Thèse (Ph.D.)--Université Laval, 2004. / Titre de l'écran-titre (visionné le 29 novembre 2004). Bibliogr.

Comment le travail de santé fabrique-t-il de l’inégalité ? Le présent travail vise à expliciter les pratiques de classement des agents de santé publique et leurs effets sociaux. Sur le terrain du dépistage du sida, les individus consultent tous pour le même motif, dans un cadre de consultation anonyme et gratuit. Celui-ci permet d’observer comment des soignant.e.s classent les usager.e.s des services de santé dans des catégories de classe/ de genre/ sexuelles/ raciales, et différencient leur offre de biens de santé face à une demande identique et en l’absence de contrainte budgétaire.L’enquête, qui combine analyse d’archives directes, analyse quantitative, entretiens avec des agents du dépistage et observation de leur travail dans des centres de dépistage publics et associatifs, met en évidence une faible prise en compte des appartenances de genre et de classe, et une racialisation des catégories sexuelles : seuls les hommes blancs sont interrogés sur leur (homo)sexualité et reçoivent des informations plus personnalisées, quand les femmes et hommes non-blancs sont supposés hétérosexuels, et reçoivent dès lors des conseils plus standardisés.Le cas du dépistage du sida permet de comprendre comment des savoirs d’État désignent des cibles prioritaires et, ce faisant, produisent des effets sur le travail des agents de santé publique. Alors que les agents s’avèrent équipés pour prendre en compte les appartenances sociales dans leur travail, l’accent mis sur la prévention et l’éradication de la maladie les empêche de penser les inégalités sociales entre les malades et, ce faisant, contribue à les amplifier. / How providing health services can generate inequality? This work aims at clarifying the classification public health workers practice and their social impact. In a free and anonymous AIDS screening setting, all people consult for one single reason. This allows observing how health service providers classify their clients in social categories such as class, gender, sexuality and race and propose different service responses although the request is essentially identical and economical conditions are not an issue in this setting.The research analyzes archives, quantitative data and interviews with health workers as well as observation of their work in public and NGO’s screening centers. It highlights that little consideration is given to gender and class affiliations, whereas racial and sexual categories are of prime importance. Only white men are asked about their (homo) sexuality and receive more personalized information. Women and non-white men are supposed to be heterosexual, and therefore receive more standardized advice. The case of AIDS screening helps us understand how State’s policies and knowledge designate priority targets and thereby have an impact on how health workers perform. While agents are highly skilled to take into account social environment in their work, the focus on prevention and eradication of the disease prevents them from thinking about social inequalities between patients and thereby contributes to amplify these inequalities.

Le principal objectif de ce travail de thèse est de valider l’hypothèse générale selon laquelle les conducteurs automobiles sélectionnent un mode d’action et le régulent en percevant des possibilités de dépassement, appelées affordances. À travers trois études réalisées sur simulateur de conduite, nous avons montré tout d’abord que les conducteurs prennent la décision d’initier un dépassement en fonction d’une affordance définie par le ratio entre les propriétés du système agent-environnement (la vitesse minimale satisfaisante pour réussir un dépassement (MSV)) et la propriété de l’agent (vitesse maximale du véhicule conduit (Vmax)). Nous avons ensuite mis en évidence que la décision d’initier un dépassement dépendait majoritairement de l’affordance de haut niveau MSA/Amax, définie par le ratio entre une propriété du système agent-environnement (accélération minimale satisfaisante pour réussir un dépassement (MSA)) et la propriété de l’agent (accélération maximale du véhicule conduit (Amax)). Enfin, nous avons démontré la capacité des conducteurs à exploiter des possibilités de dépassement définies par le ratio entre les propriétés du système agent-environnement (MSA) et les propriétés de l’agent (accélération maximale du véhicule conduit en 4ème (Amax 4ème) et accélération maximale du véhicule conduit en 3ème (Amax 3ème)). La formalisation de ces affordances nous a ainsi permis d’élargir le domaine d’application de l’affordance-based control (Fajen, 2007a) à des tâches de dépassement très proches de situations réelles. De futures recherches permettront d’identifier les invariants optiques sous-jacents au dépassement et d’étudier les modalités de leur prise en compte. / The main objective of this thesis is to validate the general