A presente tese tem como objetivo geral analisar as linhas do dispositivo da Numeramentalidade na constituição das práticas avaliativas em larga escala, mais especificamente, tomando a Avaliação Nacional da Alfabetização – ANA – como foco empírico. Metodologicamente, analisam-se documentos referentes à ANA com inspiração na maneira foucaultiana de fazer pesquisa, utilizando algumas das ferramentas teórico-analíticas criadas pelo autor. Dessa forma, busca-se mostrar o funcionamento do dispositivo da Numeramentalidade através de suas linhas constitutivas, isolando as estratégias e os jogos de verdade na produção de saberes, as táticas ou técnicas para condução das condutas de si e dos outros e os modos de constituição de subjetividades. Ao colocar em funcionamento esse conceito, entendido como um dispositivo de nossa época, foram traçadas tramas discursivas entre as suas linhas, as mesmas que constituem os resultados e as análises da tese. A primeira trama aborda a produção do risco do analfabetismo infantil e as estratégias de produção numérica das práticas avaliativas para comparar. A segunda trama trata da metodologia adotada nos testes de desempenho da ANA, marcada pela medição e por processos classificatórios, a partir dos quais é possível discutir a construção de níveis de leitura e escrita proposta pelas escalas de proficiência. Na terceira trama argumenta-se que o dispositivo da Numeramentalidade, através dos saberes estatísticos, dos processos classificatórios e das verdades que coloca em jogo, produz formas-sujeito e subjetividades numeramentalizadas. Por fim, considera-se a produtividade do conceito de Numeramentalidade para analisar as práticas avaliativas em larga escala. Através da analítica desenvolvida, formula-se a tese desta pesquisa: as linhas do dispositivo da Numeramentalidade que operam nas práticas avaliativas em larga escala, mais especificamente, na Avaliação Nacional da Alfabetização, produzem visibilidades e dizibilidades sobre a alfabetização das crianças através dos jogos de verdade das estatísticas e dos processos classificatórios, em articulação com discursos pedagógicos e psicológicos, produzindo tipos de sujeito e subjetividades numeramentalizadas. / This thesis has as main purpose to analyse the lines of Numeramentality dispositif in the composition of assessment practices on a large scale, more specifically, taking the “Avaliação Nacional da Alfabetização.” – ANA – as empirical focus. Methodologically, we analysed documents related to ANA with inspiration in Foucault's way of doing research, using some of the theoretical and analytical tools created by the author. Thus, we seek to show the functioning of Numeramentality dispositif through its constituent lines, isolating strategies and the truth games in the production of knowledge, the tactics and techniques for conducting the conduct of others and one’s self, as well as the subjectivities constitution modes.Once this concept was put into operation, which is understood as a dispositif of our time, discursive plots were drawn between its lines, which are the same presented in the results and analyses of this thesis. The first plot deals with the production of the risk of child illiteracy and the numerical production strategies of assessment practices to be compared. The second plot deals with the methodology used in performance tests of ANA, marked by measurement and qualifying processes, from which it is possible to discuss the construction of reading and writing levels proposed by the proficiency scales. The third plot argues that the Numeramentality dispositif through the statistical knowledge, the qualifying process and the truths that puts at stake, produces form- subject and a “numeramentalized” subjectivity. Finally, it is taken into account the productivity of the Numeramentality concept to analyse assessment practices on a large scale. Through the developed analytics, the thesis of this research is formulated: the lines of the dispositif of Numeramentality that operate in the evaluative practices in large scale, more specifically, in the “Avaliação Nacional de Alfabetização”, produce ways of being and ways of saying on children's illiteracy through the truth statistical games and qualifying processes in conjunction with pedagogical and psychological discourses, producing discursively types of subject and “numeramentalized” subjectivity.

« La diversité » est une expression qui bénéficie d’une forte publicisation depuis une dizaine d’années. L’enjeu de la thèse est d’analyser comment les discours sur « la diversité » construisent des représentations des médias et, plus largement, de la communication. Ce travail se penche sur deux dispositifs européens de formation aux médias et étudie comment le politique vise à agir sur le symbolique afin de changer le social. Le travail articule des analyses des objets de formation, en l’occurrence des « kits », des observations participantes, ainsi que des entretiens. Les kits de formation proposés par ces dispositifs sont alors envisagés comme des technologies intellectuelles, des technologies herméneutiques qui orientent l’interprétation des médias et, enfin, comme des moyens d’instituer des valeurs. / ‘Diversity’ is an expression that has received great attention for over ten years. The objective of this research is to analyse how discourse pertaining to ‘diversity’ constructs media representations and – in a greater sense – a conception of communication. This work studies two European media training programs and analyses how the political arena specifically targets actions based on symbolism so as to modify society. Research methodologies are based on semiotic analysis of the training kits themselves, participatory observation of the training and interviews. The training kits are therefore conceptualised as intellectual technologies, hermeneutic technologies that guide interpretation of the media and finally, as a means to institute a set of values.

