A l'échelle mondiale, le cancer du col de l'utérus (CCU) constitue un problème majeur de santé publique touchant 528 000 femmes, il est responsable de 266 000 décès chaque année. Son taux d'incidence varie d'un pays à l'autre et reste remarquablement plus élève dans les pays en voie de | développement où l'accès aux soins, même primaires reste précaire. De nombreuses études I épidémiologiques ont démontré qu'environ 99,7 % des cancers du col de l'utérus sont associés à l'infection par des Papillomavirus Humains (HPV) oncogènes, en particulier les HPV16 et 18. Ces données ont permis le développement de vaccins prophylactiques dirigés contre ces deux génotypes viraux. Il s'agit d'un des! cancers les plus faciles à prévenir et à traiter a condition qu'il soit détecté suffisamment tôt et traité| correctement. L'objectif de ce travail de thèse était d'étudier deux populations de femmes à risque du CCU qui vivent sur deux continents différents (Afrique/Europe). Ces deux populations étaient référées auprès de médecins hospitaliers pour des problèmes gynécologiques. La majorité des femmes n'avaient pas été dépistées (femmes marocaines), ou avaient été sous-dépistées selon les recommandations de l'ANAES (femmes françaises de plus de 65 ans). Au cours de cette étude, les femmes ont eu un frottis cervico-utérin (FCU) pour une analyse cytologique et une recherche d'ADN d'HPV, soit par amplification de cible (PCR ; population marocaine), soit par amplification de signa! (test hc2 ; population française). Les échantillons; HPV positifs ont ensuite été génotypes, soit par génotypage complet (INNO-LiPA ; population marocaine),| soit par génotypage partiel (qPCR HPV16,18 et 45 ; population française). Les frottis étaient normaux dans la majorité des cas : chez 81,9% des femmes marocaines et 68,6% des femmes françaises. Les frottis de signification indéterminée (ASC-US) ont été diagnostiqués chez 15,8% des femmes françaises. Les frottis en faveur d'une lésion de bas grade (LGSIL) étaient observes chez 12,9% des femmes marocaines et 7,4% des femmes françaises. Les frottis en faveur d'une lésion de haut grade (HGSIL) étaient de 5,2% chez les femmes marocaines et 4% chez les femmes françaises. Les frottis évocateurs de cancer ont été décelés uniquement dans la population française (2,9%). La prévalence d'HPV était du même ordre de grandeur (23%) dans les 2 populations et augmentait avec la sévérité de la lésion cytologique pour atteindre 75% dans les frottis HGSIL chez les femmes marocaines et plus de 90% chez les femmes françaises. La quasi-totalité des échantillons en faveur d'un CCU étaient infectés par un HPV. Par ailleurs, dans les deux populations, le génotype prévalent dans tous les types de frottis était THPV16, génotype le plus cardnogène. Un tiers (36,2%) de la cohorte des femmes marocaines était infecté par le VIH, qui s'est avéré le plus important facteur prédictif de l'infection HPV, indépendamment des autres facteurs de risqueI étudiés (caractéristiques sociodémographiques, comportement sexuel, tabagisme...). En France, le dépistage du CCU est préconisé tous les trois ans chez les femmes de 25 à 65 ans. Toutefois, les femmes âgées de plus de 65 ans dont l'espérance de vie est élevée et qui n'ont pas été ou qui ont été mal dépistées pourraient bénéficier d'un test HPV dont la Valeur Prédictive Négative est très élevée. Au Maroc, en l'absence de dépistage organise, il est aussi souhaitable de proposer un test HPV dans le cadre du dépistage j du CCU. La vaccination anti-HPV pourrait aussi prévenir ce cancer. / Worldwide, cervical cancer (CC) is a major public health problem affecting 528 000 women and responsible for 266 000 deaths every year. Its incidence rate varies from one country to another and remains remarkably higher in developing countries where access to care, even primary remains precarious. Many epidemiological studies have shown that approximately 99.7% of cancers of the cervix are associated with infection with oncogenic Human Papillomavirus (HPV), especially HPV16 and 18. These data allowed the development of prophylactic vaccines directed against these two viral genotypes. It is one of the easiest cancers to prevent by early detection of precancerous lesions. The objective of this PhD thesis work was to study two populations of women at risk of CC who live on two different continents (Africa / Europe). These two populations were referred to hospital doctors for gynecological problems. The majority of women were not screened (Moroccan women) or were under-screened according to ANAES recommendations (French women over 65 years). At entry in the study, women had a cervical smear for cytology and HPV DNA research, either by target amplification (PCR; Moroccan population) or signal amplification (hc2 test; French population). HPV positive samples were then genotyped, either with full genotyping (INNO-LiPA; Moroccan population) or with partial genotyping (qPCR targeting HPV16,18 and 