y las reflexiones de los docentes sobre las prácticas con los mismos se mostraron necesarias, pues fue posible identificar problemas conceptuales y metodológicos que dificultan el desarrollo de acciones que remeten a la accesibilidad pedagógica y actitudinal y que fueron, a lo largo de las secciones trabajadas, revelando en el grupo nuevas posibilidades de ser un profesor abierto a los cambios necesarios a la inclusión.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work stems from a project developed under the Teaching and Learning of Mathematics and their Philosophical, Historical and Epistemological Foundations research scope of the Graduate Program in Mathematics Education and Physics Teaching at the Federal University of Santa Maria. Based on the assumptions of the Historic-Cultural Theory and the Theory of Activity, as well as authors who address the training of teachers who teach mathematics, we define as main objective to investigate the formation of teachers who teach Mathematics in the early years of Elementary school, from discussions about the Decimal Numbering System in the context of a working group of Guiding Studies of Pacto Nacional pela Alfabetização na Idade Certa (PNAIC) Program. How collected data procedure, we adopted a questionnaire applied to Guiding Studies of this Program belonging to Santa Maria (RS) polo; follow-up of continuing education presential meetings that boarded the Decimal Numbering System in one of the working groups and we realize reflective sessions with guiding studies teachers of this working group. While the questionnaire answers served to bring indicative of these teachers think about Decimal Numbering Decimal and your teaching, the data of continuing education meetings and reflective sessions were systematized in four analysis sections the teacher as subject in your formation; the math knowledge as promotor of subject development; pedagogical intentionality as element of teacher organization, e; the share as promotor of comprehension of complexity of pedagogical activity with the goal of build episodes (Moura,1992) to verify the extent to which the Guiding Studies presents quality change in your formation process. We conclude that formation space, such as offered by PNAIC, may constitute as Learning spaces of Teaching for evolved teachers, since that develop forming activities that provide access to math knowledge as a result of logic-historic process; provide discussions about Teaching organization focusing in Learning of student and favor the collective development of group, in order that knowledge appropriation occurs from the social to the individual. / Este trabalho decorre de um projeto desenvolvido no âmbito da linha de pesquisa Ensino e Aprendizagem da Matemática e seus Fundamentos Filosóficos, Históricos e Epistemológicos do Programa de Pós-Graduação em Educação Matemática e Ensino de Física da Universidade Federal de Santa Maria. Com base nos pressupostos da Teoria Histórcio-Cultural e da teoria da Atividade, assim como em autores que abordam a formação de professores que ensinam Matemática, delimita-se como objetivo principal investigar a formação de professores que ensinam Matemática nos anos iniciais do Ensino Fundamental, a partir de discussões sobre o Sistema de Numeração Decimal, no contexto de um grupo de trabalho de Orientadoras de Estudos do programa Pacto Nacional pela Alfabetização na Idade Certa (PNAIC). Como procedimento de coletada de dados foram adotados um questionário aplicado a Orientadores de Estudos desse programa, pertencentes ao polo de Santa Maria (RS); o acompanhamento dos encontros de formação continuada presenciais que abordaram o Sistema de Numeração Decimal em um dos grupos de trabalho e a realização de sessões reflexivas com professores Orientadores de Estudos desse grupo de trabalho. As respostas dos questionários serviram para levantar indicativos do que estes professores pensam sobre o Sistema de Numeração Decimal e o seu ensino. Os dados dos encontros de formação e das sessões reflexivas foram sistematizados em quadro unidades de análise - o professor como sujeito de sua formação; o conhecimento matemático como promotor de desenvolvimento do sujeito; a intencionalidade pedagógica como elemento da organização do ensino; e o compartilhamento como promotor da compreensão da complexidade da atividade pedagógica com o intuito de constituir episódios (Moura, 1992) para verificar em que medida os Orientadores de Estudos apresentaram mudanças de qualidade nos seu processo de formação. Concluímos que espaços de formação, como os oportunizados pelo PNAIC, podem se constituir como espaços de aprendizagem da docência para os professores envolvidos, em especial, se desenvolverem atividades formadoras que proporcionem o acesso ao conhecimento matemático como decorrência de um processo lógico-histórico; promoverem discussões sobre a organização do ensino com enfoque no aprendizado do aluno e favorecerem o desenvolvimento coletivo do grupo, a partir da compreensão do papel fundamental das relações sociais no desenvolvimento do indivíduo.

