Made available in DSpace on 2015-05-14T12:42:40Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 5306084 bytes, checksum: 0029bc746fe114ecca5d52e0b7c2a635 (MD5) Previous issue date: 2011-03-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Throughout two years (2008-2009), at the Federal University of Paraíba (UFPB), I tried to lead students from other countries to learn Portuguese as a Foreign Language (PFL) in a situated and contextualized way. From this perspective, the reflection upon the social uses of textual genres has become crucial, since, as is well known, we use genres in order to act in society. The theoretical contributions of Bronckart (1985, 1996, 1999, 2006, 2008) served as a foundation in this action research, in order to bring the students to act communicatively, that is, through language. Therefore, my research questions are the following: do the literacy practices in PFL influence the way in which students position themselves when developing certain textual genres? What are the consequences or impacts of these practices in the way they position themselves in written texts? Do marks of enunciation, more precisely, the modalizations used by students, favor the achievement of the objectives in mind? My hypothesis revolved around the belief that during the development of written textual production, students use enunciative mechanisms, which, on guiding the reader´s interpretation, constitute key elements for achieving the goals which motivated the students to construct such texts. Dwelling on the analysis of two textual genres, namely, educational memories and letters (personal and addressed to public bodies), a comparison is made between texts written by students of different levels (basic/advanced), so as to find out whether the texts written by elementary level students highlight the development of these practices in a significant way, as well as between students from the same level (basic/basic, advanced/advanced), so as to comprehend if the relevance of these practices relate to an isolated case, or whether, in fact, they were reaching the majority of the students from the same level. The analyzed genres reveal that students generally knew how to deal with words, with good levels of persuasion, in view of the objectives, as well as with the interlocutor in mind. Although students, especially those from more advanced levels, already have well-developed literacy practices in their first language, the mere fact of having participated in a learning process that encompassed literacy practices enabled them to further develop certain skills in another language, in a new culture. / Ao longo de dois anos (2008-2009), na Universidade Federal da Paraíba (UFPB), procuramos levar estudantes provenientes de outros países a aprenderem o Português Língua Estrangeira (PLE) de maneira situada, contextualizada. Nessa perspectiva, a reflexão acerca dos usos sociais dos gêneros de texto tornou-se fundamental, uma vez que, conforme já é bem sabido, utilizamos os gêneros para agir em sociedade. Os aportes teóricos de Bronckart (1985, 1996, 1999, 2006, 2008) serviram-nos de base para o encaminhamento de nossa pesquisa-ação, tendo em vista levar o estudante a agir comunicativamente, ou seja, por meio da linguagem. Assim, tivemos como um de nossos objetivos o interesse de responder à seguinte questão: as práticas de letramento em PLE influenciam no modo como os estudantes se posicionam ao elaborarem determinados gêneros de textos ou quais os desdobramentos ou impactos dessas práticas no modo como se posicionam nos textos escritos? As marcas enunciativas, mais precisamente, as modalizações utilizadas pelos estudantes favorecem o alcance dos objetivos em mente? Nossa hipótese girou em torno do fato de crermos que, durante o desenvolvimento de produções textuais, neste caso, escritas, os estudantes utilizam mecanismos enunciativos, que, por orientarem a interpretação do leitor, acabam se configurando como elementos fundamentais para se atingir os objetivos que os motivaram a construir tais textos. Detendo-nos na análise de dois principais gêneros de texto, a saber, relatos ou memórias educativas e cartas (pessoais e endereçadas a instâncias públicas), ora comparamos textos elaborados por estudantes de níveis distintos (básico/avançado), para sabermos até que ponto os textos de estudantes do básico evidenciavam os desdobramentos de nossas práticas de maneira significativa, ora por estudantes de mesmo nível (básico/básico, avançado/avançado), para sabermos até que ponto a relevância dessas práticas estava relacionada a um caso isolado ou se, de fato, estavam atingindo a maioria dos estudantes de um mesmo nível. Os gêneros analisados revelam que os estudantes de modo geral souberam lidar com as palavras, apresentando, inclusive, bons níveis de persuasão, tendo em vista os objetivos propostos, assim como o interlocutor que se tinha em mente. Embora os estudantes, principalmente de níveis mais avançados, já terem bem desenvolvidas as práticas de letramento em sua língua materna, o simples fato de terem participado de um processo de aprendizagem que contemplasse práticas de letramento, possibilitou-lhes desenvolver ainda mais certas habilidades, em outra língua, em uma nova cultura.