hypothesis that car drivers select a mode of action and regulate it by perceiving overtaking possibilities called affordances. Through three experiments carried out on driving simulator, we firstly showed that car drivers take the decision to initiate an overtaking on the basis of an affordance defined by the ratio between the properties of the agent-environment system (minimum satisfactory velocity to succeed an overtaking (MSV)) and the agent property (maximum speed of the vehicle driven (Vmax)). Secondly, we have highlighted that the decision to initiate an overtaking depended mainly on a high order affordance, the MSA/Amax, defined by the ratio between a property of the agent-environment system (minimum satisfactory acceleration to succeed an overtaking (MSA)) and the property of the agent (maximum acceleration of the vehicle driven (Amax)). Thirdly, we showed that drivers are able to exploit the overtaking opportunities defined by the ratio between the properties of the agent-environment system (MSA) and the agent’s properties (maximum acceleration of the vehicle driven in 4th gear (Amax 4th) and maximum acceleration of the vehicle driven in 3rd gear (Amax 3rd)). The formalization of these possibilities for action allowed us to expand the scope of the affordance-based control (Fajen, 2007a) to the overtaking tasks which are close of situations encountered in daily life and to take a new look at this kind of tasks. Future research will be needed to identify the optical invariant underlying the overtaking and to study how they are taken into account, especially when a competition between affordances occurs.

La problématique de mes recherches porte sur le langage – plus particulièrement, la communication humaine dans la perspective interdisciplinaire. Ainsi mes recherches puisent dans la philosophie (la philosophie du langage, l’éthique), la sociologie (Goffman, Mead), la psychologie (Piaget, Kohlberg, Watzlawick), la sociolinguistique, la linguistique (Jakobson, Buhler), la communication (Craig, McQuail) la neuroéthique (Patricia Churchland, Martha J. Farah). Cette « mosaïque » disciplinaire a pour objectif d’étudier la complexité de la communication interpersonnelle sous plusieurs points de vue afin de bien déterminer ses éléments « techniquement » constitutifs. Ceci permettra d’établir un groupe des facteurs qui jouent un rôle important dans la constitution de l’éthique de la communication. / The problematic of my research concerns language - in particular, human communication in the interdisciplinary perspective. My research is based on philosophy (philosophy of language, ethics), sociology (Goffman, Mead), psychology (Piaget, Kohlberg, Watzlawick), sociolinguistics, linguistics (Jakobson, Buhler) Craig, McQuail) neuroethics (Patricia Churchland, Martha J. Farah). This disciplinary "mosaic" aims to study the complexity of interpersonal communication from several points of view in order to determine its "technically" constitutive elements. This will help establish a group of factors that play an important role in shaping the ethics of communication.

O presente trabalho é uma investigação em filosofia da educação, no contexto teórico da Teoria da Ação Comunicativa, de Jürgen Habermas. Trata-se de propor um conceito de ação pedagógica dentro das categorias habermasianas de análise da ação social, ou seja, uma analítica da ação pedagógica. No primeiro capítulo, faz-se uma revisão da literatura acerca do tema, bem como das breves menções do assunto nos textos de Habermas. Constata-se um ponto de clivagem na literatura, encaminhando a uma dicotomia entre identidade conceitual ou exclusão recíproca, quanto à relação entre ação pedagógica e ação comunicativa. Problematiza-se o conceito do pedagógico na teoria da ação comunicativa. O problema investigado é: o que é a especificidade da ação pedagógica e de que modo ela se estrutura segundo a ação comunicativa, apesar da assimetria entre os atores? No segundo capítulo, reconstrói-se brevemente o recorte conceitual da tese – a teoria habermasiana do discurso. Enfatiza-se a reflexividade da linguagem natural, propriedade central tanto para a ação comunicativa, quanto para o discurso e a ação pedagógica. Também o tema da aprendizagem é abordado. No terceiro e último capítulo, procede-se à analítica da ação pedagógica, seguindo o fio condutor das relações entre racionalidade e aprendizagem. De início, aponta-se o papel da aprendizagem na teoria habermasiana, estando localizada no discurso. Argumenta-se por um momento assimétrico do discurso, em que o sucesso na aprendizagem é condição para a obtenção de acordo. Propõe-se o discurso explicativo como o lócus específico da ação pedagógica, pois os problemas de inteligibilidade a tornam necessária e explícita. A ação pedagógica se inscreve ou co-realiza no discurso explicativo, cujas propriedades a possibilitam. Propõe-se a categoria de situação pedagógica, enquanto situação específica da ação