L'excitation et la propagation des ondes de cisaillement dans les dispositifs à ondes acoustiques de surface SAW à base de nitrure d'aluminium, en milieux liquides, nécessitent l'inclinaison de l'axe c dans la structure hexagonale. Le but de cette étude était de déposer des couches minces d'AlN à axe c incliné par la technique de pulvérisation magnétron sans aucune modification du dispositif de pulvérisation, le substrat et la cible n'ayant subi ni inclinaison ni décalage. Il a été possible, par une approche basée seulement sur la variation des paramètres de croissance, de déposer des couches minces piézoélectriques avec un angle d'inclinaison de 13°±2° dans des conditions de haute pression (0.8 Pa) et basse température (300°C). Une couche de SiO2 a été également déposée afin de favoriser la croissance inclinée des grains et par conséquent de celle des colonnes. Les couches déposées présentent une grande homogénéité de l'épaisseur sur 75% d'un substrat de silicium de 3 pouces. Après la détermination des paramètres optimaux de « croissance inclinée », nous avons réalisé un dispositif à onde acoustique de surface fonctionnant en mode de cisaillement avec lequel nous avons démontré la possibilité d'exciter les ondes de cisaillement dans un dispositif de type AlN/Si02/Si à 486.2 MHz avec une vitesse de propagation d'environ 5835m/s et un facteur de couplage électromécanique de 0.014%. La réponse électrique est fort intéressante si on tient compte du faible couplage électromécanique dû au substrat utilisé. / The excitation and propagation, in liquid media, of shear waves in surface acoustic wave (SAW) devices based aluminum nitride (AlN) require the inclination of the c axis in the hexagonal structure. The purpose of this study was to deposit tilted c-axis AlN thin films by magnetron sputtering technique without any modification of the deposition system. The search approach was based only on the optimisation of deposition parameters. Substrate and the target were not inclined or shifted. It has been possible through an approach based solely on changes in growth parameters, to deposit thin piezoelectric layers with an inclination angle of 13 ° ± 2 ° under conditions of high pressure (0.8 Pa) and low temperature ( 300 ° C). A thin layer of SiO2 was also introduced to enhance the growth of tilted grains and therefore the columns. The deposited layers have a homogeneous thickness of 75% of a silicon substrate of 3 inches. After determining the optimal parameters leading to growth AlN film with tilted c-axis, we achieved a SAW device and hence demonstrate the ability to excite shear waves in AlN/Si02 /Si SAW structure. The performed device operate at 486.2 MHz corresponding to an acoustic velocity of about 5835m/s and an electromechanical coupling coefficient of 0.014%. The obtained electrical response is very interesting if we take into account the low electromechanical coupling of the structure due to the used substrate.

Cette thèse s’intéresse aux effets d’une politique publique visant à améliorer les résultats du système éducatif français, en mobilisant certains concepts et démarches de la sociologie pragmatique et de la sociologie de la traduction. Ce projet d’amélioration s’est traduit par le dispositif « Plus de maîtres que de classes » en primaire, dans lequel le travail à plusieurs est prescrit. En effet, ce dispositif permet l’affectation d’un maître supplémentaire dans des écoles où les difficultés scolaires des élèves persistent. L’enquête sur les effets sur le travail des enseignants repose sur une approche ethnographique, avec une présence prolongée sur le terrain, permettant la réalisation de monographies sur trois écoles aux caractéristiques socio-démographiques contrastées. Nous avons étudié les modalités et effets des traductions du dispositif pour comprendre comment le travail à plusieurs enseignants au sein d’une même classe se met en place, s’organise et ses effets sur l’activité elle-même. Les résultats de cette recherche montrent que le travail à plusieurs peut être un levier de professionnalisation des enseignants et d’évolution de leur professionnalité, par une intensification des échanges sur les apprentissages des élèves, par un renforcement du travail collectif, par le regard réciproque sur le travail de chacun, etc. malgré une hétérogénéité des façons de traduire, concevoir et mettre en œuvre les modalités de ce dispositif. Les enseignants justifient leur manière de faire selon plusieurs principes de justice (égalité, efficacité, tradition, etc.) qu’ils mobilisent au gré des situations, laissant voir un monde professionnel dominé par le pragmatisme et fondé sur une hybridité des principes de justice. Les nouvelles organisations pédagogiques rendues possibles par ce dispositif font émerger une nouvelle division du travail éducatif qui interroge les identités professionnelles des enseignants et pose la question de l’émergence d’un nouveau métier, celui de maître supplémentaire. Finalement, l’exemple de ce dispositif montre un processus de professionnalisation et de développement de la professionnalité par un travail à plusieurs sous conditions : les modalités d’interprétation et d’adaptation des acteurs aux injonctions et aux spécificités de leur environnement, l’adoption ou non de principes de justice partagés en fonction de ce qu’ils considèrent juste pour agir et un poids de certains critères socio-démographiques sur le réel de l’activité en faveur d’un travail à plusieurs. À l’inverse, le