La classe d’accueil est un service offert dans la région métropolitaine de Montréal aux élèves identifiés comme ayant besoin de soutien linguistique en français avant de poursuivre leurs études en classe ordinaire. Ces élèves passent par deux classements : un pour entrer et un autre pour sortir de la classe d’accueil. Peu de recherches se sont penchées jusqu’à présent sur les élèves appartenant à des groupes minorisés en classe d’accueil, des élèves qui se trouvent surreprésentés dans la suite de leur parcours éducatif en classe d’adaptation scolaire et dans d’autres filières moins sélectives. Dans le but de comprendre les procédures de classement des élèves du secondaire avant et après leur séjour en classe d’accueil dans la région métropolitaine de Montréal, à partir d’un cadre théorique sociologique inspiré des concepts d’habitus, de normalisation, d’altérisation et de stigmatisation intersectionnelle, cette recherche qualitative ethnographique documente les discours des acteurs scolaires impliqués dans les prises de décisions relatives aux classements des élèves avant et après le séjour en classe d’accueil ainsi que les discours des élèves soumis à ces décisions. Pour ce faire, nous avons analysé 28 documents (gouvernementaux, des centres de services scolaires, des échanges via courriel et des publications dans un groupe Facebook), 10 heures d’observation d’interactions sociales à différent moments de la vie scolaire (des rencontres de prévision de classement, une rencontre d’accueil de parents, des cours en classe d’accueil et des observations dans les couloirs d’une école) et 44 entretiens (dont 37 avec des intervenants scolaires – 14 enseignants, 12 conseillers pédagogiques, 3 professionnels dans d’autres types de soutien, 3 directions (adjointes) d’école et 5 professionnels dans d’autres postes administratifs – et 7 avec des élèves qui ont passé par un séjour en classe d’accueil lors de leurs études secondaires). Les principaux résultats soulignent que les élèves (et leurs parents) ne sont pas suffisamment informés au sujet du système éducatif de leur province d’accueil. Ils tendent ainsi à accepter les décisions de classements, incluant vers d’autres secteurs que la classe ordinaire (adaptation scolaire ou formation générale des adultes). Selon les intervenants scolaires, seule une partie des élèves répondrait à ce qui est exigé par le milieu d’accueil en termes de performance et de comportement et atteindrait donc la réussite éducative. Les élèves qui ne réussissent pas à s’adapter sont ceux jugés comme ayant des enjeux individuels ou liés à leur pays d’origine (ex. difficultés d’apprentissage, retard scolaire). Les intervenants scolaires interrogés mentionneraient peu fréquemment les enjeux structurels du milieu d’accueil, mis à part le manque de ressources. Cela se traduit par : 1) de longs séjours en classe d’accueil; 2) des classements en classe ordinaire en dessous du niveau âge des élèves; 3) des classements dans le secteur de la formation générale des adultes; ou 4) des classements dans le secteur de l’adaptation scolaire. Notre analyse signale une posture suprémaciste d’altérisation derrière le discours du « besoin » d’intégration et une pensée déficitaire en lien avec les préalables de la réussite. Ainsi, le séjour en classe d’accueil serait une forme de disciplinarisation. / The welcoming class is a service offered in the Montreal metropolitan region to students identified as needing French language support before continuing their studies in the mainstream class. These students go through two placements: one to enter and another to leave the welcoming class. Little research has until now focused on students belonging to minority groups in the welcoming class, students who find themselves overrepresented in the rest of their educational journey in special education classes and in other less selective sectors. In order to understand the procedures for placing secondary students before and after their stay in the welcoming class in the Montreal metropolitan region, from a sociological theoretical framework inspired by the concepts of habitus, normalization, othering and intersectional stigmatization, this qualitative ethnographic research documents the discourses of school actors involved in the decision-making on the placement of students before and after the stay in the welcoming class as well as the discourses of students subject to these decisions. To do this, we analyzed 28 documents (governmental, from school service centers, exchanges via email and publications in a Facebook group), 10 hours of observation of social interactions at different moments of school life (meetings concerning forecast placement, a parents’ welcoming meeting, courses in the welcoming class and observations in the corridors of a school) and 44 interviews (including 37 with school actors – 14 teachers, 12 educational advisers, 3 professionals in other types of support, 3 (deputy) school principals, and 5 professionals in other administrative positions – and 7 with students who went through a stay in the welcoming class during their secondary studies). The main results highlight that students (and their parents) are not sufficiently informed about the education system in their host province. They thus tend to accept placement decisions, including towards sectors other than the mainstream class (special education or general adult education). According to school workers, only a portion of students meet what is required by the host environment in terms of performance and behavior and would therefore achieve educational success. The students who fail to adapt are those judged as having individual issues or issues related to their country of origin (e.g., learning difficulties, academic delay). The school workers interviewed rarely mentioned the structural issues of the host environment, apart from the lack of resources. This results in: 1) long stays in the welcoming class; 2) placements in mainstream class below the age level of the students; 3) placements in the general adult education sector; or 4) placements in the special education sector. Our analysis points to a supremacist posture of othering behind the discourse of the “need” for integration and a deficit thinking linked to the prerequisites for success. Thus, the stay in the welcoming class would be a form of disciplinarization.