45; French population). Smears were normal in most cases: in 81.9% of Moroccan women and 68.6 % of French women. Atypical Squamous Cells of Undetermined Significance (ASC-US) were diagnosed in 15.8% of French women. Smears in favour of low grade lesion (LGSIL) were observed in 12.9% of Moroccan women and 7.4 % of French women. Smears in favour of high grade lesion (HGSIL) were in 5.2 % of Moroccan women and 4% of French women. Smears suggestive of cancer were detected only in the French population (2.9%). The prevalence of HPV was of the same order of magnitude (23%) in both populations; and increased with the severity of cytological lesions to reach 75% in HGSIL smears among: Moroccan women and over 90% among French women. Almost ail samples with CC were infected with high risk HPV. Furthermore, in both populations, the most prevalent genotype in ail types of smear wasHPV16, known to be the most carcinogenic. One third (36.2%) of the cohort of Moroccan women was infected with HIV, which was the most powerful predictor of HPV infection, independent of other risk factors studied (sociodemographic characteristics, sexual behavior, smoking ...).In France, CC screening is recommended every three years for women 25 to 65 years. However, women over 65 whose life expectancy is high and who have not been or have been poorly screened could benefit from an HPV test. In Morocco, in absence of organized screening, it is also desirable to provide an HPV test as a part of CC screening. The HPV vaccines could improve the situation by reducing the incidence and mortality from this cancer

Uppsatsen syfte är att öka kunskapen om vilka olika arbetssätt lärare använder för att inkludera nyanlända elever i samhällskunskapsundervisningen. Studien är en kvalitativ intervjustudie med inspiration från en fenomenologisk livsvärldsansats. Genom en kvalitativ forskningsintervju med grundskollärare i årskurs 4–6 har data samlats in och sedan kategoriserats. De tre teman som resultatet består av är: verktyg för inkludering, svårigheter vid inkludering och vikten av samhällskunskapsämnet. Studiens teoretiska utgångspunkt är sociokulturell teori och utifrån detta perspektiv har resultatet analyserats och teoretiska tolkningar har skapats. Resultatet i undersökningen visar att lärarna använder sig av flera olika verktyg för att inkludera nyanlända elever i samhällskunskapsundervisningen. Det framkommer att inkludering är ett svårtolkat begrepp som är väldigt beroende av individen vilket betyder att inkludering kan se väldigt olika ut. Samarbete med studiehandledare, ämnesövergripande arbetssätt, digitala verktyg, placering, att skapa förförståelse hos eleverna, gemenskap och samspel är alla viktiga delar i inkluderingsprocessen. I resultatet tas även svårigheter vid inkludering upp och dessa är bland annat abstrakta ämnesbegrepp, brister i svenska språket, svårigheter vid socialt samspel, missförstånd, elevernas olika erfarenheter, elevernas verklighetssyn, samhällskunskapsämnets breda innehåll och det faktum att ämnet är kontextbundet. Lärarna i studien är eniga om att samhällskunskapsämnet är en viktig del av de nyanlända elevernas inkluderingsprocess i det svenska samhället. / The purpose of this study is to increase the knowledge of different working methods teachers use to include newly arrived pupils in social studies. The study is a qualitative interview study with inspiration from a phenomenological life-world approach. Through a qualitative research interview with primary school teachers in grades 4–6, data has been collected. The collected data has been categorized based on three themes. The three themes that the result consists of are: tools for inclusion, inclusion difficulties and the importance of the social science topic. The theoretical starting point of the study is socio-cultural theory and from this perspective the result has been analyzed and theoretical interpretations have been created.   The results of the study show that teachers use several different tools to include newly arrived pupils in social studies. It appears that inclusion is a difficult-to-interpret-concept that is very dependent on the individual, which means that inclusion can look very different depending on the individual. Collaboration with study supervisors, interdisciplinary workingmethods, digital tools, placement, creating understanding of the students, community and interaction are all important parts of the inclusionprocess. The result also show difficulties with inclusion and these include abstract subject concepts, deficiencies in the Swedish language, difficulties in social interaction, misunderstandings, the students 'different experiences, the students' view of reality, the broad content of the social science subject and the fact that the subject is contextual. The teachers in the study agree that the subject of social studies is an important part of the newly arrived pupils' inclusionprocess in Swedish society.