Le régime juridique de l'Enfant Associé aux Forces et Groupes Armés âgé de plus de quinze ans auteurs d'infractions graves est incohérent. En effet, il permet à son titulaire d'obtenir le statut de combattant, sans que pour autant sa responsabilité ne soit automatiquement engagée en cas de commission d'infractions graves. Cette situation s'explique par le fait que la communauté internationale est divisée sur sa nature juridique: il est perçu en tant que victime ou criminel. Cette incertitude a pour conséquence de créer de l'insécurité juridique car il ne sais pas au préalable quel sort lui sera réservé par la Justice. Cette réalité profite au recruteur qui le pousse à commettre les crimes les plus graves. L'enfant se sent ainsi tout-puissant. Toutefois, à l'issue du conflit, il risque d'être rejeté par sa communauté l'identifiant en tant que bourreau. Sa réinsertion est donc compromise. Afin de pallier cette situation, une harmonisation de l'âge du combattant devrait être envisagée afin de clarifier son régime de responsabilité. En attendant, le stand minimal est de quinze ans. S'il n'est pas considéré comme étant trop jeune pour prendre les armes, il doit être aussi en capacité de rendre des comptes. Mais comment ? À travers la Justice Transitionnelle de manière générale et plus précisément par la création d'un Tribunal Spécial pour Enfants Auteurs d'Infractions Graves qui a pour fonction de juger ceux qui ont le plus au degré de responsabilité dans la commission des crimes. Pour les autres, il est envisagé la valorisation de mécanismes de Justice Restauratrice qui répondent à leurs besoins, à celles de leurs victimes et de leur communauté tout entière. / The legal justice mechanism of the Child Associated with Armed Forces and Groups of more than fifteen years old of serious offenders is inconsistent. In fact, this kid's allowed to obtain the combatant status even if he never assumes automatically his responsibilities when he commits serious offences. It's because the international community is divided and considers him as a victim or a criminal. This uncertainty creates the effect of legal insecurity since he doesn't know how he'll be treated by Justice. This situation benefits to his recruiter who encourages him to commit the most serous crimes. The child feels almighty. But at the end of the conflict, he may probably rejected by this community who considers him as an executioner. So, his reintegration is compromise. To rectify this situation, harmonizing the age of the fighter should be a solution to clarity his accountability status. For the moment, fifteen years old appears as minimum standard. If the child isn't so youth to take arms, he can bear his accountability. But how? Whith Transitional Justice in general and more specifically the creation of a Special Court for Serious Violations which judge those who have the highest level of responsibility in the commission of the crime. For the others, we propose Restorative Justice that meet their needs, those of their victims and their entire community.