pedagógica, necessária para a compreensão desta em um modelo comunicativo de ação. A questão da coordenação entre planos de ação docentes e discentes é colocada, encaminhando ao ponto central da tematização didática ou uso didático da linguagem, médium desta interação. Caracteriza-se os aspectos de engendramento e antecipação da tematização didática: o primeiro se refere à relação abstrata com o mundo, decorrente do uso explicativo da linguagem, e o segundo trata da compreensão das tomadas de posição fáticas dos interlocutores, mesmo não explícitas. Por fim, aborda-se a ação pedagógica, enquanto orientada à aprendizagem, quando se procura responder ao problema enunciado no início do trabalho. À questão do estratégico aparente, responde-se com a distinção entre a atitude objetivante da ação estratégica e a atitude hipotética do discurso, realizativa e objetualizadora simultaneamente. À questão da compatibilidade entre simetria comunicativa e assimetria pedagógica, responde-se, sob o ângulo dos meios da ação, pela subsunção da tematização didática na explicativa, e, sob o ângulo dos fins, pela subsunção da orientação à aprendizagem na orientação ao entendimento. Em síntese, a especificidade da ação pedagógica é a tematização didática, a qual se estrutura, segundo a ação comunicativa, através das propriedades do discurso explicativo. / The present work is an investigation on philosophy of education in the theoretical context of the Theory of Communicative Action, by Jürgen Habermas. It is a proposition of a pedagogical action concept within the Habermas’ categories of analysis over the social action, i.e. an analysis of the pedagogical action. The first chapter presents a literature review as well as brief mentions over this subject included in Habermas’ texts. It verifies a point of cleavage in the literature, concerning the relationship between pedagogical action and communicative action that leads towards a dichotomy between conceptual identity or mutual exclusion. The section discusses the concept of pedagogic action in the theory of communicative action. The problem investigated is: what is the specificity of the pedagogical action and how it is structured according to communicative action, despite the asymmetry between the actors? The second chapter reconstructs briefly the conceptual cutting of the Habermas’ Discourse Theory. It emphasizes the reflexivity of the natural language, the main characteristic for the communicative action, for the discourse and pedagogical action. The learning theme is also addressed in this part. The third and final chapter performs the analysis of the pedagogical action, following the thread of relations between rationality and learning. At first, it points out the role of learning in the Habermas’ theory which is located in the discourse. Also, it argues for an asymmetrical moment of the discourse, in which success in learning is a prerequisite for reaching any agreement. The study proposes the explanatory discourse as the specific lócus of the pedagogical action; the problems concerning the intelligibility make it necessary and explicit. The pedagogical action is included or happens together with the explanatory discourse whose properties make it possible. The analysis also proposes the category of pedagogical situation as a specific situation of pedagogical action which is necessary for the its understanding in a communicative model of action. The issue concerning the coordination between teachers and students’ action plans is presented in this part conducing to the focus of the didactic thematization or the didactic use of language, which is the médium of this interaction. It characterizes the aspects of the didactic thematization engendering and anticipation; the first one refers to the abstract relationship with the world due to the use of explanatory language, and the second deals with the understanding of the factual positions taken by the parties involved in the process, even if they are not explicit. Finally, it addresses the pedagogical action while oriented to the learning process when it tries to respond to the problem stated in the beginning of this work. The distinction between the objectifying attitude of the strategic action and hypothetical attitude of the discourse, simultaneously performative and objectifying, responds to the matter of the strategic apparent. To the question of the compatibility between communicative symmetry and pedagogic asymmetry it responds, from the perspective of the means of the action, through the subsumption of the didactic thematization in the explicative, and from the perspective of the ends, through the subsumption of the orientation to the learning process in the orientation to the understanding process. In summary, the specificity of the pedagogical action is the didactic thematization, which is structured according to the communicative action through the properties of the explanatory discourse.