O objetivo deste estudo é investigar de que modo a Secretaria Municipal de Educação de São Paulo (SME-SP) concebe e implementa as políticas públicas de formação continuada de professores ao longo da gestão de 2005 a 2012 com a meta de melhorar a aprendizagem dos alunos e, assim, elevar os índices de desempenho das avaliações externas. Neste trabalho, é focalizado o ensino de Matemática nos anos iniciais do ensino fundamental. Por meio da análise de documentos oficiais, da observação de encontros de formação continuada de professores e do depoimento de duas professoras, busca-se compreender como essas três vozes da SME-SP (elaborador do texto oficial, formador e professor) se relacionam no intuito de oferecer um ensino de melhor qualidade aos alunos da rede municipal. O conjunto de documentos analisados revela uma concepção de professor como um profissional de formação inicial deficitária, que necessita de orientações detalhadas sobre como ministrar suas aulas. Os encontros de formação continuada observados, por sua vez, consideram os professores como receptores ativos do texto dos documentos. Desta forma, a concepção de formação continuada de professores presente tanto nos documentos analisados como na prática formativa observada parte do meio externo, isto é, de contextos que não correspondem à vida da sala de aula, como é o caso das diretrizes curriculares definidas pela equipe da SME-SP. Com base nas ideias do ciclo contínuo de políticas públicas de Stephen Ball, é possível inferir que não há uma aplicação prática e imediata daquilo que é apresentado nos textos oficiais, seja pelo formador ou pelas escolas; e nem mesmo que ocorre, por parte do professor, apropriação e uso direto, em sala de aula, das orientações recebidas em encontros de formação continuada. Entre uma intenção de ensino, seja ela do contexto do currículo oficial ou das ações de formação continuada de professores, e a aprendizagem do aluno há diferentes interpretações dos textos e das ações oficiais e, consequentemente, descontinuidades. Pode-se afirmar que a formação continuada de professores realizada na gestão de 2005 a 2012 pela SME-SP é fragmentada e descontínua, já que é concebida apenas atrelada a outras ações consideradas centrais, como a implantação do currículo e a prática das avaliações externas. O foco das políticas públicas não é, portanto, a formação continuada de professores, uma vez que ela é definida como uma ação condicionada a outros projetos principais. Conclui-se que a modalidade de formação continuada mais adequada é aquela que oferece ao docente um espaço para ele se colocar com liberdade, segurança e confiança, um espaço onde sua voz constituída por suas condições de trabalho e necessidades e pelas recontextualizações que ele faz do currículo, do ensino da Matemática e do aluno dos anos iniciais de escolaridade seja de fato ouvida e considerada. / The objective of this study is to investigate how the São Paulo City Department of Education (Secretaria Municipal de Educação de São Paulo, SME-SP) develops and implements public policies for teachers continuing formation from 2005 to 2012 with the goal of improving students learning and thus raise the performance indices in external evaluations. In this paper, we focused the teaching of Mathematics in the early years of elementary school. Through the analysis on official documents, observation of teachers continuing formation meetings and the testimony of two regular teachers, we seek to understand how these three voices of SME-SP (the official document writer, the trainer and the teacher) relate to each other to offer a better quality teaching to students in the citys educational network. The set of documents analyzed reveals the regular teacher as a professional with a deficit in initial training, who needs detailed guidance on how to teach to their classes. The continuing formation meetings observed, in turn, consider teachers as active receivers of official documents. Thus, the conception of teachers continuing formation presented in the documents analyzed, as well in the training practice, mainly refer to an external view, ie contexts that do not match the daily life into the classroom, such as the curriculum guidelines set by SME-SP team. Based on Stephen Ball ideas on continuous cycle of public policies, one can infer that there is no immediate and practical application of what is shown in the official documents, either by the trainer or by scholar practice; neither the teachers in classroom make any direct use of the guidance received in continuing education meetings. Between the intention of teaching in the context of the official curriculum or teachers continuing formation actions , and student learning there are different interpretations of official documents and practices and hence discontinuities. One can say that teachers continuing formation carried out from 2005 to 2012 by SME-SP is fragmented and discontinuous, as its conception only linked to other actions known as central, such as the implementation of the curriculum and the practice of external evaluations. So, the focus of this public policy is not, therefore, teachers continuing formation, since its definition is subordinated to other major projects. The conclusion is that the most suitable form of teachers continuing formation is the one that offers a space for teachers to put on freedom, security and trust, a space where his/her voice made up of teachers working conditions and recontextualizations on the curriculum, on the teaching of Mathematics and on the student in the early years at school is indeed heard and taken in account.