Nous construisons une analyse des dispositifs identitaires contemporains (dont les réseaux socionumériques) sur plusieurs niveaux : au niveau informatique (modèle conceptuel clôturant représentations sociales et sociabilités) ; au niveau microsocial (négociation des singularités subjectives et ancrage des normes sociales) ; au niveau économique (stratégies hégémoniques et partenariat avec les industries culturelles) ; au niveau sociopolitique (expérimentation de postures individuelles sur la base d'expériences affectives et dans un cercle privé rendant possible l'engagement dans les processus délibératifs constituant le sens commun). Pour appréhender ces enjeux, nous avons mis en œuvre une méthodologie immersive et multi-située en compagnie d'une population composée de figures du sujet contemporain : des apprentis en BTS dans le secteur du Tertiaire, soumis à un complexe de contraintes, et engagés au niveau personnel et socioprofessionnel dans divers dispositifs identitaires. Il ressort de ces analyses plusieurs propositions théoriques, dont celle du cadre privatif présenté comme ensemble de contraintes identitaires définies ou négociées par les interactants et resitué au niveau informatique (ingénierie de la vie privée médiatisée), microsocial (veille mutuelle), économique (modèle socioéconomique du salon), sociopolitique (espace anecdotique), et méthodologique (immersion auprès des usagers). / We build an analysis of contemporary identity devices (including social network sites) on several levels: computer (conceptual model ending social representations and sociability), microsocial (negotiating subjective singularities and anchoring social norms), economics (hegemonic strategies and partnerships with cultural industries), socio-political (experimenting individual postures based on emotional experiences in a « private club model » and making it possible to engage in deliberative processes constituting common sense). To understand these issues, we have implemented an immersive and multi-situated methodology located in a population composed of contemporary subject's figures: young apprentices in the Tertiary, subject to complex constraints, and committed personal level, social and professional identity in various devices. It is clear from these analyzes several theoretical proposals, including the « privatory framework » presented as a set of identity constraints defined or negotiated by interactants and situating in Computer Science (engineering publicized privacy), the micro (mutual insight), economic (socioeconomic model of the « private club »), socio-political (anecdotical sphere) and methodological (immersion to users).

La présence de buée sur des surfaces transparentes altère la transmission de la lumière. La buée est un ensemble de gouttes condensées sur une surface froide. Ces gouttes absorbent, réfléchissent et diffractent la lumière, réduisant la transparence de la surface sur laquelle elles se sont formées. Ce phénomène peut, en fonction des applications, causer des problèmes esthétiques et de sécurité. Une solution répandue dans le secteur industriel est l’utilisation de revêtements chimiques. Mais cette approche à un coût ; elle oblige à ajouter une nouvelle étape sur la chaine de production. Une autre solution, celle choisie durant ce doctorat, est l’approche topographique. En contrôlant la topographie par texturation de surface, les propriétés de mouillage peuvent être pilotées. Ainsi, des surfaces antibuées peuvent être développées. En fonction de la surface initiale, deux mécanismes sont possibles. Sur des surfaces hydrophiles, la création d’un film liquide uniforme remplaçant les gouttes d’eau est à privilégier. Avec ce type de film, la surface conserve de bonnes propriétés de transparence. Si la surface est plutôt hydrophobe, l’idée est de favoriser le déperlement des gouttes et ainsi d’évacuer l’eau le plus rapidement possible. Les travaux de ce doctorat portent sur le développement d’un traitement de surface topographique par injection plastique. Ce traitement vise à supprimer l’impact optique de la buée sur les surfaces en polycarbonate transparent des phares automobiles. L’une des contraintes majeures de ces travaux est de concevoir des texturations de surfaces facilement industrialisables. Les moyens de texturations doivent être adaptés. / The presence of dew on transparent pieces impairs light transmission. Dew is a group of droplets condensed on cold surfaces. These droplets absorb, reflect and diffract light, reducing condensation surface transparency. This can cause aesthetic or security issues. The most widely used method currently for improving transparency of surfaces covered with dew is to apply anti-fog chemical coatings. These coatings suppress the whitish opaque layer caused by condensation by reducing the surface tension of water droplets, causing them to disperse into a thin liquid sheet. However, this solution is expensive. It is adding a step in the production line. Surface texturing offers a viable alternative to the use of chemicals. Controlling the surface topography by modifying textured allows wetting property management. This approach, chosen during this PhD thesis, allows the design of anti-fog surfaces. Depending on the surface, two droplets suppression mechanisms are possible. On hydrophilic surfaces, liquid sheet formation replacing droplets has to be favored. If the surface is hydrophobic, droplets sliding off should be increased, thus water evacuation will be faster. Our work consists in the development of a topographical surface treatment by molding injection. The aim is to limit the optical impact of the dew on transparent polycarbonate surfaces of car headlights. The major constraint of this work is to design easy industrialized textured surfaces. Production means must be adapted.