Tirer un trait pourrait être considéré comme un acte du quotidien, un acte banal, machinal, fonctionnel. Mais cet acte n'est pas anodin: il engage son auteur et l'écriture est un apprentissage parfois difficile.Nous avons abordé le tracé, comme une expérience de la trace (Derrida), expérience singulière vécue du point de vue des sujets en situation de formation. Pour cela, nous avons choisi une activité de calligraphie proposée en formation continue à des professeurs des écoles Cette activité vise indirectement l'apprentissage de l'écriture pour des enfants de 3 à 7ans.Lors d'une activité de calligraphie, le trait de pinceau n'admet pas de repentir. Le "geste décisif" (Cheng) revêt un relief particulier en relation avec la prise de risque qui l'accompagne.Berthoz propose d'aborder la prise de décision comme un différentiel, non seulement entre deux vues (Derrida), mais entre deux corps : entre le corps de “chair sensible” et le corps “interne”, “virtuel” "émulé" par notre cerveau. Entre « invu »(Derrida) et présence virtuelle, la trace n'est pas qu'un objet visible exposé à soi-même comme à autrui, et la comprendre suppose d'embrasser l'ensemble du processus de production du tracé. Ce dernier a été compris en tant qu'acte réalisé du point de vue d'un sujet percevant, au sens de Merleau-Ponty.L'entretien d'aide à l'explicitation mis au point par P. Vermersch a été utilisé pour recueillir de l'information du point de vue du sujet et tenter d'accéder au « vécu de l'expérience ». Ainsi, nous avons réalisé dix-sept entretiens auprès de deux groupes d'enseignants. Le processus d'explicitation vise plus particulièrement à appréhender l'expression du point de vue du sujet en première personne. C'est pourquoi dans un deuxième temps, nous sommes allés aux marges du processus d'explicitation pour nous intéresser à l'expression en troisième personne. En différenciant point de vue en première personne et expression en première personne, nous avons envisagé un point du vue "polyphonique" du sujet parlant (Ducrot) et nous avons constaté que la présence d'une expression en troisième personne, dans ce qui est dit, rend compte de ce qui apparaît comme imperceptible au sujet parlant.L'expression en troisième personne, notamment par la présence de pronoms "démonstratifs" dans ce qui est dit, marque un passage entre un re-vécu de l'acte graphique qui peut se décrire, et un re-vécu d'événements antérieurs qui peut se reconstituer, comme une archéologie de l'histoire singulière du sujet.L'expression émotionnelle, énoncée comme un "re-senti", accompagne ce passage entre explicité et implicite. Elle exprime dans ce qui est dit une possible articulation entre ces deux dimensions (ou deux espaces) de l'expérience. Tout d'abord, la description de l'action re-vécue rend compte de micro-décisions, en amont du tracé calligraphique, qui participent d'un savoir-faire subtil, par lequel les sujets mettent en con-form-ité différents champs de perception. Le tracé est dit réussi par les sujets lorsqu'il est con-forme au tracé pré-vu (voir « ça…là ») et surtout à la perception d'événements antérieurs re-vécus (« c'est ça ») encore insaisissables pour eux-mêmes. Le tracé est une offre de visibilité, qui donne sens à l'acte graphique et à l'activité de formation. Ensuite, en situation de formation collective, les sujets com-posent avec les autres dans l'action et sur le support papier. La composition collective est alors regardée comme un "vécu commun", une expérience vécue avec les autres, expérience qui implique une reconnaissance de l'autre pour lui-même et par laquelle s'élabore un espace d'expérience de soi-même partageable avec autrui.Mots clés : expérience, perception, simulation de l'action, trace, re-vécu. / Abstract :Drawing a line could be considered as a commonplace, mechanical, functional act. But this act is not trivial: it commits its author and writing is sometimes a difficult learning.We dealt with the drawing of a line as an experience of the trace (Derrida), as a singular experience lived from the viewpoint of the subjects in situation of training. For that purpose, we chose an activity of calligraphy in a continuing education course for primary school teachers. This activity aims indirectly at the learning of the writing for children from 3 to 7.During an activity of calligraphy, the brush stroke cannot allow any regret. The "decisive action" (Cheng) is of particular importance in relation to the risk-taking that goes with it.Berthoz suggests approaching the decision-making as a differential, not only between two views (Derrida), but between two bodies: between the body of "sensitive skin" and the "internal", " virtual" body, "emulated" by our brain. Between "unseen” (Derrida) and virtual presence, the trace is not only a visible object exposed to oneself as to others, and understand it involves embracing the whole production process of the line. This was understood as an act done from the viewpoint of a percipient within the meaning of Merleau-Ponty.The interview to the explicitation developed by Vermersch was used to collect information from the viewpoint of the subject and try to access the lived experience. Thus, seventeen