O objetivo geral desta pesquisa foi propor um zoneamento agroclimático para a produção de roseiras (Rosaceae spp.) realizada ao ar livre no Rio Grande do Sul, classificando o Estado em áreas Aptas, Marginais e Inaptas do ponto de vista das temperaturas médias sazonais e anuais. Zoneou-se, também, as condições climáticas de anos-padrões mais chuvoso, menos chuvoso e habitual, bem como fez-se levantamento dos sistemas atmosféricos predominantes nestes anos. Fez-se fundamentação teórica relativa ao tema, bem como se utilizou a base de dados climáticos cartografada do Atlas Agroclimático da FEPAGRO/RS. Tal base foi digitalizada com auxilio de SIG, bem como foi feita a construção do banco de dados, no qual foram atribuídas as características de aptidão, de área marginal e inapta do ponto de vista climático para cada um dos elementos climáticos analisados. Ainda, as áreas aptas e marginais foram subdivididas em quatro classes para melhor atender às exigências climáticas da rosa a todos os elementos analisados. As estações do outono e primavera mostraram-se como sendo as estações de maior aptidão climática para o cultivo das rosáceas. Apenas as estações de verão e inverno apresentaram áreas inaptas para o cultivo da rosa. Entretanto foram consideradas para todas as estações, e todos os anos-padrões analisados, restrições climáticas relacionadas às temperaturas máximas e mínimas médias e absolutas; às horas de frio abaixo de 10°C; às condições médias de umidade relativa superiores à 75%, à insolação inferior à 6 horas/dia; radiação solar inferior a 2000 Lux/dia; e às rajadas médias de vento superiores à 46 m/s. A análise anual não apresentou áreas inaptas, mas pode ser observado o surgimento de diferentes subclasses ligadas às áreas aptas e marginais ao cultivo da rosa. Dentre os sistemas atmosféricos definidores da zonação climática, pode-se destacar a MPA e FPA na primavera, MPV, MTA e MTC no verão, MPA e FE no outono, e MPA no inverno. Tanto pesquisadores quanto produtores de rosas, pela sua percepção do tempo e do clima, afirmaram que as condições climáticas do Rio Grande do Sul, especialmente as grandes variações térmicas e elevada umidade do ar, bem como a baixa insolação, não são recomendadas para o cultivo da roseira. / This research concerned to propose an agroclimatic zoning for production rose (Rosaceae spp.) in outdoors conditions in Rio Grande do Sul, ranking the state in suitable areas, marginal and unsuitable from the viewpoint of the seasonal mean temperature and annual . Also, years-patterns weather was classified as year-wetter, less rainy and usual, and did a survey of prevailing weather systems in recent years. It was made the theoretical foundation on the subject, and we used the climatic data base of the Agroclimatic Maps from FEPAGRO / RS. This base was scanned with the aid of GIS, and was made to build the database in which they were awarded the characteristics of fitness, unfit and marginal area of the climatic point of view for each of the climatic elements analyzed. Still, the fit and marginal areas were divided into four classes to better meet the climatic requirements of the rose of all the factors analyzed. The seasons of spring and autumn proved to be the largest fitness stations climate for the cultivation of roses. Only the summer and winter showed areas unfit for cultivation of the rose. However they were considered for all seasons and all analyzed years-patterns, environmental constraints related to maximum and minimum temperatures and average absolute; the chilling hours below 10°C, the average conditions of relative humidity higher than 75%, the insolation less than 6 hours/day, solar radiation below 2000 Lux/day and the average wind gusts greater than 46 m/s. An annual review showed areas not suitable, but can be observed the emergence of different sub-classes related to marginal areas and suitable for the cultivation of the rose. Among the systems that define the atmospheric climate zoning, we can highlight the MPA and FPA in the spring, MPV, MTA and MTC in summer, FE and MPA in autumn, and MPA in the winter. Both researchers and producers of roses, by the perception of weather and climate, said the weather in Rio Grande do Sul, especially the large temperature fluctuations and high humidity and low insolation, are not recommended for cultivation rosebush.

A presente pesquisa aborda como temática central o desenvolvimento profissional de professores dos anos iniciais de escolarização, relativo ao ensino de ciências. Desenvolveu-se em uma escola da rede municipal de ensino da cidade de São Paulo, tendo como base uma formação contínua em serviço orientada pela realização de atividades investigativas de ensino. A partir de referenciais teóricos da perspectiva histórico-cultural, o desenvolvimento profissional é abordado como um processo desencadeado pela docência, concebida como atividade, e como tal, mediada por ações coletivas e colaborativas. Esta investigação problematiza a relação entre ensinar ciências e aprender a ensinar ciências, a partir da seguinte questão: o que a mediação discursiva docente pode mostrar sobre o trabalho docente e desenvolvimento profissional de professores dos anos iniciais que ensinam ciências sob orientação investigativa? Trata-se de um estudo de caso, com aproximações à análise microgenética. A análise privilegia a atividade docente em sala de aula de uma das professoras do coletivo da escola, realizada mediante a configuração de suas mediações discursivas. Os resultados mostram o desenvolvimento profissional como um contínuo processo de realização de motivos e objetivos pelo professor, e de subsequentes atribuições de sentidos, potencializados por situações de aprendizagem oriundas de necessidades formativas que emergem do movimento dialógico discursivo em sala de aula. Conclui-se que o desenvolvimento profissional do professor está relacionado ao conteúdo de seus motivos e sentidos, à capacidade de reversibilidade dos modos de mediação por ele adotados para realizar os seus objetivos e à dimensão coletiva e colaborativa de sua docência. Desse modo, a pesquisa pode contribuir com reflexões no campo teórico/prático da formação de professores no ensino de ciências, não apenas por evidenciar realizações e necessidades docentes em sala de aula, mas por destacar a construção da docência na amplitude da práxis, como condição essencial para o desenvolvimento profissional. / The theme of this research is the professional development of first school years science teachers. It has been developed in a school of the São Paulo municipal teaching network based on continued education on site and supported by investigative teaching activities. Based on theoretical references that have a historic-cultural perspective, professional development is approached as a process triggered by the teaching activity and, as such, affected by collective and collaborative actions. This investigation discusses the relation between teaching science and learning how to teach science, and asks: what can the teaching discourse mediation show about the teaching activity and the professional development of first years science teachers that teach using an investigative approach? This is a case study that approximates microgenetic analysis. This analysis focuses on one of the school teachers teaching activity in the classroom and was conducted through the configuration of her discourses. Results present professional development as a continuous process through which the teacher accomplishes motives and objectives and, subsequently, assigns meanings that are strengthened by learning situations deriving from educational requirements that arise from the discourse/ dialogue movement inside the classroom. It is possible to conclude that the teachers professional development relates to the content of her motives and meanings, to her capacity of reversing adopted mediation modes to achieve her objectives, and to the collective and collaborative dimension of her teaching. Accordingly, this research may contribute to reflections on the theoretical/practical field of science teachers education, not only because it evidences teaching accomplishments and requirements in the classroom, but because it emphasizes the construction of teaching, considering the praxis as the key condition for professional development.