Made available in DSpace on 2016-04-04T18:29:58Z (GMT). No. of bitstreams: 1 RENATO LUIS ZINI.pdf: 1427658 bytes, checksum: 7c80a7801d1d0faac14eae07f351aaac (MD5) Previous issue date: 2013-02-05 / This phenomenological research aimed to apprehend the experience of persons who have been attended in a Psychosocial Care Center on Alcohol and Drugs - CAPS - located in a medium size town in S?o Paulo state in the context of the practice of welcoming made effective by a psychologist. This practice has been regarded as one of the facilitator contrivance for the consolidation of the National Health Humanization Program, implemented by the Ministry of Health since 2004. Although, the act of welcoming is recommended as interdisciplinary and inserted into the routine of all professionals and services related to Brazilian Public Health, the purpose was to analyze it from the perspective of a humanistic oriented psychologist. This is a qualitative phenomenological research based on the encounters of the researcher and the participants on the context of a duty care routine service. Thirty-six adults of both sexes were interviewed including those who attended the service for the first time and those who returned to treatment after a period of neglect during the period of September 2011 and August 2012. From these thirty-six people, fifteen were selected to participate in the research. As a strategy for the analysis of the encounters with the participants, there were constructed written narratives that enabled the researcher to approach with elements of the experience of these people from his own impressions on meeting them in a dialogic relationship. The results showed significant elements that emerged from these clinical encounters: 1) self-image: the participants refer to themselves as people who can undertake changes in the way of living towards the physical and psychological health; feel hopeful about the possibility of recovery from treatment adherence; 2) relationship with the body: the experience revealed a split between the physical body and its symbolization leading them to neglect the information transmitted to them by service technicians as to be carriers of serious physical ailments and other health problems; 3 ) selfperception: they preserve the condition of narrating their own life story, relating facts and relevant events that impelled them to be in the present condition; 4) affective relationships: the beginning of the use of chemicals is associated with emotionally relevant people, but it is also, the decision to seek help to get rid of addiction, 5) suffering because of the manner they are living as a trigger for seeking professional help, 6) relationship with drugs consumption: independent of the substance(s) sed, most of the time, consumption was reported by participants as something that they had already stopped when they took the initiative to seek help from CAPS.Participants felt welcomed during the encounters due to the empathic attitude and acceptance of the psychologist. The practice of welcoming performed in this study regarded the well-known institutional practice of psychology on duty care as proposed by Brazilian psychologists as an intervention made effective by the means of some specific attitudes held by the psychologists in order to receive clients psychological emergency demand. Thus, it was possible to realize the