interviews were conducted with two groups of teachers. The process of clarification aims more specifically at understanding the expression from the viewpoint of the subject in first person. That is why secondly, we went to the margins of the process of clarification to study the expression in the third person. By differentiating the point of view in first person and expression in the third person, we considered a "polyphonic" viewpoint of the subject speaking (Ducrot) and we noticed that the presence of an expression in the third person, in what is said, reflects what appears to be unnoticeable to the speaking subject.The expression in the third person, especially because of the presence of "demonstrative" pronouns in what is said marks a transition between a “re-lived” experience of the graphic act that can be described, and a “re-lived” experience of past events that can be reconstituted, as an archaeology of the unique story of the subject.The emotional expression, expressed as a "re-felt" experience, accompanies this passage between explicit and implicit. It expresses in what is said a possible link between these two dimensions (or two spaces) of the experience. First, the description of the re-lived action reports micro-decisions, upstream of the calligraphic line, which imply a subtle knowledge, by which the subjects put in con-form-ity different fields of perception. The line is said to be managed/achieved by the subjects when conform to the plan planned ("it there") and especially in the perception of previous re-lived events ("that's it") still elusive for themselves. The line is an offer of visibility, which gives meaning to the graphic act and to the training activity. Then, in a situation of collective training, the subjects com-pose with the others in action and on paper. The collective composition is then considered as a "common real-life experience ", an experience lived with the others, an experience which involves a recognition of the other one for himself and which prepares a space of experience of oneself shareable with others.Keywords:experience, perception, simulation of the action, trace, re-lived experience.

Cette thèse porte sur les pratiques et les usages numériques de quantification de soi. Le mouvement Quantified Self est apparu initialement en 2007 dans la Silicon Valley, mais en quelques années ces pratiques ont rapidement évolué pour converger vers les technologies numériques en santé. S’il ressort de la littérature scientifique et académique qu’elles constituent une forme contemporaine de biopouvoir (Lupton, 2016) et qu’elles sont porteuses de nombreux espoirs dans le domaine de la santé, elles ne sont pourtant pas questionnées, ni du point de vue des mutations anthropologiques qu’elles introduisent dans le couplage entre organisme physiologique et données numériques (Simondon, 1958 ; Boullier, 2011 ; Sadin, 2013), ni du point de vue des modèles de conception sous-jacents aux technologies de quantification de soi, essentiellement fondées sur des approches comportementales, privilégiant la persuasion plutôt que la signification. Ce manque de réflexion soulève de nombreuses questions d’ordre éthique quant à la manière de concevoir des dispositifs numériques, en particulier lorsqu’il s’agit de la santé des individus (Lupton, 2013 ; 2016). Dans cette perspective, cette thèse poursuit un double objectif. Le premier est d’apporter un éclairage compréhensif sur les pratiques numériques de quantification de soi. Le second se rapporte à l’instrumentation de ces nouveaux objets technologiques et à leur modélisation en amont de leur conception. Pour ce faire, nous avons choisi le modèle Learning by expanding d’Engeström (1999, 2014) qui permet d’envisager la conception sous l’angle de la médiation. / This thesis concerns the digital practices and uses of self-quantification. The quantified-self movement first appeared in 2007 in Silicon Valley, but in a few years these practices have evolved rapidly to converge on digital health technologies. If it appears from the scientific and academic literature, that they constitute a contemporary form of biopower (Lupton, 2016) and that they carry many hopes in the field of health, they are however not questioned, neither from the perspective of the anthropological changes they introduce in the coupling between body and physiological digital data (Simondon, 1958, Boullier, 2011; Sadin, 2013), nor from the self-quantification technologies models point of view mainly based on behaviorist approaches, favoring persuasion rather than meaning. This lack of thinking raises many ethical questions about how to design a technology, especially when it comes to the health of individuals (Lupton, 2013; 2016).In this perspective, this thesis pursuit a dual purpose. The first is to provide a comprehensive perspective on the digital self-quantification practices. The second objective relates to the instrumentation of these new technological artifacts and to their modeling. To do this, we chose the approach the “Learning by Expanding model” of Engeström (1999, 2014), to model the digital mediations processes involved in the self-quantification practices.