Qu’il s’agisse de prévenir sa survenance, d’empêcher qu’il s’aggrave ou de le réparer, le dommage est omniprésent dans l’arbitrage d’investissement. Il est à l’origine de la procédure contentieuse et de l’utilisation de divers mécanismes incidents. L’investisseur étranger dépose une requête d’arbitrage à l’encontre de l’État d’accueil, ou demande au tribunal saisi l’indication de mesures conservatoires, parce qu’il a subi, ou pourrait subir, un dommage. Le dommage (ré)apparaît également tout au long du déroulement de l’instance. Au stade de la compétence, il encadre l’intérêt pour agir de l’investisseur. Au fond, il apparaît comme un élément établissant l’existence de la violation des règles primaires. Le dommage constitue en outre, de façon plus classique, la mesure de la réparation. Il se manifeste, enfin, dans la finalité de l’arbitrage. L’investisseur entend obtenir l’indemnisation des dommages entretenant un rapport de causalité avec l’acte illicite. La présentation pourtant habituellement faite de ce contentieux l’exclut quasi systématiquement, si ce n’est au moment de la réparation. Les raisons de ce rejet se comprennent aisément si le dommage est uniquement analysé à la lumière de la position de la Commission du droit international, qui ne l’envisage que sous l’angle de son lien avec la responsabilité de l’État. Mais, à mieux y regarder, il ne se justifie plus si le dommage est replacé dans le contexte particulier du contentieux dans lequel il intervient. Il s’agira alors d’examiner le rôle du dommage, d’en caractériser et d’en expliquer la spécificité par rapport à celui qu’il occupe en droit international public et dans le contentieux interétatique, et de déterminer la mesure dans laquelle ce rôle spécifique influe sur la responsabilité de l’État d’accueil. / The harm is omnipresent in investment arbitration. It is at the origin of the proceedings and of the use of different incident mechanisms. A foreign investor files a request for arbitration against the host State, or asks for provisional measures, because it has or might have incurred damages due to the breach by the host State of its international obligations. The harm also (re)emerges all along the proceedings. At the jurisdiction stage, it determines the investor’s standing to act. At the merits stage, it is an element which establishes the violation of the applicable primary rules. Furthermore, the harm is, more classically, the measure of the reparation. Lastly, it reflects the purpose of arbitration. The investor requires compensation for losses which are causally linked to the breach. However, the presentation usually made of this dispute resolution mechanism almost systematically excludes it, except for issues concerning reparation. The reasons for this rejection can easily be understood if the harm is only analysed in the light of the International Law Commission’s position, which only considers the question from the perspective of its relation with State responsibility. But this rejection is no longer justified if the harm is replaced within the particular context in which it operates. Thus, this study will examine the role conferred to the harm in investment arbitration, characterise and explain its specificity compared with that it occupies in public international law and in inter-States disputes, and determine how and to what extent this specific role may affect State responsibility.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2018-04-09T18:12:46Z No. of bitstreams: 1 elianatoledosirimarcofranco.pdf: 772439 bytes, checksum: 34bbf113f10e686b6d5a2c278ef857d2 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-04-09T19:11:44Z (GMT) No. of bitstreams: 1 elianatoledosirimarcofranco.pdf: 772439 bytes, checksum: 34bbf113f10e686b6d5a2c278ef857d2 (MD5) / Made available in DSpace on 2018-04-09T19:11:44Z (GMT). No. of bitstreams: 1 elianatoledosirimarcofranco.pdf: 772439 bytes, checksum: 34bbf113f10e686b6d5a2c278ef857d2 (MD5) Previous issue date: 2013-02-25 / PROQUALI (UFJF) / Neste relatório de pesquisa, problematizamos o campo investigativo e incidimos na questão “O que ocorre quando, numa sala de aula, trabalhando o tema Matemática e Trânsito, alunos e professora estão envolvidos em ações educativas pautadas na Teoria do Agir Comunicativo?”, propulsora de todo o trabalho realizado. Optamos pelo gênero “Pesquisa sobre a própria prática”, pois, como o próprio nome diz, corresponde ao nosso propósito de pesquisar nossa prática docente. Utilizamos a abordagem qualitativa de pesquisa, nas distintas modalidades descritivas e etnometodológicas, que, nesta proposta específica, se tornaram complementares. Desempenhamos as atribuições singulares de pesquisadora e de professora. Para o desempenho das funções pedagógicas, estudamos a Teoria do Agir Comunicativo de Jüngen Habermas e dela extraímos os conceitos agir comunicativo, discurso, entendimento, agir