Cette thèse a pour but de construire le concept de « tendance » dans le champ des Sciences de l’Information et de la Communication. Notion fortement investie par les professionnels de la communication, les tendances sont absentes de notre discipline alors même qu’elles sont au cœur des processus de construction de l’identité et de médiation. Cette thèse construit donc ce concept en rapport avec la notion de dispositif et d’archétype. Elle introduit une perspective historique en étudiant comment cet archétype s’est exprimé depuis le XVIIème siècle jusqu’à nos jours. Enfin, elle étudie l’expression et l’utilisation de ces tendances dans notre société, ainsi que leur relation à la mode, au travers d’un support médiatique, le magazine Elle. / Summary: this work is about building the concept of trends with the help of other concepts found in the Information and Communication Sciences. Today, media and communication professionals all talk about trends, but they are quite silent in our universitary field of expertise, whereas they are helping individuals to define themselves (and each other) and to communicate. We are studying this concept and how it expresses itself in France from the XVIIth century to the XXth especially in the media, like the French magazine Elle, thanks to the concept of “mechanism” (dispositif; created by Michel Foucault) and archetype (created by Jung)

O presente trabalho é um estudo dos efeitos da Copa do Mundo FIFA 2014, a partir das relações de poder e resistência que se estabeleceram ao seu redor. Ao investigar a produção normativa leis, decretos, portarias e demais normas que se produziram sob a justificativa do megaevento, esse estudo busca descrever de que maneira foi possível introduzir no ordenamento jurídico uma legislação de exceção, entendida aqui como dispositivo de governo. Também, ao descrever a delimitação de zonas de exclusividade comercial no espaço público, busca-se enxergar a maneira como essas normas puderam se territorializar, de modo a garantir a criação de mercado para um grupo de empresas ligadas à FIFA. Por fim, descrevemos as resistências que se articularam em torno da Copa 2014, entendida como campo de gravitação que permitiu colocar o futebol no centro do conflito pelo direito à cidade. / This dissertation consists of a study about the FIFA World Cup 2014 effects, from the power and resistance relations that were established around it. By examining the normative production laws, decrees, edicts and other rules produced under the justification of the megaevent -, this study describes by what means was possible to introduce in the law system a group of excepcion laws, meaning here as a government dispositif. Also, by describing the demarcation of exclusive comercial zones in the public space, the study pursues to look the manner how that rules could be territorialized, aiming to garantee the creation of market for a group of companies linked to FIFA. Finally, we describe the resistance that articulated around the 2014 World Cup, meaning the gravitation field that permitted to put the soccer in the centre of the right to the city\'s conflict.

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.

Made available in DSpace on 2016-04-28T20:38:49Z (GMT). No. of bitstreams: 1 Gisella Paola Novo Hiche.pdf: 1764261 bytes, checksum: 33cb8fe9c108cb0b014d23323b5f1dc4 (MD5) Previous issue date: 2013-10-30 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / ABSTRACT Process of creation of a body: dances with testimony-notebook is a research that follows through writing the unfoldings of the gesture of dancing and taking notes, which works as a dispositif that in a processual form casts the researcher into another mode of production of subjectivity, whose greatest force is the impersonal of the body activating new practices and thoughts. To keep this dispositif in operation, there is a double effort: that of remaining in retreat regarding what is cultural and socially instituted, and that of simultaneously giving consistence to the creation of a body that will not go towards a form or a concept but will assure the conditions to keep such body undone, alive and open for political, aesthetic e clinical experimentations / Processo de criação de um corpo: danças com caderno testemunho acompanha por meio da escrita os desdobramentos do gesto de dançar e anotar, que funciona como um dispositivo que processualmente lança a pesquisadora em um outro modo de produção de subjetividade, cuja maior força é o impessoal do corpo ativando novas práticas e pensamentos. Para manter este dispositivo produzindo, há um duplo esforço: o de permanecer em retirada em relação ao que é cultural e socialmente instituído e o de simultaneamente dar consistência à criação de um corpo que não vai em direção a uma forma ou conceito, mas garante as condições de manter o corpo inacabado, vivo e aberto para experimentações políticas, estéticas e clínicas