The rise of deep learning has facilitated remarkable progress in video understanding. This thesis addresses three important tasks of video understanding: video object detection, joint object and action detection, and spatio-temporal action localization. Object class detection is one of the most important challenges in computer vision. Object detectors are usually trained on bounding-boxes from still images. Recently, video has been used as an alternative source of data. Yet, training an object detector on one domain (either still images or videos) and testing on the other one results in a significant performance gap compared to training and testing on the same domain. In the first part of this thesis, we examine the reasons behind this performance gap. We define and evaluate several domain shift factors: spatial location accuracy, appearance diversity, image quality, aspect distribution, and object size and camera framing. We examine the impact of these factors by comparing the detection performance before and after cancelling them out. The results show that all five factors affect the performance of the detectors and their combined effect explains the performance gap. While most existing approaches for detection in videos focus on objects or human actions separately, in the second part of this thesis we aim at detecting non-human centric actions, i.e., objects performing actions, such as cat eating or dog jumping. We introduce an end-to-end multitask objective that jointly learns object-action relationships. We compare it with different training objectives, validate its effectiveness for detecting object-action pairs in videos, and show that both tasks of object and action detection benefit from this joint learning. In experiments on the A2D dataset [Xu et al., 2015], we obtain state-of-the-art results on segmentation of object-action pairs. In the third part, we are the first to propose an action tubelet detector that leverages the temporal continuity of videos instead of operating at the frame level, as state-of-the-art approaches do. The same way modern detectors rely on anchor boxes, our tubelet detector is based on anchor cuboids by taking as input a sequence of frames and outputing tubelets, i.e., sequences of bounding boxes with associated scores. Our tubelet detector outperforms all state of the art on the UCF-Sports [Rodriguez et al., 2008], J-HMDB [Jhuang et al., 2013a], and UCF-101 [Soomro et al., 2012] action localization datasets especially at high overlap thresholds. The improvement in detection performance is explained by both more accurate scores and more precise localization.

La précarité aujourd’hui prend de plus en plus de place dans notre vie quotidienne. Elle place celui ou celle qui la subit dans un état incertain, une situation instable ou un temps indéterminé. Aujourd’hui, de nombreux artistes s’intéressent à des espaces touchés par cette précarité, comme les bidonvilles, les camps de migrants, les favelas, etc., en les considérant comme lieu d’expérimentation artistique. Quel est le sens de telles actions artistiques autour, dans et à partir de ces espaces, surtout quand il s’agit de collaboration directe avec ses habitants ? Dans quelle éthique la relation entre l’artiste et ces personnes doit-elle s’envisager lors de la construction d’un travail collaboratif ? Les réponses à ces questions sont proposées à travers une analyse d’oeuvres d’artistes qui ont rencontré cette population et travaillé auprès d’elle, ainsi que par la mise en place de certaines de mes créations artistiques. La première partie de cette thèse dessine les contours du concept de « précarité », en le situant dans des espaces qui permettent de l’appréhender. La deuxième se concentre sur mon expérience auprès des personnes migrantes habitant dans les camps de Calais, ainsi que sur une analyse d’autres travaux artistiques comme ceux de l’artiste Monica Nador, réalisés dans des favelas au Brésil, afin de voir comment l’art permet de créer de la rencontre, d’engendrer du lien social autant que collectif auprès des personnes rencontrées. La dernière partie traite du concept de frontière sous ses différents aspects, et envisage les interventions artistiques permettant des perceptions différentes de la frontière. La thèse se clôt sur la manière dont les actions artistiques peuvent renouveler notre représentation des espaces précaires et de ceux qui les occupent. Par ailleurs, l’impact de la précarité sur les productions artistiques conduit à une autre manière de concevoir la posture de l’artiste quand son art est déplacé dans un terrain d’expérimentation non institutionnel. / Precarity takes more and more place in our life nowadays. It conditions the person who undergoes