Este é um estudo sobre como professoras dos anos iniciais do Ensino Fundamental se desenvolvem profissionalmente e produzem sua profissão. Buscamos compreender de que forma o desenvolvimento profissional de professoras é influenciado pela experiência e pelas vivências de cada uma delas na trajetória da carreira. Para compreendermos esse desenvolvimento, adotamos como referência a Rede Municipal de Ensino de São Paulo porque essa apresenta elementos importantes para nosso estudo como, por exemplo, a existência de um estatuto que legitima a profissão docente e que proporciona para os professores oportunidades de desenvolvimento profissional dentro da sua jornada de trabalho. Para responder aos objetivos propostos pela pesquisa, convidamos três professoras da Rede Municipal de Ensino com diferentes anos de experiência docente e que estavam atuando nos anos iniciais do Ensino Fundamental em 2006. Na tentativa de captar o relato das experiências vividas pelas professoras buscou-se o apoio da História Oral porque esta permite apreender a experiência vivida por determinados indivíduos (três professoras) num contexto macro social (profissão docente). Buscamos também os estudos sobre a carreira do professor, de modo a refletir sobre o seu percurso profissional e compreender como ocorre o processo de desenvolvimento profissional. Os estudos sobre a profissão docente tiveram como base as contribuições do português António Nóvoa (1986, 1991, 1995a, 1995b, 1998, 1999 e 2000) e das brasileiras Tanuri (1969 e 1979), Dias (2002), Marcílio (2005) e Castro (2005). Sobre o conceito de desenvolvimento profissional, buscamos apoio em Nóvoa (1995a e 2000), Marcelo Garcia (1994), Almeida (1999a, 1999b, 2004a, e 2004b), Souza (2005) e Day (1999). A hipótese orientadora desse estudo consistiu em considerar que o percurso do desenvolvimento profissional, que aparece no relato das professoras, ajuda a compreender os modos de ser professor na escola pública contemporânea. Elaboramos três categorias que nos orientaram no momento da análise dos dados: relação com o conhecimento, formação contínua e autonomia. Ao final da pesquisa, chegamos ao entendimento de que ao longo dos anos da carreira o professor vai se desenvolvendo profissionalmente, vai refletindo sobre seu modo de ser e de estar na profissão e vai criando e modificando sua ação pedagógica. / This is a study about how teachers of the initial years of the Basic Education are developing themselves professionally and how they are producing their profession. We search to understand how professional development of teachers is influenced by the experiences of each one of them during the career\'s trajectory. In order to understand this development, we adopt as reference the São Paulo\'s Municipal Education Net because it presents important elements four our study as, for example, the existence of a statute that legitimizes the teaching profession and that provides for the teachers opportunities of professional development inside their days\' work. To answer to the objectives considered for the research, we invite three teachers of the Municipal Education Net with different years of experience. These teachers were teaching to the initial years of Basic Education in 2006. In the attempt to catch the story of the experiences lived by the teachers, we search the Oral History\'s support because this allows us to apprehend the person\'s lived experience (three teachers) inside the social context (teaching profession). We also search teacher\'s career studies in order to reflect about its professional trajectory and to understand how the process of professional development occurs. The teaching profession\'s studies have been supported by the contributions of Portuguese António Nóvoa (1986, 1991, 1995a, 1995b, 1998, 1999 e 2000) and by the contributions of Brazilians Tanuri (1969 e 1979), Dias (2002), Marcílio (2005) and Castro (2005). The professional development\'s concept has been supported by the contributions of Nóvoa (1995a and 2000), Marcelo Garcia (1994), Almeida (1999a, 1999b, 2004a and 2004b), Souza (2005) and Day (1999). The hypothesis that guides this study consists of considering the professional development, that is in the teachers\' stories, as a help to understand the ways of being teacher in the contemporary public school. We elaborate three categories that have guided us during the data\'s analysis: relation with the knowledge, continuous formation and autonomy. To the end of the research, we reach the agreement that along the career\'s years the teacher have been developing itself professionally, have been reflecting about its ways of being in the profession and have been creating and modifying its pedagogic action.