travail à plusieurs peut aussi entraîner un sentiment de déprofessionnalisation chez les enseignants du fait d’une baisse de leur autonomie et des évolutions de leur travail. / The research used in this thesis considers the effects of a public policy that aims at improving the French educational system by mobilizing concepts and approaches that come from both pragmatic sociology and sociology of translation. This improvement project is embodied in elementary school in the “Plus de maîtres que de classes” plan, which prescribes collective work. Indeed, the plan enables the assignation of an additional teacher where pupils have persisting schooling difficulties. The enquiry on teachers’ work effects is based on an ethnographic approach, with a prolonged presence in the field that has enabled us to create monographs for three contrasted socio-demographic schools. We examined modalities and effects of the plan to understand how teachers’ collective work within a single classroom is implemented, structured and how it affects the job itself. Results of that research show that collective work can be a lever for the professionalization of teachers as well as for the evolution of their professionalism through an intensification of exchanges related to student learning, a reinforcement of collective work, and the different perspectives on each other’s work, etc. regardless of the many ways one can express, perceive and implement modalities of this plan.Teachers explain their way of proceeding according to several principles of justice (equality, efficiency, tradition, etc.) that they mobilize in any given situation, resulting in a professional world dominated by pragmatism and based on the hybridity of principles of justice. New pedagogical organizations enabled by this plan have created a new division of educational tasks that questions teacher’s professional identity as well as the emergence of a new occupation, the additional teacher.Finally, this plan shows a professionalization process and a professionalism development through a collective work under certain conditions: techniques of interpretation and operators’ adaptation to the injunctions as well as to the specifics of their environment, whether or not to adopt shared principles of justice according to what they consider fair for the common welfare and the weight of certain socio-demographic criteria on the profession in favor of collective work. On the contrary, collective work can also lead to the teachers feeling that they are being de-professionalized because of a reduced autonomy and also because of the evolution of their profession.

Les robots industriels sont très utilisés aujourd’hui dans de nombreuses applications industrielles pour leur polyvalence et leur facilité programmation. Cependant, malgré leurs performances, ces robots ne sont pas adaptés à certains procédés de fabrication où des forces uniformes et élevées ainsi qu'une précision de positionnement appropriée sont requises. Le présent travail est axé sur la robotisation de l'une des opérations à forte charge, le soudage par friction-malaxage (FSW). Cette méthode d’assemblage s’utilise pour assembler des pièces en phase solide. Pour cette raison, une force de poussée très élevée est nécessaire pour ramollir le matériau pendant cette opération. En raison des forces élevées, la position de l'outil dévie de la trajectoire désirée. Dans ces travaux de thèse, la possibilité d'utiliser un dispositif d’assistance associé à un robot manipulateur est étudiée afin d’améliorer sa capacité de charge et sa rigidité. Dans une première partie, une modélisation géométrique, cinématique et dynamique ainsi que de déformation d’un robot industriel Kuka KR500-2MT est développée en localisant la flexibilité au niveau des articulations. La deuxième partie consiste à améliorer les performances de la robotisation du procédé FSW par différentes méthodes qui sont la modification du système de compensation de gravité, l’ajout d’une masse additionnelle sur l’outil, l’ajout d’une structure parallèle et l’utilisation de deux robots en mode coopératif. Les deux dernières solutions consistent à exercer des forces directement sur l’outillage. De cette façon, le mouvement de l'outil est principalement piloté par le robot industriel, tandis que le dispositif d’assistance (soit la structure parallèle ou le deuxième robot utilisé dans le système coopératif) assure la génération de forces de poussées très élevées. Des algorithmes d’optimisation ont été utilisés afin de minimiser les déviations de l’outil et donc réduire les défauts de soudage. Finalement, une étude de l’espace de travail est menée en utilisant le logiciel Catia. La connaissance de l'espace de travail pour les solutions proposées nous permet d’estimer les applications de soudage possibles ainsi que leur comparaison.. / Nowadays industrial robots are used in many manufacturing applications because of their versatility and easy applicability. Notwithstanding their performance these robots are not suitable for some manufacturing processes where uniform and high forces together with suitable precision of position are required. The present research is focused on the robotization of one of the high-thrust operations, the friction stir welding (FSW). This method for connecting two parts works while the connected materials are in the solid phase. For this reason a very high axial force is needed to soften the material during the welding process. Due to these high forces