Doctor Pharmaceuticae - DPharm / Underdiagnosis and undertreatment of asthma in children are barriers to optimal health care delivery and health, incurring substantial costs to both the families and health services. A tailored multifaceted educational outreach intervention ("academic detailing") was designed and implemented among private sector general practitioners (GPs) serving a poor working class urban community in Cape Town, South Africa. The intervention aimed to improve primary care childhood asthma by promoting the adoption of guideline-based key messages. The effectiveness of the intervention was tested in a randomised controlled trial, Chestiness and Asthma in Mitchell's Plain (CHAMP) (Zwarenstein 1999). This thesis describes the design, implementation and qualitative evaluation of the outreach intervention. Methods Qualitative interviews and quantitative sample surveys were conducted among GPs to identify and measure the prevalence of perceived barriers to optimal asthma care in children. A trained pharmacist visited GPs twice, promoting eight evidence-based primary care messages to overcome barriers to optimal care for asthma in children. The messages focused on key diagnostic indicators, a treatment algorithm based on severity, cost of drug therapies, inhaler and spacer use, and preventive treatment. These messages were formatted into attractive promotional material. The first visit promoted use of the messages, the second reinforced adoption in routine practice and assessed GPs' responses using unobtrusive qualitative data collection methods. The dialogue was tailored to each GP's needs. Results Thirty-two GPs received the intervention. All but one consented to both visits. At the first visit responses were varied. A few GPs were confused or suspicious; most were in agreement with the messages but seemed passive towards implementation; a few were keen to adopt the messages into their routine practice. Response at first visit was not predictive of use as assessed at the second. At the second visit, most GPs claimed that they personally agreed with and used the messages, with a large minority less enthusiastic. Conclusion The intervention appears to have been broadly accepted as evident from GPs' acceptance of the outreach pharmacist, but reports of complete adoption of the messages and use of the kit were less prevalent. This finding is consistent with and helps to explain the improved health outcomes of children with asthma in the CHAMP trial. The combination of qualitative and quantitative research methods was effective in identifying and assessing GPs' barriers. Further, the combination helped to confirm the determinants for the intervention. Unobtrusive qualitative methods provided valuable insight into GP behaviour in routine setting. Additional studies conducted in public sector pnmary care settings and for other diseases are needed to confirm the wider acceptability and effectiveness of multifaceted outreach interventions aimed at improving professional practice. Such an intervention in our study setting seemed successful for childhood asthma.

No description available.

MSc (Chemistry / Department of Chemistry / In this study, three sampling sites (Tshipise thermal spring, Mphephu thermal spring and Siloam borehole) in Limpopo Province South Africa were considered for an investigation into the mineral composition of their water and soil samples. Tshipise and Mphephu thermal springs are well developed and located within tourist resorts. On the other hand, Siloam is a borehole on the grounds of a private household. The water is used for various domestic purposes such as laundry, general cleaning of the household and bathing. Water and soil samples from the three sites were collected once per week every week in February 2018. The sampling bottles were spiked with 1M HNO3 before sampling to keep any metal ions present in the water samples in solution. The soil and water samples were analysed for their chemical composition using X-ray fluorescence (XRF) and inductively coupled plasma mass spectrometry (ICP-MS) respectively. XRF analysis of the soil samples found many major oxides of which SiO2 made up 63.67%, 85.37% and 46.28% by mass of Tshipise, Mphephu and Siloam soil samples respectively. XRF analysis also showed the presence of dangerous levels of heavy metals such as As, Tl, Pb and V. The analysis of the water samples by ICP-MS found that Tshipise, Mphephu and Siloam mineral water were soft, soft-moderately hard and soft-hard respectively with regards to the water hardness scale according to the United States Geological Survey (USGS) and the Water Quality Association (WQA). Analysis of water samples also found the presence of As, Cd, Cr and V. Arsenic was found to occur at concentrations above the Maximum Allowable Concentration (MAC) set by the World Health Organisation (WHO) (10 μg L-1) for Tshipise, Mphephu and Siloam mineral water (13.63 μg L-1, 15.83 μg L-1 and 20.97 μg L-1 respectively). Water temperatures for the three sites ranged from 38°C (Siloam borehole) to 64°C (Tshipise thermal spring). The pH values were 7.25 (Siloam borehole), 7.40 (Mphephu thermal spring) and 8.67 (Tshipise thermal spring). Due to the presence of As, Tl, Pb, V, Cd and Cr, the mineral water from all three thermal springs is unsafe to consume as it would lead to serious negative health effects some of which are outlined in this study. / NRF

At a Muslim school a group of boys with a reputation for stealing got the opportunity to share stories with communities of concern. Honesty meetings, honesty tests, honesty certificates and honesty celebrations formed part of narrative therapy ways of working together to try and regain reputations for honesty. As an outsider researcher/therapist I was confronted by stories of slavery, racism, unemployment, poverty, crime and violence. Through collaboration with a cultural consultant it became possible to do theology and pastoral care as a Christian in a Muslim community in a respectful and ethical way. The sharing of stories of pain and resistance contributed to the mutual care and community amongst participants from communities separated by racism and apartheid legislation as well as differences of culture and religion. Reflections on this journey mark a migration of identity for me as researcher, therapist, Christian and white South African practical theologian. / Philosophy, Practical and Systematic Theology / M.Th. (Pastoral Theology)