importance of a dialogic relationship to engage an experiential process that provides the client with a rescue of his/her subjectivity. / A pesquisa objetivou apreender fenomenologicamente a experi?ncia de pessoas atendidas em um Centro de Aten??o Psicossocial em ?lcool e Drogas, situado em um munic?pio do interior do estado de S?o Paulo, a partir da pr?tica de acolhimento efetivada por um psic?logo. Esta pr?tica tem sido considerada como um dos dispositivos facilitadores para a consolida??o do Programa Nacional de Humaniza??o em Sa?de, implementado a partir de 2004 pelo Minist?rio da Sa?de. Embora o ato do acolhimento seja preconizado como interdisciplinar e inserido na rotina de todos os profissionais e servi?os de sa?de p?blica brasileiros, procurou-se analis?-lo sob a perspectiva da pr?tica de um psic?logo de orienta??o humanista. Trata-se de uma pesquisa qualitativa de inspira??o fenomenol?gica e o contexto escolhido para os encontros do pesquisador com os participantes foi o atendimento rotineiro de plant?o. Foram entrevistadas trinta e seis pessoas adultas de ambos os sexos que compareceram ao servi?o pela primeira vez ou retornaram ao tratamento ap?s um per?odo de abandono, entre os meses de setembro de 2011 e agosto de 2012. Destas, foram selecionadas quinze para participarem da pesquisa. Como estrat?gia para a an?lise dos encontros com os participantes foram constru?das narrativas que possibilitaram ao pesquisador uma aproxima??o com elementos da experi?ncia dessas pessoas a partir de suas pr?prias impress?es ao estar com elas numa rela??o dial?gica. Os resultados evidenciaram elementos significativos que emergiram dos atendimentos: 1) autoimagem: os participantes referem-se a si mesmos como pessoas capazes de empreender mudan?as na forma de viver em dire??o ? sa?de f?sica e psicol?gica; sentemse esperan?osos em rela??o ? possibilidade de recupera??o a partir da ades?o ao tratamento; 2) rela??o com o corpo: revelou-se a experi?ncia de uma cis?o entre o corpo f?sico e sua simboliza??o, levando-os a negligenciarem as informa??es que lhes eram transmitidas pelos t?cnicos do servi?o quanto a serem portadores de mol?stias f?sicas graves e outros agravos ? sa?de; 3) percep??o de si: preservam a condi??o de narrarem sua pr?pria hist?ria de vida, relacionando fatos e eventos relevantes que os impeliram a estar na condi??o atual; 4) rela??es afetivas: o in?cio do uso de subst?ncias qu?micas est? associado a pessoas afetivamente relevantes; da mesma forma em rela??o ? decis?o de procurar por ajuda para livrar-se da depend?ncia; 5) sofrimento face a maneira como se est? vivendo como elemento desencadeador da busca por ajuda profissional; 6) rela??o com o consumo de drogas: independente da(s) subst?ncia(s) usada(s), o consumo era referido pelos participantes na maioria das vezes como algo que j? haviam deixado, assim que tomaram a iniciativa de procurar pelo CAPS. Os participantes sentiram-se acolhidos durante os atendimentos em fun??o da postura emp?tica e aceitadora do psic?logo. Os atendimentos realizados assemelham-se ao plant?o psicol?gico como pr?tica de interven??o cl?nica em institui??es quanto ?s atitudes do plantonista e a sua forma de acolher a demanda do cliente. Foi poss?vel constatar a import?ncia de uma rela??o dial?gica para o desencadear de um processo experiencial que disponibiliza ao cliente um resgate de sua subjetividade.