estratégico, linguagem, atos de fala, pretensões de validade, mundo objetivo, mundo social, mundo subjetivo, mundo da vida e mundo sistêmico, como base para o desenvolvimento da unidade didática Matemática e Trânsito. Planejamos aulas tematizadas nesta interface, prevendo ações educativas, com a intenção de suscitar nos alunos o agir comunicativo no contexto social da sala de aula de uma escola pública, pertencente a uma universidade federal. As atividades foram aplicadas em aulas para 28 alunos do 4º ano do Ensino Fundamental, na faixa etária de 9 a 11 anos, pela própria professora. Para o desempenho das funções de pesquisa, o trabalho investigativo constituiu em analisar esta intervenção para perceber algumas configurações possíveis, aspectos do que pode ocorrer em uma sala de aula de Matemática, discutindo o Trânsito, como um tema específico, a partir de atividades elaboradas segundo a Teoria específica do Agir Comunicativo. Os dados foram coletados nas gravações das aulas em áudio e vídeo, na observação participante, nas anotações em bloco de notas, nas atividades não diretivas que guardam certa semelhança com as entrevistas não estruturadas, nas produções escritas e nas manifestações orais dos alunos. As transcrições dos 13 encontros, cada um formando uma unidade completa da aula, da introdução à avaliação de cada uma, que perfizeram 35 tempos de 45 min da grade horária escolar, foram analisadas, investigando o que emergia dos dados e nós fomos atribuindo-lhes significado, o que também foi feito com as descrições da primeira, segunda, terceira e décima segunda aulas. As interpretações foram feitas a partir da análise dos dados, que mostraram uma disposição dos alunos para participar das atividades e uma gradual evolução no agir comunicativo durante as aulas da unidade didática. Esta evolução foi percebida na interação entre os alunos e na existência da conexão entre os seus atos de fala, os quais mostravam uma complementaridade de seus raciocínios na concordância ou refutação dos argumentos apresentados. As ações educativas, operadas nas aulas da unidade didática Matemática e Trânsito, foram o motor de propulsão para o agir comunicativo, sendo o trabalho na interface Matemática e Trânsito a possibilidade do despertar da consciência ética e social dos alunos. / This work aims at discussing the investigation field and the key-question “What happens when teacher and students are working with actions on the theme Mathematic and Traffic guided by the Theory of the Communicative Action?”, the basis of all of this research. This work was implemented by adopting the research genre which involves the research through the effective practice, as it is its goal to investigate the author’s own teaching praxis. The qualitative approach was used both in its descriptive and its ethnicmethodological models which turned to be complementary in this specific research. For the pedagogical functions, the work focused in Habermas’s “Theory of Communicative Action” from which it selected the concepts of communicative action, speech, comprehension, strategic action, language, speech acts, validity pretensions, objective world, social world, subjective world, life world and systemic world to be the basis for structuring and building the didactic unit named Mathematic and Traffic. Thematic classes were used in this interface, foreseeing educative actions to stimulate in the students the communicative action in the social context of a classroom of a public school. The activities were implemented for classes with 28 students from the 3rd grade of Elementary School. The students were from 9 to 11 years old. For the research functions, the investigative work consisted of the analysis of the interventions to observe the possible configurations of the teaching structure. The data was collected in the classes video recording as well as in the observation process, the taking notes and in the nondirective actions, and in the students’ written production and oral manifestations. The transcriptions of the 13 classes, from the introduction to the evaluation, took 35 sets of 45 minutes of the school schedule. These sets were all analyzed as much as the descriptions of the 1st,2nd,3rd ad the 12th classes for the same purpose. The interpretations were guided by the data analysis and they showed the students’ stimulus to take part in the activities and their gradual evolution in the communicative action during the classes. This evolution was noted in the students’ interaction and in the connection between their speech acts, which pointed at the cognitive complementarities in agreeing or disagreeing with the presented arguments. The educative actions implemented in the didactic unit Mathematic and Traffic was the trigger for the communicative action and the interface work was the trigger to provoke the students’ ethical and social consciousness.