A presente tese investiga a pertinência e a relevância cultural de um teatro voltado especialmente para bebês. Para tanto, foi realizado um estudo de inspiração etnográfica, que consistiu principalmente da participação da pesquisadora como público em espetáculos teatrais voltados especialmente para essa faixa etária, na cidade de São Paulo. Desta forma, o teatro para bebês consistiria uma unidade mínima bastante especial e oportuna para a observação de fenômenos culturais, nos quais há construções conjuntas de significados, envolvendo adultos e crianças. Foram assistidos doze espetáculos de teatro para bebês, dos quais cinco foram analisados mais detalhadamente. Observou-se a dinâmica de interações que se estabelecia a partir das proposições cênicas das/dos artistas e da montagem, bem como da recepção e da participação da plateia, composta de adultos e crianças, especialmente as bem pequenas, até dois anos. Também foram realizadas entrevistas com os artistas criadores dos espetáculos. Para as análises, foram utilizados principalmente quatro referenciais teóricos: a tese de Vigotski (1995) de que as funções superiores são a cultura internalizada, atualizada no estudo proposto por Pino (2005) no que diz respeito à ideia de humano; o referencial teórico da Rede de Significações (RedSig); a ideia de dieta cultural proposta por Del Río e Álvarez (2007); e a Estética da Recepção, a partir das ideias de Robert Jauss (1979) e Wolfgang Iser (1996). Constatou-se que há semelhanças entre o teatro para bebês e a escola de educação infantil quanto à dinâmica do triângulo relacional que se estabelece entre mães/pais, professores, e bebês, na escola; e mães/pais, professores e bebês, no teatro. Como na escola, mas de forma \"concentrada\", o teatro para bebês oferece oportunidade de construção de significados conjuntos, da descoberta do outro, de disputa de atenção e de crescimento envolvendo adultos e crianças. Concluiu-se que é pertinente que se crie e apresente espetáculos teatrais especialmente para a primeira infância (bebês) e que a oferta desse tipo de produção, já considerável em São Paulo, tende a aumentar e se diversificar nos próximos anos. / This thesis investigates the pertinence and cultural relevance of theatrical production targeting babies. To that end, a study of ethnographical inspiration was conducted, consisting primarily of participation by the researcher as a member of the audience in dramatic productions aimed at this age range, in the city of São Paulo. In this way, theatre for babies would constitute a minimal unity, quite special and inviting for the observation of cultural phenomena, in which children and adults take part as a group in the construction of meanings. Twelve productions were watched, five of which were chosen for a more in-depth analysis. We observed the interaction dynamics established by the dramatic propositions of the artists and the production itself, as well as reception and participation by the audience, composed by adults and children, especially the very young, up to two years of age. Interviews were also conducted with the creators of the productions. For the analyses, four theoretical cornerstones were mainly used: the thesis by Vigotski (1995) that the superior functions are internalized culture, updated in the study proposed by Pino (2005) with respect to the idea of human; the theoretical reference of the network of meanings; the idea of cultural diet proposed by Del Río and Álvarez (2007); and the Aesthetics of Reception, from the ideas of Robert Jauss (1979) and Wolfgang Iser (1996). We found that there are resemblances between the theatre for babies and the institution of Early Childhood Education regarding the relational triangle established by parents, teachers and babies, at school; and parents, teachers and babies, at the theatre. As in school, albeit in a concentrated manner, theatre for babies offers opportunities for the constructing of joint meanings, the discovery of the Other, the dispute for attention and growth involving adults and children. We concluded that creating and presenting dramatic productions made specially for children in their early infancies (babies) is a pertinent practice, and that the supply of this type of production, already sizeable in São Paulo, is predicted to increase and to diversify in the next few years.