Made available in DSpace on 2016-04-29T14:17:42Z (GMT). No. of bitstreams: 1 ALBERTO ANTONIO COMUANA.pdf: 778088 bytes, checksum: 4b06b96c265342ef2e4baf20ac3d4006 (MD5) Previous issue date: 2005-08-01 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present study appoints for a critical vision of the assistance given to the parents, specially to the person responsible for the child and adolescent in danger situation, who take part at Quixote project specially, and in another net equipments in São Paulo. It comes as a part of an anxiety which come up by our intervention close to the families with law wages in Mozambique and in Brazil, having as an objective the understanding of, how much important are the services offered by the Quixote project, to the life of the families of the youth in danger situation, making a qualitative evaluation refered to them and looking for the meaning of the studied families, of this practices. In this sense, we tried to understand the expectations of the attended people, the principles in relation with the developed work and the practices to get the importance given to the equipment, the needs fulfilled by the used practices drawing the social demographic profile, from the sample of the 10% of the attended families in 2003. Are studied: moment and the context where by, the family decided to look for help, the nature of the help searched for; Determined factors of the remaining of the family in attendance; identification of the way done by the families in this attendance net and the danger factors, pointed by the families, for the street situation among the off springs. We start from the acceptation of attendance as complementing the necessary cares for the specified situation of the attended ones, included in the family strategies to avoid the desertion and the luck of assistance of the kids and families adolescent, capable of suggesting alternatives, considered viables in facing the situations, through the welcome and the competent professional follow up, quantitative tecnics were used and qualitative of the data collection. Based on the historic and material vision of the social reality, concluded by the importance of the quality of the attendance, in the transformation of the practices and social representation and culturals, necessary before the claims presented by the families. The family acting always in the social system protection, any professional intervention, it has a meaning if integrated with considering, still, as a collective responsibility, the performance of public and social politics, is essential the presence of the state as its negotiator and financer, as a support to family development / O presente estudo constitui uma visão crítica da assistência prestada aos familiares, sobretudo da pessoa responsável pela criança e pelo adolescente em situação de risco, que freqüenta o Projeto Quixote em particular e outros equipamentos da rede, em São Paulo. Surge como parte das inquietações suscitada pela nossa intervenção junto a famílias de baixa renda em Moçambique e no Brasil, tendo como objetivos compreender o lugar que as práticas de atendimento oferecidas pelo Projeto Quixote ocupam na vida das famílias dos jovens em situação de risco, fazendo uma avaliação qualitativa do alcance das mesmas e procurando o significado, para as famílias estudadas, dessas práticas. Neste sentido, procurou entender as expectativas dos sujeitos atendidos, os princípios em relação ao trabalho desenvolvido e as práticas para apreender a importância atribuída ao equipamento, as necessidades satisfeitas pelas práticas utilizadas, traçando o perfil sociodemográfico, a partir de uma amostra de 10% das famílias ali atendidas no ano de 2003. São estudados: momento e contexto em que a família decide procurar ajuda; natureza do auxílio buscado; fatores determinantes da permanência (adesão) da família no atendimento; identificação do percurso percorrido pelas famílias na rede de atendimento e os fatores de risco, apontados pelos familiares, para situação de rua entre a prole. Partimos de uma concepção do atendimento enquanto complementar aos cuidados necessários para situações específicas dos atendidos, incluído nas estratégias familiares para evitar o abandono e a falta de assistência das crianças e adolescentes da família, capaz de propor-lhes alternativas consideradas viáveis no enfrentamento das situações, mediante o acolhimento e o acompanhamento profissional competente. Utilizaram-se técnicas quantitativas e qualitativas de coleta de dados. Fundamentado na visão histórica e material da realidade social, conclui pela importância da qualidade do atendimento na transformação de práticas e representações sociais e culturais, necessárias diante das demandas apresentadas pelas famílias. Estando a família sempre atuante no sistema de proteção social, qualquer intervenção profissional só tem sentido se a ela integrada. Considerando, ainda, como responsabilidade coletiva a execução de políticas públicas e sociais, é essencial a presença do Estado como seu agenciador e financiador, como suporte ao desenvolvimento familiar