This thesis is about pastoral work with people who live with mobility impairment. The research address two main questions, namely "What are the implications of acquired mobility impairment for personal identity and collective identity?" and "How can we in Christian faith communities, through pastoral work, facilitate a sense of belonging and strengthen personal identity and collective identity for people who are mobility disadvantaged?" This thesis therefore addresses the problem of identity. Thus, a theoretical analysis from literature sources is undertaken to explore theories about narrative identity in relation to personal identity and the importance of the metaphor "belonging" to bridge the gap of personal identity to collective identity. Consequently, religious identity is discussed in relation to the notion of multiple identities and the importance of collective identity to shaping personal identity. The research questions are answered through a theoretical exploration of approaches to disability and qualitative, narrative empirical research is undertaken. A few people who are quadriplegic, a family member and an occupational therapist are interviewed and the recounting of their "stories" facilitated. The empirical research results in highlighting that the research participants' "stories" discloses a link between bodily restrictions and social restrictions to mobility. This combination works together to make social interaction very difficult and clearly influenced the transition from pre-quadriplegia to post-quadriplegia. Analysing the "stories" told by the research participants allows for critical reflection on a preferred pastoral work praxis to people living with mobility impairment. Narrative identity is linked with a theology of embrace and metaphors of "covenant" and "belonging" which expresses that faith communities should imitate the embracing love and compassion of the Triune God who through the act of suffering included all humankind. It provides the foundation for a preferred pastoral work praxis of "embrace" which can be practised holistically and actively through integration with the other practices of faith communities to facilitate a sense of belonging to a collective identity. / Philosophy, Practical and Systematic Theology / D. Th. (Practical Theology)

La lutte contre les fléaux sanitaires enregistre un nombre pléthorique d’acteurs, opérant avec des instruments et des stratégies différents. Cette pluralité d’acteurs et d’instruments affecte la cohérence du cadre organico-fonctionel de protection du droit à la santé et pose un véritable défi de coordination. Notre étude axée sur le cas spécifique du Sénégal, interroge les mécanismes actuels de coordination qui ont montré leurs limites à l’épreuve de la pratique, tant au niveau national qu’international. Dans l’ordre interne sénégalais, l’impératif de coordination des actions sanitaires est plus affirmé que traduit dans la réalité. Au niveau international, les multiples dispositifs de coordination se caractérisent par une approche statique, largement dépassée par les réalités complexes du droit de la santé. Cette thèse se propose de dépasser l’approche statique pour une stratégie dynamique de la coordination, centrée sur le mécanisme de régulation. Plus adaptée aux déséquilibres qui caractérisent le cadre de protection du droit à la santé, la coordination-régulation que nous avons retenue, s’attachera à assurer une bonne articulation entre le principe de la responsabilité et la gouvernance sanitaire pour une plus grande efficacité des actions sanitaires dans les États en développement, à travers l’exemple du Sénégal.Mots clés : Coordination, Sénégal, OMS, fragmentation des actions sanitaires, droit à la santé, ONG, approche verticale, approche systémique, efficacité, efficience, gouvernance sanitaire, responsabilité sanitaire, régulation, déséquilibres, médecine traditionnelle, approche dynamique, fléaux sanitaires, politiques nationales, télémédecine. / Strategies. This plurality of actors and instruments affects the coherence of the organic-functional framework for the protection of the right to health and poses a real coordination challenge. Our study focuses on the specific case of Senegal, questions the current coordination mechanisms that have shown their limits to the test of practice, both nationally and internationally. In the Senegalese internal order, the imperative coordination of health actions, although present in speeches and texts, is insufficiently translated into reality. At the international level, the multiple coordination mechanisms are characterized by a static approach that has been largely overtaken by the new realities of health law. This thesis offers to go beyond a static approach for a dynamic strategy of coordination, centered on the regulation mechanism. More adapted to the imbalances that characterize the framework of protection of the right to health, the coordination -regulation will seek to ensure a good articulation between the principle of the responsibility and the sanitary governance for a greater effectiveness of the sanitary actions in the States in development, through the example of Senegal;