L'agir professoral fait l'objet de recherches approfondies en didactiques des langues et des cultures. Si la multimodalité est considérée comme un élément définitoire de cette notion, peu d'études se sont penchées en détail sur la compréhension de cet aspect de l'action enseignante.Notre travail, mené dans une approche ethnographique, vise à analyser la pratique multimodale de deux enseignantes. Chacune intervient dans deux contextes pédagogiques : en cours de français langue première (FL1) et auprès de collégiens allophones apprenant le français langue seconde (FLS). Cela nous offre l'occasion d'étudier l'effet du contexte d'enseignement sur les actions professorales, en particulier celles mises en œuvre dans la construction de normes scolaires (linguistique et interactionnelle). Ce travail vise également à analyser le style professoral de ces enseignantes pour mettre au jour les invariants pédagogiques, d'un contexte à l'autre, dans la gestion de ces normes.Cette recherche s'appuie essentiellement sur l'observation et l'analyse de deux types de corpus : des films de classe, transcrits et annotés à l'aide du logiciel ELAN, et trois différents formats de corpus vidéoscopiques (autoscopie, hétéroscopie et autohétéroscopie).Les procédés de normalisation linguistique et interactionnelle sont appréhendés en croisant une analyse quantitative des productions verbales et gestuelles et une analyse qualitative, qui emprunte des outils à la linguistique énonciative, à l'analyse des discours et à l'analyse conversationnelle, ou encore à la microsociologie. / A considerable body of research has shown interest to teacher action. Though the nonverbal dimension of these actions is acknowledged, few studies have considered it thoroughly in their analysis. Hence, following an ethnographic approach, our work analyzes the verbal and nonverbal actions of two secondary school teachers. Each one teaches both French as an L1 to native speakers and French as a schooling language to non native speakers. This work attempts to assess the effect of the teaching contexts on the teachers' actions, and more specifically on the way they co-Construct school norms (language and interaction norms). It also aims at highlighting the normalizing process invariants from one teaching context to the next.This work relies on the observation and analysis of two types of corpora: video recorded class interaction, transcribed with ELAN, and three different types of videoed confrontations: the teacher's self-Confrontation, students' observation and comments of videoed interactions of their class, and the teacher's confrontation of her students' videoed reflections.We analyzed the norm construction strategies using both a quantitative and a qualitative approach of the verbal and nonverbal productions. We borrowed tools from various fields: enunciative linguistics, discourse analysis, conversation analysis, and micro-Sociology.

The research is linked to the line of Education and Arts from the Postgraduate Program in Education at Federal University of Santa Maria and was developed by the research group FAPEM - Formation, Action and Research in Music Education. It aims to understand how music is educated and how the school movement influences that education in relation to empower the musical act of the students. It was motivated by a personal experience search for schooling processes that would increase the power of the musical act of basic education students from a public school. Apart from personal experience, the research was also developed in other full-time elementary school from January to June 2015, making it as empirical field for the construction of data. It is organized in four parts. The first outlines the methodological construction supported by guidelines linked to qualitative approach, bringing the empirical research field and pointing schooling of music as a phenomenon of real life, interpreted from a hermeneutic orientation (MUCCHIELLI 2004). The second presents conceptual bases of education from Masschelein and Simons (2014); School from Fernandes (2013), Masschelein and Simons (2014), Coêlho (2013; 2013b), among others, in addition to Spinoza s thinking that leads to the concept of power. The third presents the historical process of constitution of the School and the inclusion of music in this process, focusing on the meeting between music and Brazilian school from the legal guidelines that have subsidized the school musical education over the years. The fourth part elucidates the personal education experience of music that led to the proposition of this research and reports the construction data, observations and analyzes undertaken through empirical field. Also in the latter part is the analysis of the two experiences - the personal and the empirical field - from the concepts presented in the second part. It is based on the thesis that music, when educated, loses and regains power in function of the contexts and intentions coming from the school movement proposed by individuals who had constituted it. They is an interpretation of the fact that when the school tries to meet the expectations of a busy school from sense and organizational assumptions (COELHO, 2013, 2013b), the music loses power in order not to create opportunities to students empower the musical act. / A pesquisa está vinculada à linha Educação e Artes do PPGE/UFSM e foi desenvolvida junto ao grupo de pesquisa FAPEM Formação, Ação e Pesquisa em Educação Musical. Objetiva compreender como a Música é escolarizada e como o movimento escolar influencia nessa escolarização em relação à potência do agir musical dos estudantes. Foi motivada por uma experiência pessoal de busca por processos de escolarização que aumentassem a potência do agir musical de estudantes de uma escola pública de ensino básico. Para além da experiência pessoal, a pesquisa também foi desenvolvida em outra escola de ensino básico de tempo integral dentre os meses de janeiro