This research brings the thought of Emmanuel Levinas into play in attempting to understand the responsibility of a group of educators of Aboriginal and non-Aboriginal heritage working amidst the tensions of ethno-cultural difference in an inner city public high school in Western Canada. The concept of ‘welcoming’, that is born in the words of Levinas, and that I further fashion into an interpretation framework while relying on the writings of Jacque Derrida and Sharon Todd, is employed in articulating this research. The research involves exploring: if, how and to what extent the responsibility of these educators might be understood as a welcoming of the Other and; if, how and to what extent the notion of welcoming itself, and particularly the thought of Levinas, might be potentially helpful in understanding the responsibility of educators? This study articulates a philosophical hermeneutic that is an interpretation of participants’ stories developed through a close examination of Levinas’ philosophy aided by insight from Derrida, Todd and other writers. This research articulates how educators revise and reenact their responsibility wherein their success and that of their students involves the establishment of a non-coercive relationship educators believe is fundamental and crucial to any other form of success their schooling context. This study offers examples and insight concerning how educators are interrupted by the difference of others; how educators realize their vulnerability to others and respond to others where their relationships with others change from merely being-with others to a “being-for” the Other; how educators negotiate the difficult tension of being an hôte or a guest in one’s own situation and; how educators receive the gift of learning from the Other or learn what their responsibility demands of them as they seek to serve others in amidst ethno-cultural difference. This research is helpful in offering an alternate way to approach how educators’ understand and enact their responsibility amidst ethno-cultural difference and does this by offering an atypical consideration of what is ethical, where responsibility is reconceived as a welcoming of the Other. In this pursuit insight is offered into the helpfulness and use of Levinas’ philosophy with the suggestion that his writings remain challenging to decipher as well to apply, offering few if any specific guides for action. Despite this, I suggest that Levinas’ philosophy when refashioned as welcoming, relying on scholars such as Derrida and Todd, can be helpful in prompting us as educators to think differently about our responsibility and therefore to perhaps act differently. In this capacity this study is potentially helpful to educators in assuring them that what is ethical is not necessarily defined within the confines of convention, legal codes and rules nor is what is ethical solely determined within such confines, but rather in our attentiveness to others and our attentiveness to our attentiveness, where we realize the welcoming nature of responsibility and what is actually demanded of us in being responsible to the Other.

Ce mémoire présente les effets d’une séquence d’enseignement-apprentissage de l’oral inspirée des approches de la philosophie pour enfants et des approches plurilingues sur la compétence discursive (la justification et la reformulation) d’élèves allophones scolarisés en classe d’accueil du 3e cycle du primaire, et ce, à partir d’une étude de cas de type exploratoire auprès de six élèves cas. Pendant les discussions philosophiques, qui constituent le genre oral mis en place pour pratiquer la justification et la reformulation, les données recueillies au moyen d’enregistrements vidéos ont permis d’observer que l’enseignement des deux conduites discursives permet aux élèves de prendre davantage la parole. La mise en place des ateliers formatifs a aidé les élèves à produire des justifications plus élaborées et à utiliser des reformulations pour pallier les bris de communication lors des interactions. Sans oublier, grâce à l’apprentissage des deux conduites discursives, les interactions sont davantage liées entre elles et l’étayage se fait davantage entre les élèves. / This research presents the effects of an oral teaching-learning sequence inspired by approaches to children's philosophy and plurilingual approaches to discourse competence (the justification and reformulation) of second language learners in school. Thoses students are 3rd cycle of primary school. This is an exploratory type case study with six students cases. During the philosophical discussions, which is the oral genre set up to practice justification and reformulation, the data collected through video recordings have found that the teaching of the two discursive competence allows students to talk more in thoses discussions. The teaching-learning sequence helped the students to produce more elaborate justifications and to use reformulations to overcome communication breakdowns during the interactions. Finally, the learning of the two discursive behaviors permits to know that the interactions are more related to each other and the scaffolding is done more between the students.