O presente trabalho é um estudo dos efeitos da Copa do Mundo FIFA 2014, a partir das relações de poder e resistência que se estabeleceram ao seu redor. Ao investigar a produção normativa leis, decretos, portarias e demais normas que se produziram sob a justificativa do megaevento, esse estudo busca descrever de que maneira foi possível introduzir no ordenamento jurídico uma legislação de exceção, entendida aqui como dispositivo de governo. Também, ao descrever a delimitação de zonas de exclusividade comercial no espaço público, busca-se enxergar a maneira como essas normas puderam se territorializar, de modo a garantir a criação de mercado para um grupo de empresas ligadas à FIFA. Por fim, descrevemos as resistências que se articularam em torno da Copa 2014, entendida como campo de gravitação que permitiu colocar o futebol no centro do conflito pelo direito à cidade. / This dissertation consists of a study about the FIFA World Cup 2014 effects, from the power and resistance relations that were established around it. By examining the normative production laws, decrees, edicts and other rules produced under the justification of the megaevent -, this study describes by what means was possible to introduce in the law system a group of excepcion laws, meaning here as a government dispositif. Also, by describing the demarcation of exclusive comercial zones in the public space, the study pursues to look the manner how that rules could be territorialized, aiming to garantee the creation of market for a group of companies linked to FIFA. Finally, we describe the resistance that articulated around the 2014 World Cup, meaning the gravitation field that permitted to put the soccer in the centre of the right to the city\'s conflict.

Cette recherche s’intéresse aux effets induits par les dispositifs numériques de partage social sur les pratiques de collaboration, de communication et de médiation d’étudiants, dans un contexte situé de formation à distance. L’objectif est d’appréhender le processus de collaboration à l’origine de l’apprenance collective qui s’illustre dans les communautés d’apprentissage, constituées en marge de l’institution académique. Notre approche empirique par systématique hypothético-déductive est une observation netnographique menée auprès d’individus inscrits en Bachelor et Mastère dans un centre de formation privé. Notre corpus est composé de 1405 messages recueillis sur les forums de la plateforme institutionnelle et sur Facebook ou Google+ pour les groupes communautaires à l’initiative des étudiants. Nous recourons à une catégorisation de l’activité d’apprentissage suivant quatre dimensions intrinsèques à l’intervention des usagers sur les forums. Les phénomènes observés sont analysés suivant trois variables dépendantes : la temporalité, la reconnaissance sociale et le pouvoir hiérarchique. Notre ancrage est la théorie critique des médias de l’école de Francfort. Nous faisons l’hypothèse que les dispositifs sociotechniques d’information et de communication participent de l’horizontalisation des usages estudiantins. Nos observations de terrain révèlent en effet que les apprenants préfèrent s’en remettre à leurs pairs plutôt que solliciter l’institution ou les tuteurs en ligne. S’ils privilégient leur disponibilité indéfectible, ils accordent une plus grande importance à leur réactivité. Nous pensons que le clivage qui oppose l’environnement académique à la sphère estudiantine est pour partie le fait de deux temporalités distinctes. L’une verticale, celle de l’environnement numérique de travail (ENT), l’autre plus horizontale, caractérisée par les échanges entre pairs au sein de l’environnement personnel d’apprentissage (EPA). L’asynchronisme qui résulte de ces deux dispositifs engendre des effets de détournement d’usage par lesquels les étudiants exportent les ressources institutionnelles vers leur communauté. Mais l’analyse des praxis communautaires révèle d’autres artefacts induits par les technologies numériques. Qu’il s’agisse de désintermédiation ou d’accélération temporelle, ces usagers attirés par le modèle a hiérarchique, se retrouvent à leur insu dans un processus de domination sociale. Nous soulignons les effets pernicieux liés à l’accélération temporelle particulièrement prégnante dans la génération d’étudiants observée. / This research is interested in the effects led by the digital devices plans of social sharing on the pratices of collaboration, communication and mediation of students in context of distance learning. The goal is the understand the origin of the collaborative process of collective apprenance which is illustrated in the communities of apprenticeship outside the academic institution. A netnographic observation is conducted whith Bachelor and Master's degree in a private training center ; our corpus is made of 1405 messages taken in the forums of the institutional platform and on Facebook or Google +. We assume the information and communication sociotechnical devices participate in the horizontalisation of student's practices. We highlight the paradox of these learning communities which are, unwittingly, in a process of social domination by having choosing a priori a decentralized structure