a junho de 2015, constituindo-a como campo empírico para a construção de dados. Está organizada em quatro partes. A primeira delineia a construção metodológica apoiada em orientações ligadas à abordagem qualitativa, trazendo o campo empírico de pesquisa e apontando a escolarização da Música como um fenômeno da vida real, interpretado a partir de uma orientação hermenêutica (MUCCHIELLI, 2004). A segunda apresenta bases conceituais de escolarização a partir de Masschelein e Simons (2014); de Escola, a partir de Fernandes (2013), Masschelein e Simons (2014), Coêlho (2013; 2013b), dentre outros, além do pensamento spinozano que conduz ao conceito de potência. A terceira apresenta o processo histórico de constituição da Escola e a inserção da Música neste processo, com enfoque no encontro entre a Música e a escola brasileira a partir das orientações legais que têm subsidiado o ensino musical escolar ao longo dos anos. A quarta parte elucida a experiência pessoal de escolarização da Música que acarretou a proposição dessa pesquisa e relata a construção de dados, observações e análises empreendidas através do campo empírico. Também estão nesta última parte, análises das duas experiências - a pessoal e a do campo empírico -, a partir dos conceitos apresentados na segunda parte. Apoia-se sobre a tese de que a Música, quando escolarizada, perde e recupera potência em função dos contextos e intencionalidades advindas do movimento escolar proposto pelos indivíduos que o constituem. Tem como interpretação o fato de que quando a escolarização tenta atender a expectativas de uma escola movimentada a partir de sentido e pressupostos organizacionais (COÊLHO, 2013, 2013b), a Música perde potência no sentido de não oportunizar aos estudantes um agir musical potente.

This research aims to suggest interpretations of teaching work represented in the speech of a fundamental and high school teacher, of the Military School System, reconfigured in a text which was composed by the Counterpart Instruction Method (IAS). Besides, this work aims to know what this teacher does or not to continuously act in this system, as well as to try to understand the military teaching system, through her voice. To understand the representations of workers and the activities that they carry out has been a challenge for researchers, the reason why the focus on this work draws the interest of linguistic studies that approach language and interaction. Our analysis model is based on the procedures designed by Bronckart, with some alterations to include the aims of this research. Thus, our theoretical support is mainly based on Bronckart (1999, 2006, 2008), Machado (2004, 2007, 2009), Bulea (2010) and Bulea-Bronckart et al. (2013), besides the contributions of Work Ergonomics and Activity Clinics, by Clot (2001, 2007, 2010) and Amigues (2004). We realized an analysis of the representations of teaching work in the military basic teaching system, in a school called Military School. Some factors motivated us to do our work with a corpus coming from this context, from which, it is worth mentioning: i) it is a differentiated teaching context due to its specificities, once it is associated to the Ministry of Education and subordinated to the Ministry of Defense; ii) the students group is very heterogeneous, once it is composed by students who are the children of transferred military people and students who passed public exams to enter the institution; iii) the teaching staff is also heterogeneous, once it is composed by teachers who are permanent military officers (Military Academy and Complementary Staff of officers QCO), temporary military officers (Technical Temporary Officers OTT), permanent civilian teachers (federal public servants), temporary civilian teachers; and iv) the schools that integrate the system have had good results in the national scenario. The analysis of the data made it possible for us to propose considerations and reflections about the teaching work of the military teaching system. With an organizational level analysis, we have reached the thematic contents presented by the teacher at the moment of the interview, which revealed the diversity of tasks that the teacher has to accomplish in her work. At the enunciation level, we verified that the teacher posits herself as the agent of the analyzed work, as well as we identified the other agents brought into the text, in special the student. The analysis of the action pictures demonstrated the interdependence between the teacher and the student in order for the teaching work to be accomplished, a fact that marks two characteristics of this work: its intersubjective orientation and the fact of belonging to the field of the imponderable. The action pictures identified in the representations of the teacher s work also reinforced the agentive dimension of her work, the work determinations dimension and work temporal organization dimension. Finally, we have outlined some considerations about the use of the Counterpart Instruction method on the teaching work, what has proved its efficacy, considering the teaching work specificities in terms of the teacher s own agentivity concerning her work. / A presente pesquisa tem por objetivo propor interpretações do agir docente representado na fala de uma professora de ensino fundamental e médio, do Sistema Colégio Militar, reconfiguradas em um texto produzido pelo método da Instrução ao Sósia (IAS). Além disso, tem a finalidade de conhecer o que essa professora faz ou deixa de fazer para tornar-se continuamente professora nesse sistema de ensino, bem como de entender, pela sua voz, o sistema de ensino militar. Compreender as representações dos trabalhadores e das atividades que realizam vem sendo um desafio para os pesquisadores, motivo pelo qual o foco sobre o trabalho desperta o interesse dos estudos linguísticos que tratam de linguagem e interação. Nosso modelo de análise deriva dos procedimentos delineados por Bronckart, com