Depuis quelques décennies, de nombreux immigrants s’établissent au Canada ; une partie d’entre eux s’installent au Québec, surtout à Montréal. Certains de ces immigrants s’orientent vers la profession enseignante, sur la base de l’évaluation comparative de leurs diplômes. En raison de la pénurie d’enseignants à Montréal et de la pluralité ethnoculturelle du territoire, les commissions scolaires situées sur l’île de Montréal font souvent appel à des enseignants formés à l’étranger (EFÉ), notamment en classes d’accueil où ils sont jugés particulièrement pertinents compte tenu de leur connaissance de la migration. Cependant, l’intégration des EFÉ de classe d’accueil soulèverait des défis particuliers étant donné qu’ils n’ont pas toujours pour langue maternelle le français et qu’ils sont peu familiers avec le système éducatif québécois, alors que la transmission de la langue et de la culture constitue les objectifs prioritaires de leur mandat (Grégoire-Labrecque, 2014). Dans ce contexte, leur intégration socioprofessionnelle demande une attention. Néanmoins, la recherche sur cette question a surtout documenté les difficultés qu’ils rencontrent lors de leurs premières années d’exercice dans le milieu d’accueil, de même que les stratégies adoptées pour les surmonter ; peu d’attention a été portée au contexte spécifique dans lequel ils enseignent, tel que celui de la classe d’accueil qui présente des défis particuliers. Ainsi, ce mémoire vise à comprendre comment les EFÉ s’ajustent au travail de la classe d’accueil montréalaise. Les théories du constructivisme de Pépin (1994), de la dramaturgie de Goffman (1973a, 1973b) et de l’action collective de Becker (1982) sont mobilisées pour éclairer ce processus d’ajustement alors conçu comme la reconstruction de leur savoir-faire au coeur de leurs interactions au travail. La recherche sur le terrain s’est réalisée au moyen de neuf entretiens individuels virtuels auprès de trois EFÉ travaillant dans les classes d’accueil montréalaises. Après avoir réalisé une analyse thématique des transcriptions des entretiens, trois processus de reconstruction de leur savoir-faire en classe d’accueil ont été identifiés : la remobilisation des pratiques connues, l’adaptation des pratiques connues mais écartées et l’apprentissage des pratiques inconnues. Une lecture transversale de ces résultats a suscité le besoin d’un éclairage théorique complémentaire pour enrichir l’interprétation de ces processus et du rôle que tiennent les interactions au travail. Ainsi, une théorie interactionniste de la socialisation au travail (Demazière et al., 2019) a permis d’affiner la compréhension par la mise en lumière de quatre modes d’interaction par lesquels s’accomplissent les processus de reconstruction du savoir-faire des participants : la validation, l’ajustement, la confrontation et la tractation. Cette nouvelle analyse met en relief que ces modes d’interaction, qui se déploient autant en classe d’accueil que dans l’école, constituent le moteur de l’adaptation des pratiques des participants en regard des valorisations de la culture de travail dans les écoles montréalaises. / In recent decades, many immigrants have settled in Canada; some of them settle in Quebec, especially in Montreal. Some of these immigrants turn to the teaching profession, based on the comparative evaluation of their diplomas. Due to the shortage of teachers in Montreal and the ethnocultural plurality of the territory, the school boards located on the island of Montreal often call on internationally trained teachers (IETs), particularly in welcoming classes where they are considered particularly relevant given their knowledge of migration. However, the integration of IETs in welcoming class would raise particular challenges given that they do not always have French as their mother tongue and are unfamiliar with the Quebec school system, while the transmission of language and culture constitute the priority objectives of their mandate (Grégoire-Labrecque, 2014). In this context, their socio-professional integration requires attention. However, research on this issue has mostly documented the difficulties that they encounter during their first few years of practice in the host setting, as well as the strategies adopted to overcome them; little attention has been paid to the specific context in which they teach, such as the welcoming class which presents particular challenges. Thus, this research aims to understand how IETs adjust themselves to the work of Montreal welcoming class. Pépin’s theory of constructivism (1994), Goffman’s theory of dramaturgy (1973a, 1973b) and Becker’s theory of collective action (1982) are mobilized to shed light on this adjustment process then conceived as the reconstruction of their expertise at the centre of their interactions at work. The field research was carried out by means of nine virtual individual interviews with three IETs working in Montreal welcoming classes. After carrying out a thematic analysis of the interview transcriptions, three reconstruction processes of their expertise in welcoming class were identified: remobilization of known practices, adaptation of known but deviant practices and learning of unknown practices. A transversal reading of these results aroused the need for additional theoretical insight to enrich the interpretation of these processes and the role that interactions played in the work. Thus, an interactionist theory of socialization at work (Demazière et al., 2019) allowed to refine the understanding by highlighting four modes of interaction through which the reconstruction processes of the participants’ expertise are accomplished: validation, adjustment, confrontation and negotiation. This new analysis emphasizes that these modes of interaction, which appear both in welcoming class and in school, constitute the driving force behind the adaptation of participants’ practices with regard to the valuation of the work culture in Montreal schools.