the position of the tool of a serial robot deviates from the desired trajectory. In this PhD work, the possibility of using a parallel structure device is investigated to improve the load capacity and stiffness of a heavy loadmanipulator robot. In a first part, the geometric, kinematic and dynamic modeling and the flexibility of an industrial robot, Kuka KR500-2MT are developed by locating flexibility at the joints. The second part is to improve the performance of the FSW process using an industrial robot. So different methods are examined: the modification of the gravity compensation system, the addition of an additional mass on the tool, the addition of a parallel structure and the use of a cooperative system. The last two solutions exert forces directly on the process tool. In this way the movement of the tool is mainly generated by the industrial serial robot, while the assistive device (either the parallel structure or the second robot used in the cooperatif system) ensures the generation of very high axial forces. Optimization algorithms are developed to minimize deviations and thus reduce welding defects. Finally, a study of the workspace is studied using Catia software. Knowledge of the system workspace with the proposed solutions allows to estimate the possible welding applications that can be achieved using these systems.

Cette thèse pourrait intéresser toute personne souhaitant penser sa vie dans sa transversalité. Elle pourrait aussi intéresser tout praticien voulant penser différemment ses pratiques pédagogiques, formatives au-delà de la seule logique hypothético-déductive. Cette thèse propose de développer une approche transductive mettant en tension deux logiques initiant ainsi un espace formatif intermédiaire : l’entre-deux. / This thesis could interest anyone wishing to think his life in its transversality. It could also interest practitioner wanting to think differently its educational, formative practices beyond the hypothetico-deductive logic. This thesis proposes to develop a transductive approach involving tension two logics heralding an intermediary formative space : in-between.

La prise en compte des usagers est aujourd'hui incontournable pour les professionnels en charge de la production des services de mobilité. Or, qu'il s'agisse de services traditionnels ou de nouveaux services collaboratifs comme le covoiturage, l'essentiel du travail de ces professionnels se déroule en l'absence des usagers, inaccessibles ou encore inexistants. La prise en compte des usagers se traduit alors par la mise en place d'outils variés (enquête, concertation, traitement des réclamations, communication, système d'information, etc.) destinés à représenter les usagers dans les différentes dimensions de la production du service. Au croisement d'approches interactionniste, sociotechnique et communicationnelle, cette thèse propose une lecture unifiée de ces divers outils de prise en compte des usagers en tant que travail collectif de construction d'une fiction de l'usager. Les professionnels élaborent cette fiction à l'articulation de leur travail d'interaction avec les usagers pendant lequel ils les mettent en scène et de leur travail de réflexivité pendant lequel ils les mettent en récit. Cette recherche repose sur une enquête qualitative menée chez deux producteurs franciliens de services de mobilité, constituée d'observations participantes de situations de travail et d'entretiens semi-directifs. Le premier cas est celui de l'autorité organisatrice de transport d'Île-de-France, suivie dans ses missions d'organisation du développement et de l'exploitation des services régionaux de transports collectifs. Le deuxième est celui d'une jeune start-up de covoiturage courte distance analysée au moment du lancement d'une expérimentation sur un territoire en grande couronne en partenariat avec les collectivités locales / It is now essential for professionals in charge of the mobility services production to take into account their users. However, most of the time they work in the absence of users : in the case of classic services, the users are inaccessible, and in the case of emerging collaborative services such as carpooling, they don't exist yet. Professionals then use various devices, such as surveys, consultation, claims processing, communication, or information system, in order to represent the users in the different dimensions of the mobility services production. This thesis research relies on interactionist, sociotechnical and commmunication approaches in order to give a global understanding of the production of these various devices generally taken separately. The main argument is that the professionals build a fiction in which the users become characters: they go back and forth between staging interactions with the users and reflecting on them through storytelling.This research relies on a qualitative study with two mobility services producers in the Parisian region based on participant observation of work situations and semi-structured interviews with professionals. The first one is the regional Public Transport Authority in charge of the design and the operation of the regional public transport services. The second one is a short distance carpooling start-up launching an experiment in partnership with local authorities in the outer suburbs of the metropolitan area