algumas alterações que contemplam os fins da pesquisa. Assim, nosso suporte teórico está embasado principalmente em Bronckart (1999, 2006, 2008), Machado (2004, 2007, 2009), Bulea (2010) e Bulea-Bronckart et al. (2013), além das contribuições da Ergonomia do Trabalho e da Clínica da Atividade, de Clot (2001, 2007, 2010) e Amigues (2004). Procedemos a uma análise das representações do trabalho docente no sistema de ensino básico militar, em um estabelecimento de ensino denominado Colégio Militar. Alguns fatores motivaram-nos a realizar nosso trabalho com um corpus advindo desse contexto, dos quais citamos: i) trata-se de um contexto de ensino diferenciado devido às suas especificidades, pois é vinculado ao Ministério da Educação e subordinado ao Ministério da Defesa; ii) o público discente é muito heterogêneo, pois é composto por alunos amparados (filhos de militares transferidos) e por alunos concursados; iii) a equipe docente também é heterogênea, pois conta com professores militares de carreira (Academia Militar e QCO- Quadro Complementar de Oficiais), militares temporários (OTT- Oficiais Técnicos Temporários), professores civis concursados (servidores públicos federais), professores civis contratados por tempo determinado; e iv) os colégios integrantes do sistema têm se destacado com seus bons resultados no cenário nacional. A análise dos dados possibilitou-nos tecer interpretações e reflexões sobre o trabalho docente no sistema de ensino militar. Com a análise do nível organizacional, chegamos aos conteúdos temáticos colocados em cena pela professora no texto da entrevista, que revelaram a diversidade de tarefas que a docente realiza no curso de seu agir. No nível enunciativo, verificamos que a professora se coloca como agente do agir analisado, bem como identificamos os outros actantes postos em cena no texto, em especial o aluno. A análise das figuras de ação demonstrou a interdependência entre professor e aluno para que o trabalho docente se realize, fato que marca duas caraterísticas desse trabalho: seu caráter intersubjetivo e o fato de pertencer ao campo do imponderável. As figuras de ação identificadas nas representações do agir da professora reforçaram ainda a dimensão agentiva do seu agir, a dimensão das determinações do agir e a dimensão da organização temporal do agir. Por fim, traçamos considerações sobre a utilização do método de Instrução ao Sósia no trabalho docente, do que ficou demonstrada sua pertinência, resguardadas as particularidades do trabalho docente em relação à própria agentividade da professora diante de seu agir.

La recherche se situe dans le champ de l’éducation pour la santé en périnatalité. Les sages-femmes en sont les acteurs privilégiés, notamment de la préparation à la naissance et à la parentalité (PNP) en période prénatale. Leur formation initiale se fait en alternance entre enseignements théoriques et stages. Elles assurent donc parfois une double mission : éducative auprès des femmes enceintes et formative auprès du stagiaire. Faisant l’hypothèse que les ancrages théoriques des pratiques éducatives et formatives des sages-femmes sont identiques, l’objectif de recherche est d’identifier ces ancrages en situation de PNP et d’encadrement d’un étudiant. La méthode de l’auto-confrontation simple et l’entretien de compréhension ont été utilisés. 14 sages-femmes volontaires ont participé à l’étude. Les données ont été traitées selon la méthode de l’analyse du contenu à partir d’une modélisation combinant des modèles d’éducation, d’apprentissage et de santé. Les principaux résultats valident l’hypothèse, avec cependant quelques exceptions. Les pratiques de transmission des recommandations et savoirs médicaux ou d’activité corporelle s’inscrivent majoritairement dans les combinatoires à la croisée des modèles béhavioristes, de l’éducation centrée sur l’instruction et de la santé biomédicale. Les modèles du développement du sujet ou de la santé biopsychosociale sont ponctuellement présents, alternant avec ceux qui sont prédominants. Les combinatoires basées sur le constructivisme et le modèle de santé du sujet autonome n’apparaissent qu’exceptionnellement. Les mêmes tendances sont retrouvées pour les modélisations éducation/apprentissage sous-jacentes aux pratiques formatives. / Our research lies in the field of perinatal health education in which midwives are key players, most notably for their roles in Childbirth and Parenting Education (CPE) during the prenatal period. Their initial training combines theoretical and vocational training immersion. They therefore are charged with fulfilling a dual mission: an educational one with pregnant women and a formative one with students. Based on the assumption that theoretical backgrounds of health education and of midwives’ training practices are identical, our objective is to identify and examine these models during the CPE and during the supervision of students. We resorted to the method of self-confrontation and to the method of the interview of understanding. To do so, we interviewed 14 volunteer midwives, who agreed to participate in the study, about their general skills. The data was collected and processed using the content analysis methodology based on a framework combining education, learning and health models.With a few exceptions, the main results largely validate our hypothesis: the practices of the transmission of medical knowledge and recommendations, as well as of physical activity, lie at the crossroads of the behaviorist models, of the education-centered instruction and of the biomedical health model. Models such as the development of the subject model and the bio psychosocial health model have been highlighted, along with other prevailing models. The combinatorial theories built upon constructivism and the health model of the autonomous subject have also been exposed, albeit very rarely. The same trends appear in the modeling of education/learning underlying training practices.