Le nom de Cesare Battisti est certes celui d’un héros bien connu de la Grande Guerre, mais il évoque également, de façon traumatique, les méfaits que la justice italienne a imputés à cet activiste provocateur et irréductible, né en 1954 près de Latina, dans le Latium, qui fut condamné à perpétuité par contumace lors d’un procès contesté car basé sur les accusations d’un unique « repenti ». Cesare Battisti ne fut certes qu’une figure secondaire des années de plomb. En France, son « affaire » hors norme a été largement mythifiée. Battisti n’en continue pas moins à être voué aux gémonies. Il nous offre donc une étude transversale intéressante afin de passer de l’invective à une nécessaire recherche dépassionnée, aussi documentée et objective que possible sur cette période douloureuse et sur ses conséquences. Les origines de ce personnage aussi déroutant et complexe que polémique, capable de nombreuses métamorphoses et très perspicace, et son contexte, permettent de mieux comprendre une dérive vers des groupuscules violents d’extrême gauche. Un mécanisme s’enclenche alors conduisant à une « affaire » aussi complexe qu’interminable dans ses méandres judiciaires, certes en Italie, mais bien plus encore en France, où les jugements des tribunaux s’entrelacent avec un vaste campagne médiatique et même ultérieurement au Brésil, jusqu’à nos jours. L’inflexibilité du personnage en est une cause importante. Il en découle une avalanche d’articles, déclarations et ouvrages très engagés de la part d’intellectuels relayés par l’espace médiatique puis politique. Pourquoi ce battage à rebondissements alors que les autres réfugiés qui bénéficient en France de la « doctrine Mitterrand » restent majoritairement dans l’ombre ? La réponse provient alors pour l’essentiel du recours tactique, de la part de Battisti, à l’écriture, utilisée pour se présenter en tant qu’intellectuel, largement sacralisé et donc intouchable en France, mais qui permet aussi de poursuivre indirectement, entre les lignes, le même combat politique. Ses romans policiers soigneusement élaborés et nourris de ses aventures et observations d’exilé dépassent ainsi largement les limites supposées de ce genre et soulèvent des questions qui intéressent nos contemporains. L’accusé devient accusateur et souligne maintes impasses de la modernité, redessinant ainsi son image à travers la fiction, au prix d’omissions et de clivages. Les phases de l’existence de Cesare Battisti nous prodiguent, après analyse, de multiples enseignements sur les ressorts d’une période de crise et sur ce qui agite encore la nôtre. / Cesare Battisti’s name is indeed that of a famous hero of the Great War, but it also evokes, traumatically, the crimes imputed by the Italian judiciary to the provocative and inflexible activist born in 1954 near Latina, in the Latium, who was given a life sentence in absentia, after a trial which was contested as based on charges presented by a single ‘penitent’. There is no doubt that Cesare Battisti was only a minor figure during the Years of Lead. In France, his exceptional ‘case’ was widely mythicized. Nevertheless, Battisti is still vilified. He thus makes for an enlightening transverse study, allowing us to leave behind the invectives and move on to much needed, dispassionate research, as documented and objective as possible, into that painful era and its aftermath. The origins of this puzzling, complex, and contested individual, highly perceptive and capable of numerous metamorphoses, together with his background, allow us to understand better his drift towards violent, extremist left-wing groupuscules. A mechanism is then set in motion, leading to a ‘case’ which seems endless, in its judicial complexities in Italy, but even more so in France where the sentences of the courts are interwoven with a vast media compaign, and later on in Brazil, still today. The inflexibility of the protagonist is a major factor in this situation. It entails a torrent of articles, statements, and very committed monographs from intellectuals, reverberated in the media and subsequently in the political sphere. Why this intensive media coverage, with all its twists, when the other refugees benefitting in France from the ‘doctrine Mitterrand’ can remain largely anonymous? Certainly because of Battisti’s main tactics— becoming a writer, and therefore an intellectual, thus sacred and unimpeachable in France— which also allows him to keep up his political fight, indirectly, between the lines. His crime novels, which are carefully crafted, and fed by his adventures and observations as an exile, reach far beyond the supposed limits of the genre, and raise questions that can capture our contemporaries’ interest. The defendant becomes an accuser. He highlights the many dead ends of the modern age. Thus he reshapes his image, through fiction, by means of omission and division. Analyzing Cesare Battisti’s life in its successive stages teaches us a lot about the cogs and wheels of a historical crisis, and about what still troubles our society.