La médiation muséale comme dispositif préfiguratif est ici étudiée selon une approche sémio-pragmatique avec une attention particulière accordée aux processus de production de sens ainsi qu’aux contextes de communication. Partant de l’étude expographique du Musée International de la Parfumerie comme situation de médiation, cette recherche envisage l’analyse de la médiation muséale sous deux angles : un angle épistémologique (comme pratique culturelle et comme concept en soi) et un angle pragmatique à travers la notion de dispositif de médiation. Dans l’espace muséal, la notion de dispositif de médiation met en synergie deux conceptions de l’exposition : l’exposition comme texte (répondant à une intentionnalité constitutive et communicationnelle) et l’exposition comme construction discursive (qui met en prise une triple dimension discursive : préfigurative, configurative et réfigurative). L’analyse des dispositifs de médiation permet ainsi d’interroger le statut des objets muséaux (matériels, immatériels), le rôle de l’espace et la place du public dans les processus de production de sens comme forme de médiation. / Museum mediation as a prefigurative system is studied here through a semio-pragmatic approach. Particular attention is given to the processes of meaning production as well as to communicational contexts. Starting from the expographic study of the Musée International de la Parfumerie as a mediating situation, this research considers museum mediation from two different angles : epistemological ( as a cultural practice and as a concept per se) and pragmatic through the notion of mediation system. Within the museum space, the notion of a mediation system synergizes the two conceptions of the exhibit, ie the exhibit as text (responding to a constitutive and communication intentionality) and the exhibit as a discursive construction (which sets up a triple discursive dimension : prefigurative, configurative and refigurative). The analysis of mediation systems thus permits questioning the status of museum objects (material as well as immaterial), the role of space and the place of the public in the process of meaning production as a form of mediation.

A escrita e seu ensino configuram, respectivamente, o tema geral e o objeto de problematização do presente estudo. A partir do aporte teórico de Michel Foucault, especialmente dos conceitos governamentalidade e dispositivo, toma-se a escrita como um regime que, no âmbito escolar, é forjado para atender a uma função estratégica dominante no que se refere ao governo das existências escolares. Desta feita, o objetivo nuclear deste estudo é analisar projetos de ensino de escrita em vigor inspirados pelas noções de gêneros do discurso, apreendendo alguns efeitos dessa abordagem nas concepções de escrita e na constituição dos sujeitos que escrevem. O corpus da análise é composto por um conjunto de documentos oficiais relativos ao tema (a partir dos Parâmetros Curriculares Nacionais) que, dispostos à moda de um mapa, compõem um complexo discursivo que fornece princípios, formas e prescrições, operando como maquinaria produzida historicamente com o fito de responder a uma urgência política. A lógica que anima o dispositivo de ensino da escrita é da ordem da capacitação de uma população; o que nele está em jogo é o desenvolvimento de competências e de habilidades para que se tenha acesso ao mundo letrado, conferindo a cada um o estatuto de cidadão autônomo. Se, por um lado, observam-se ideais democráticos iluminando tal empreitada, uma vez que ela afirmaria o domínio da escrita como direito de todos, por outro, a linguagem aí em causa parece reduzir-se a fins utilitaristas, submetida que é a uma modelização dos gêneros do discurso. Assim, ainda que gêneros com tendência mais literária sejam apresentados como mobilizadores em potencial da escrita escolar, eles encontram-se cativos do imperativo da eficácia comunicativa. Daí o fato de a literatura, neste trabalho, ser destacada como mais um discurso que compõe o dispositivo do ensino de escrita a operar no jogo da governamentalização escolar; mais especificamente, tratou-se de situar os sentidos de seu uso no ensino e, desse modo, configurar os enunciados relativos à literatura como instituição. Opera-se, portanto, com duas noções de literatura: uma institucional e outra denominada escrita menor, esta pensada como uma experiência possível de estilização existencial. A análise do material empírico desenvolve-se segundo o que foi denominado configurações-efeito: 1) a escrita como instrumento da ação comunicativa; 2) transcrição, reprodução e decalque como percurso de formação de um sujeito escrevente; e 3) a literatura como estetização da escrita. O estudo atinge, então, sua conclusão ao propor que as práticas de ensino da escrita concorrem para reduzir a amplitude dos sentidos da linguagem a prescrições de cunho escolarizante e, na mesma medida, limitam a esfera de experimentação dos sujeitos em nome de uma escrita confinada a finalidades comunicativas. Por se alinhar às linguagens entendidas hoje como imprescindíveis, o ensino da escrita pode produzir uma acentuada despotencialização na experiência daqueles que escrevem, ainda que ele consiga lograr, ao fim e ao cabo, a formação de sujeitos capazes de reproduzir uma escrita competente. / Writing and its teaching configure, respectively, the overall theme and the problematization object of the present study. Based on Michel Foucaults theoretical contributions, particularly the concepts of governmentality and dispositif, writing is taken as a regime that is created, within the education scope, to function as a