Un des domaines des sciences humaines qui s’est considérablement enrichi, ces dernières années, des théories de l’action est celui des sciences de l’éducation. Notre travail de thèse se situe dans cette orientation. Il porte sur l’analyse de l’agir de l’enseignant dans des classes d’anglais et de français, langues étrangères, appliquées dans le système scolaire Chypriote. Une lecture attentive des instructions officielles concernant l’enseignement de ces deux LE permet de relever un ensemble de finalités et d’objectifs qui renseignent sur ce qu’on pourrait considérer comme la méthodologie sous-jacente à l’enseignement/apprentissage des deux LE en question : l’Approche Communicative. Le but visé dans les deux enseignements est l’acquisition de compétences communicatives. Partant de cette constatation nous avons voulu de savoir comment est organisé et comment se réalise dans les faits l’enseignement communicatif scolaire de LE différentes, par des enseignants se référant à un même courant didactique ? Ce qui revient à dire que nous chercherons à répondre à la question de savoir de quelle manière des enseignants des LE différentes initient, organisent et font fonctionner les interactions en classe dans le cadre d’un enseignement communicatif de la LE? Ces préoccupations placent notre recherche dans le champ de la didactique descriptive. Nous voudrions analyser l’agir professoral suivant sa triple fonction, d’initiation et de maintien de l’interaction, de mise en scène des savoirs et d’organisation d’un espace d’enseignement/apprentissage communicatif des LE. Pour ce faire, nous aurons recours à deux méthodes d’analyse : une analyse pragmatique de l’activité didactique en classe et une analyse interactionnelle. Notons enfin que notre analyse se veut comparative. Elle procède davantage de la mise en évidence des pratiques et des conduites telles qu’elles apparaissent dans l’une et l’autre situation, en tenant compte des caractéristiques de chacune d’elles. / One of the fields of the social sciences which has been considerably influenced the last few years by the action theory, is that of the educational sciences. This thesis is in this direction. It focuses on the analysis of the teacher's action in English and French as Foreign Language classes, applied in the Cypriot educational system. A careful reading of the official instructions concerning the teaching of these two languages, can raise a set of aims and objectives that provide information about what could be considered as the underlying methodology in teaching/learning of both languages; the Communicative Approach. The aim in both courses is the acquisition of communication skills. Bearing this in mind the author wanted to know how communicative teaching of those two languages is organized and how realized by teachers referring to the same teaching/learning methodology. Consequently, the author seeks to answer the question of how teachers of those two languages initiate, organize and operate the classroom interaction in the context of communicative teaching of both these foreign languages. These concerns place our research in the field of descriptive didactics. The teacher's action is analyzed following its triple function: induction and maintenance of classroom interaction, creation of an ongoing learning environment and organization of communicative teaching. To this end, we use two methods of analysis: a pragmatic analysis of classroom didactic activity and an interaction analysis. Finally, it is noted that the analysis is intended to be comparative. It strives to the identify practices and behaviors as they appear in one or the other cases, taking into account the different characteristics of the teaching of each languages of the above.