Il existe aujourd’hui un intérêt managérial et académique à analyser les comportements de consommation des jeunes marocains de 8 à 24 ans spectateurs de football et pratiquants de jeux vidéo de football. D’une part, un intérêt managérial car ces jeunes marocains constituent un débouché majeur et une source de recettes pour le secteur du football au Maroc. D’autre part, un intérêt académique car peu de travaux existent dans la littérature marketing internationale et marocaine portant sur les comportements de cette population. Le concept d’identité, dont l’application est particulièrement pertinente à cette catégorie d’adolescents, nous semble central pour enrichir la compréhension de ces comportements. Dans cette perspective, notre travail doctoral vise à montrer l’importance de la prise en compte de la double identité jeune et marocaine en relation avec d’autres variables plus classiques (environnementales, sociodémographiques et expérientielles), lorsqu’il s'agit de consommations passionnées et (ou) partisanes des spectacles de football et des jeux vidéo de football. À partir d’une approche exploratoire qualitative et quantitative, notre recherche permet de mettre en évidence des profils de jeunes marocains spectateurs et joueurs, et d'étudier la relation entre leur consommation des spectacles de football et de jeux vidéo de football. De plus, cette étude met en avant l’émergence d’une nouvelle consommation féminine et connectée des spectacles de football. Au final, nos résultas peuvent permettre aux gestionnaires d’adapter leurs politiques de distribution et de communication des jeux vidéo et des spectacles de football à ces segments. / Nowadays, there is a managerial and academic interest in analyzing the consumption behavior of moroccan football spectators and football video game players aged between 8 and 24. A managerial interest because the young Moroccans constitute a major market and a source of revenue for the football sector in Morocco and an academic interest considering the lack of research in the international and Moroccan marketing literature concerning these types of behaviors. The concept of identity is particularly important to explain the behavior of this category of adolescents. In this perspective, our doctoral work aims to show the importance of the young and Moroccan identity in relation to other more traditional variables (environmental, socio-demographic and experiential), when it is related to passionate and (or) partisan consumption of football shows and football video games. Through a qualitative and quantitative exploratory approach, our research essentially highlights profiles of young moroccan spectators and players, and analyzes the relationship between the consumption of football shows and football video games. In addition, this study highlights the emergence of a female and connected football consumption shows among young Moroccans between 8 to 24. Finally, our results can help managers to adapt their distribution and communication strategies of football video games and football shows to these segments.

OBJETIVO: Esse estudo teve como objetivo verificar as associações entre dispêndio energético (Kcal), perfil antropométrico (índice de massa corporal (IMC) e relação cintura/quadril (RCQ)), idade e condição socioeconômica (grau de escolaridade e renda per capita) de mulheres, na faixa etária de 40 a 64 anos, cadastradas no Programa de Saúde da Família. METODOLOGIA: A amostra contituiu-se de 147 mulheres, que responderam a um inquérito domiciliar, com intuito de avaliar o dispêndio energético e as condições socioeconômicas e em seguida foram realizadas as medidas antropométricas. Com exceção do dispêndio energético, as demais variáveis foram categorizadas para processar o teste de Kruskal-Wallis, adotando um nível de significância de 5% (α=0,05) para as tomadas de decisão. RESULTADOS: O dispêndio energético apresentou relação direta ao IMC (p=0,0001) e inversa aos graus de escolaridade (p=0,0407) e idade (p=0,0417), mas não se verificou associação em relação à RCQ (p=0,1288) e renda per capita (p=0,1984). Também não foram encontradas associações para as análises entre IMC e renda per capita (p=0,8263), grau de escolaridade (p=0,1326) e idade (p=0,7423). Na avaliação da RCQ foi observada uma relação inversa à renda per capita (p=0,0163), não se apresentou associação com a idade (p=0,5985) e embora tenha demonstrado diferença estatística (p=0,0126) em relação aos graus de escolaridade, os resultados foram discordantes da literatura. CONCLUSÃO: As mulheres estudadas apresentaram alta prevalência de sedentarismo (57,8%), sobrepeso (31,3%) e obesidade (36,0%). Possuem RCQ inadequada e baixo nível socioeconômico. Propõe-se que os resultados sejam discutidos no Programa de Saúde da Família, com o intuito de promover políticas públicas de saúde para reverter esse quadro. / OBJECTIVE: The purpose of this study was to verify the associations between energy expenditure (Kcal), anthropometric profile (body mass index (BMI) and waist to hip ratio (WHR), socioeconomic status (education degrees and income per capita) and age of women (aged 40-64 years) registered in the Family Health Program. METHODS: A sample of 147 women answered a domiciliary inquiry, with the aim of evaluating the energy expenditure and the socioeconomic status. After that they were submitted to the anthropometric measures. Except for the energy expenditure, the other variables were categorized to process the test of Kruskal-Wallis, adopting a level of significance of 5% (α=0.05) to take the decision. RESULTS: The energy expenditure presented direct relation to BMI (p=0.0001) and inverse to the education degrees (p=0.0407) and the age (p=0.0417), but no correlation was observed to the WHR (p=0.1288) and per capita income (p=0.1984). Correlations between BMI and income per capita (p=0.8263), education degree (p=0.1326) and age (p=0.7423) were not found. In the evaluation of the WHR, we observed an inverse relation to the income per capita (p=0.0163), and no relation with the age (p=0.5985). Although there is statistic difference (p=0.0126) in relation to the education degrees, the results are in discordance with the literature. CONCLUSION: The women presented high prevalence of sedentarism (57.8%), overweight (31.3%) and obesity (36.0%). They have inadequate WHR and low socioeconomic level. These results should be argued in the Family Health Program with the aim of promoting health public politics to revert this situation.