dominant strategy in regard to the government of the schools individuals. Therefore, the central aim of the study is to analyze writing teaching programs in force inspired by existing notions of speech genres, grasping some effects of this approach in the writing concepts and in the formation of subjects who write. The corpus of the analysis consists of a set of official documents relating to this theme (from the National Curriculum Parameters) that, arranged as a map, compose a discursive complex which provides principles, forms and prescriptions, operating as a historical-produced machinery in order to meet a political urgency. The logic that underpins the writing teaching dispositif is related to the populations qualification; what is at stake is the development of skills and abilities to allow the access to the literate world, giving everyone the status of an autonomous citizen. If on one hand, we can distinguish some democratic ideals enlightening such undertaking, since it would affirm the mastery of writing as a universal right, on the other hand, the language in question seems to be reduced to utilitarian purposes, subjected to a speech genre modelization. Thus, despite some literary genres tend to appear mobilizing the school writing potential, they are captives of the communicative efficacys imperative. Hence the fact that literature, in the present paper, is highlighted as another discourse that composes the writing teaching dispositif, taking part in the schools governmentalization; more specifically, this investigation attempted to identify the meanings of its use in teaching and, consequently, tried to configure the statements relating to literature as institution. The present study works, then, with two literature notions: an institutional one and another called minor writing, an experience that can be thought as an art of existence. The analysis of the empirical material is developed in accordance with what has been called effect-settings: 1) writing as a tool for communicative action; 2) transcription, replication and tracing as a formation procedure for a writing subject; and 3) literature as an aestheticization of writing. The study reach its conclusion by proposing that writing teaching practices contribute to reduce the amplitude of the languages senses to schools prescriptions basis; and, at he same extent, they limit the scope of subjects experimentation on behalf of a writing constrained to communication purposes. Since writing is aligned as an indispensable language nowadays, the teaching of writing may produce severe disempowerment for the experience of those who write, though it manages to achieve, at the end, the formation of subjects able to reproduce a competent writing.

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-09-24T12:09:43Z No. of bitstreams: 1 Henrique Friedrichs_.pdf: 5691812 bytes, checksum: ad53d22e5695e4bf8a0d84d7c54533f4 (MD5) / Made available in DSpace on 2018-09-24T12:09:44Z (GMT). No. of bitstreams: 1 Henrique Friedrichs_.pdf: 5691812 bytes, checksum: ad53d22e5695e4bf8a0d84d7c54533f4 (MD5) Previous issue date: 2018-04-09 / UNISINOS - Universidade do Vale do Rio dos Sinos / O objetivo desta pesquisa é refletir sobre princípios éticos pertinentes ao design para proposição de um dispositivo que contribua para a materialização da ética. Primeiramente, busca-se apresentar e discutir o posicionamento da área (Design), no que diz respeito à ética, a partir de autores como Findeli, d’Anjou, Manzini e Verbeek, entre outros. Em relação à proposição dos princípios, os instrumentos de orientação utilizados foram as obras de Spinoza, Foucault, Morin e Singer, contribuindo para o delineamento de uma pluriética — entendida como pertinente ao Design. Tais instrumentos foram operados metodologicamente por meio de revisão bibliográfica (modalidade de pesquisa básica), guiando-se pelo caráter crítico-reflexivo metaprojetual — vale-se dizer “filosófico”. A discussão traçada em quatro capítulos (“Sobre design e ética”, “Da proposição de uma base pluriética”, e “Sobre metaprojeto: dispositivo para a proposição de dispositivos”) visa apresentar, no quarto capítulo (“Da proposição do dispositivo pluriético à autopoiética”), aspectos de um dispositivo que contribua para reflexões frente aos problemas contemporâneos, atentos para a materialização da ética. / The objective of this research is: to reflect on ethical principles pertinent to design, to propose a dispositif that contributes to the materialization of ethics. Firstly, it’s intend to present and discuss the positioning of the area (Design) regarding ethics from authors such as: Findeli, d'Anjou, Manzini and Verbeek, among other authors. In relation to the proposition of the principles, the instruments of orientation used were the works of Spinoza, Foucault, Morin and Singer contributing to the delineation of a pluri-ethics - understood as pertinent to the Design. Such instruments were operated methodologically through a bibliographical review (basic research modality), guided by the critical-reflexive character of metadesign - it is worth saying "philosophical". The discussion in four chapters ("On design and ethics", "From the proposition of a pluri-ethical basis", and "On the metaproject: device for the proposition of devices") aims to present, in the fourth chapter pluri-ethical to autopoietic "), aspects of a device that contributes to reflections on contemporary problems, attentive to the materialization of ethics.