it in an uncertain state, an unstable situation or an indefinite time. Many artists are interested today in spaces affected by this precarious situation, such as shantytowns, migrant camps, favelas, etc., as a place for artistic experimentation. What is the meaning of artistic actions performed in, from and around these spaces, especially those involving a direct collaboration with itsinhabitants ? What is the ethics in relationship between the artist and these people when building a collaborative work ? I tried to find answers for these questions in this thesis, through the analysis of work of artists who met these people and worked with them, as well as through some of my artistic creations. The first part of this thesis draws the outlines of the concept of « precariousness », situating it in spaces that allow to comprehend it. The second focuses on my experience with migrant people living in the Calais camps, as well as an analysis of other artistic works such as those of Monica Nador, made in Brazil’s favelas, in order to see how art could make it possible to create encounters, to generate social and collective links between people in these places. The last part deals with the concept of border in its various aspects, and considers the artistic interventions allowing different perceptions of the border. The thesis concludes with the way that artistic actions could renew our representation of precarious spaces and those who occupy them. Moreover, the impact of precariousness on artistic productions leads to another way of conceiving the artist’s posture when his art is carried out into a non-institutional field of experimentation.

Le but principal de la présente thèse est d'étudier le rôle du capital social dans la capacité des communautés locales à entreprendre une action collective et à produire des biens publics locaux par eux-mêmes. Nous étendons la portée des études existantes dans les pays en développement. L'analyse est effectuée en utilisant deux approches distinctes. La première approche utilise un mélange original d'enquêtes et de données expérimentales sur la confiance de quatre villages au Sénégal pour évaluer la capacité de la confiance de prévoir la participation à la fourniture de biens publics locaux. Les résultats montrent que la confiance, tel que mesurée par les questions de l'enquête, a une faible pouvoir prédictif, alors que les résultats d'une mesure expérimentale de confiance sont bien meilleurs prédicteurs de la production de biens publics. La seconde approche consiste à enquêter sur l'impact causal de la confiance dans la qualité des biens publics produits au niveau du district en Afrique. Nous utilisons les données Afro-baromètre pour tester le rôle du capital social et les divisions ethniques dans l'accès aux soins de santé de base et à une scolarisation. Nous contournons les problèmes de la causalité inverse entre la confiance et la qualité des biens publics, et de variables omises en raison de tri ethnique endogène par l'utilisation de données historiques sur les modes de fonctionnement des groupes ethniques en Afrique sub-saharienne. Les résultats que notre mesure de confiance locale (utilisé comme indicateur de capital social) a impact causal sur la qualité de la santé et de la qualité des écoles en Afrique. / The main purpose of the present dissertation is to study the role of social capital in the capacity of local communities to undertake collective action and to produce local public goods by themselves We extend the scope of existing studies encompass in developing countries. The analysis is carried out using two distinct approaches. The first approach uses an original mixture of survey and experimental data on trust from four villages in Senegal to assess the capacity of trust to predict participation in provision of local public good. The results show that trust, as measured by survey questions, has poor predictive power, while the results from a simple experimental measure of trust are much better predictors of public-goods production. The second approach consists in investigating the causal impact of trust in the quality of public goods produced at district level in Africa. We use Afro-barometer data to test the role of social capital and ethnic divisions in determining access to basic health care and schooling. We skirt any reverse-causality problems between trust and the quality of public goods, and omitted-variable bias due to endogenous ethnic sorting, by the use of historical data on the settlement patterns of ethnic groups in Sub-Saharan Africa. Our measure of local trust (used as an indicator of social capital) is shown to have a causal impact access on quality of health and quality of schools in Africa.