[pt] O objetivo geral desta dissertação é verificar a possibilidade de aplicação de regime jurídico diverso ao proposto pelo Código Civil a situações jurídicas existenciais que envolvem a tomada de decisão das crianças e adolescentes, sobretudo àquelas que envolvem decisão sobre o próprio corpo. Para tanto, há três objetivos específicos a serem desenvolvidos. O primeiro deles é a apresentação da teoria da capacidade jurídica e os direitos fundamentais da personalidade para compreender a perspectiva de disposição jurídica de direitos fundamentais da personalidade. Em continuidade o segundo objetivo é investigar a dignidade da pessoa humana como autonomia para verificar a aplicação de teorias que sustentem a autonomia privada da criança e do adolescente em situações jurídicas existenciais. Por fim, o terceiro objetivo é discutir a capacidade de agir da criança e do adolescente em situações jurídicas existenciais a partir de três casos concretos. Como conclusão geral sustenta-se a aplicação da teoria realista da capacidade de agir, aproximando os conceitos de titularidade e legitimidade sempre que a criança e o adolescente reunirem os requisitos para serem sujeitos do consentimento, devendo ser observados os critérios de validade do consentimento. Concluiu-se ainda que a teoria realista da capacidade de agir deva ser aplicada para dar voz e dignidade aos menores quando envolverem situações jurídicas existenciais de efeitos reversíveis de sorte que esta última conclusão criou três zonas de aplicação da teoria de modo a graduá-la para respeitar o processo de desenvolvimento maturacional do menor e assegurar, assim, sua dignidade. / [en] The general objective of this dissertation is to verify the possibility of applying a different legal regime than the proposed by the Civil Code to existential legal situations involving decision making of children and adolescents, especially those that involve decision about their own body. To this end, there are three specific objectives to be developed. The first is the presentation of the theory of legal capacity and the fundamental rights of personality in order to understand the perspective of legal provision of fundamental rights of personality. The second objective is to investigate the human dignity as autonomy to verify the application of theories to support the private autonomy of the child and adolescent in existential legal situations. Finally, the third objective is to discuss the ability to act of children and adolescents in existential legal situations from three specific cases. As a general conclusion it is sustained the application of realist theory s ability to act, bringing together concepts of ownership and legitimacy when children and adolescents meet the requirements to be subject of consent, and that the criteria of validity of the consent must be observed. It was also concluded that the realist theory of capacity to act should be applied to give voice and dignity to children and adolescents when they involve existential legal situations of reversible effects. So that the latter conclusion has created three areas of application of the theory in order to upgrade it to respect the process of maturational development of children and adolescents and thus ensure their dignity.

Cette recherche, en étroite relation avec notre pratique clinique en milieu carcéral, s'intéresse aux émotions dans les agirs violents. Les termes « émotions » et « agirs » sont à entendre dans une acception généraliste puisque nous partons de ce qui est visible pour remonter au fonctionnement psychique. Notre recherche s'intéresse ainsi à la clinique de l'agir et aux théories psychanalytiques de l'affect. Soulignant le fait que la prise en charge du sujet ne doit pas exclusivement se centrer sur l'agir violent, nous nous questionnons sur le fonctionnement des auteurs d'agirs violents et sur le lien qui existe entre un type d'agir (recours à l'acte et / ou passage à l'acte) et un fonctionnement particulier. Les fondements théoriques de la clinique des états-limites et de la clinique psychosomatique semblent pouvoir nous apporter des réponses intéressantes. Ainsi, à une analyse du fonctionnement en fonction de l'acte, nous préférons avoir une lecture qui part du fonctionnement pour éclairer la compréhension de l'acte. De manière générale, au-delà de vouloir préciser à quel fonctionnement appartient un type d'agir, nous souhaitons avant tout souligner la pluralité des fonctionnements dans la clinique des agirs. Enfin, nous chercherons à comprendre l'impact du milieu carcéral sur le fonctionnement de ces sujets. / This research, in conjunction with our clinical practice in prisons, focuses on emotions in violent act. The terms "emotion" and "act" must be understood in a general sense because we start from what is visible for up to psychic functioning. Our research interest in the theory of violent act and psychoanalytic theories of affect. It's important not only focus on the violent act and we questionned the functioning of the author of violent act and the relationship between one type of act (different type of acting out ) and psychic functioning. The theoretical foundations of limit states and psychosomatic seem to bring us interesting answers. Thus, an analysis of the operation according to the act, we prefer to have a reading that part of the psychic functioning to illuminate the understanding of the act. In general, beyond wanting to clarify what types of operation belongs act, we would first like to emphasize the plurality of functioning in the clinic act.