Made available in DSpace on 2016-04-27T17:27:04Z (GMT). No. of bitstreams: 1 Rosele Maria Branco.pdf: 598972 bytes, checksum: 5dc50656a7720ccf990bb04f4ec52ce6 (MD5) Previous issue date: 2013-05-13 / The objective of this dissertation is to comprehend the meaning of the resistance through a reading of Surveiller et punir and La volonté de savoir: Histoire de la sexualité 1, by Michel Foucault. Based on the historic studies about the powers and the knowledges, submitted in those two books and in other texts by the author, during the period of 1975-1976, considered the questions how is it possible to resist? which perspectives of resistance Foucault proposed? This started from the dynamic aspect of the conception of power sustained by him, understood as relations of forces, and the critical stance they take their genealogical analysis, to try to build models of resistance. It defends the rapprochement between the two books, through the link of modalities of power they exhibit the disciplinary power and the biopolitics. The term resistance means pointing out the openings in the power relations that could carry out the transformative struggles. This work contributed to the reconstruction of various forms of resistant attitudes, perceived at two levels. A most exemplary level of perception, in Surveiller et punir, gathers forms of possible reactions to the attributes of disciplinary power. In another more general, in La volonté de savoir, the types of resistance are constituted as key to intelligibility situations in opposition to power, as an instrument for interpreting the strategic positioning of the discourses and also as inspiration for renovating attitudes. The elements of the art of living, inserted in the reflections on biopolitics, refer to later developments in the thought of Michel Foucault, concerning the theme of the resistances / O objetivo desta dissertação é compreender o significado da resistência a partir de uma leitura de Surveiller et punir e de La volonté de savoir: Histoire de la sexualité 1, de Michel Foucault. Com base nos estudos históricos sobre os poderes e os saberes, apresentados nestes dois livros e em outros textos do autor, no período de 1975-1976, considerou-se as perguntas como é possível resistir? quais perspectivas resistentes Foucault propôs? Partiu-se do aspecto dinâmico da concepção de poder sustentada por ele, compreendida como relações de forças, e do posicionamento crítico que tomam suas análises genealógicas, para tentar construir modelos de resistência. Defende-se a aproximação entre os dois livros, através da articulação das modalidades de poder que apresentam o poder disciplinar e a biopolítica. O termo resistência designa a assinalação das aberturas nas relações de poder que poderiam levar adiante as lutas transformadoras. O presente trabalho contribui para a reconstituição de várias formas de atitudes resistentes, percebidas em dois níveis. Um nível de percepção mais exemplar, em Surveiller et punir, reúne formas de reações possíveis aos atributos do poder disciplinar. Noutro mais geral, em La volonté de savoir, os tipos de resistência são constituídos como chave de inteligibilidade para as situações de oposição ao poder, como instrumento de interpretação do posicionamento estratégico dos discursos e, ainda, como inspiração para atitudes renovadoras. Os elementos da arte de viver, inseridos nas reflexões sobre a biopolítica, encaminham aos desdobramentos posteriores no pensamento de Michel Foucault, concernente ao tema das resistências

A Tese tem como objetivo evidenciar práticas de integração, tecnologias avaliativas e estratégias de comparação acionadas pelo que denomino dispositivo do Compromisso. Esse dispositivo atua por meio de mecanismos de governo das instituições escolares do país para dar conta do que é produzido discursiva e praticamente como a qualidade da educação pública brasileira. A pesquisa foi feita no âmbito da política municipal de Educação Integral de Porto Alegre, instituída Programa Cidade Escola/SMED-PoA, em sua relação com as políticas nacionais de avaliação da qualidade da educação pública, como aquelas implementadas pelo Plano de Metas Compromisso Todos pela Educação, a partir do Plano de Desenvolvimento da Educação Básica/MEC, no ano de 2007 e pelo Plano Nacional de Educação/MEC com vigência para o decênio de 2014 até 2024. Foram usados como referencial teórico-metodológico estudos produzidos por Michel Foucault, os quais remetem aos conceitos de problematização, governamentalidade e dispositivo. Demonstro na Tese como o dispositivo do Compromisso se engendra à racionalidade contemporânea neoliberal de produção, avaliação e comparação de distintos saberes de sociedades, de instituições escolares e de sujeitos educacionais. No que se refere às políticas nacionais, a definição de metas percentuais e índices numéricos para avaliar, medir e monitorar a qualidade dos sistemas de ensino, das gestões escolares, das aprendizagens dos alunos, da formação de professores, monitorar a evasão escolar, a reprovação e tantos outros fazeres educacionais conduz para a produção de mecanismos de governo que promovam o alcance desses valores numéricos. A Prova e a Provinha Brasil, assim como o Ideb, constituem-se em tecnologias avaliativas que se conformam às estratégias comparativas usadas pela Secretaria de Educação de Porto Alegre para avaliar o impacto da integralização educacional neste município. Para dar conta das metas percentuais de integralização, a Secretaria, elemento constituinte da governamentalidade contemporânea, recorre a práticas de integração que objetivam minimizar conflitos institucionais que ameacem a atuação do dispositivo. Defendo na Tese que esses mecanismos de governo mobilizam a articulação dessa Secretaria com as mais diversas instituições e atores sociais e têm por finalidade produzir efeitos na educação municipal que comprovem o sucesso do sistema de ensino da Rede Municipal, a partir do alcance das metas e índices nacionais de qualidade. Ao mesmo tempo em que o sucesso do sistema de ensino de Porto Alegre vincula-se à responsabilização social, na medida em que os elementos do dispositivo assumem um compromisso político, ético e social com a qualidade da educação pública brasileira. / The Thesis aims to highlight integration practices, evaluative technologies and comparative strategies activated by what I denominate device of Commitment. This dispositif works through government mechanisms of educational institutions of the country to deal with what is discursive produced and just as the quality of Brazilian public education. The survey was made within the municipal policy of Integral Education of Porto Alegre, nominated City School Program/SMED-PoA, on its relationships with national evaluation policies of the quality of public education, such as those implemented by the Development Plan of Basic Education/MEC in 2007 and by the National Plan of Education/MEC with validity for the decennary of 2014 until 2024. As theoretical-methodological references were used studies produced by Michel Foucault, which refer to the concepts of problematization, governmentality and apparatus. In the Thesis it is shown how the dispositif of Commitment interlace with contemporary neoliberal rationality of production, evaluation and comparison of distinct knowledge of societies, educational institutions and educational subjects. With regard to national policies, definition of percentage targets and numerical indices to evaluate, measure and monitor the quality of educational systems, schools management, students learning, teachers training, monitor school dropout, school failure and many other educational doings leads to the production of governance mechanisms which promote the achievement of these numerical values. The Prova and the Provinha Brazil, as well the Ideb, are evaluative technologies that comply with the comparative strategies used by the Secretariat of Education of Porto Alegre to assess the impact of integral education on this city. In order to deal with these percentage targets of integralization, the Secretariat, constituent element of contemporary governmentality, uses integration practices that aims to minimize institutional conflicts that threaten the dispositif performance. In the thesis, I support that these government mechanisms mobilize the articulation of this Secretariat with the most diverse institutions and social actors and intend to produce effect in municipal education which prove the success of the educational system of the city, based on the achievement of national goals and indices of quality. While the success of the educational system of Porto Alegre is linked to the social responsibility, as the elements of the dispositif assume a political, ethical and social commitment to the quality of Brazilian public education.