Qui prendra ma terre ? L’Office du Niger, des investissements internationaux aux arrangements fonciers locaux.La crise alimentaire mondiale de 2008 a provoqué un mouvement d’investissements fonciers à grande échelle. En Afrique de l’Ouest, l’Office du Niger (ON) est un cas emblématique des aux investissements fonciers dans l’irrigation. 45 000 exploitations familiales y exploitent 100 000 ha de rizières sur lesquelles ils n’ont jamais obtenu de droits fonciers. Faute de capitaux, l’Etat malien a fait appel aux investisseurs, privés et publics, nationaux et étrangers, pour atteindre l’objectif d’un million d’ha irrigués visé depuis 1932. De nouvelles règles facilitent leur accès à la terre. L’arrivée des investisseurs et les risques d’accaparements ont donné le signal d’une course à la terre où les différents acteurs, investisseurs, paysans, petits et hauts responsables de l’Etat, mettent en oeuvre des arrangements fonciers informels.La thèse montre que ces arrangements ont leurs racines dans l’évolution historique du foncier. Elle analyse le développement des arrangements fonciers en tant que processus d’adaptation à des règles contraignantes ne permettant pas aux acteurs d’atteindre leurs objectifs. Trois types d’arrangements ont pu être identifiés : des arrangements coopératifs, des arrangements néo-coutumiers et des arrangements spéculatifs. A travers l’analyse des jeux d’acteurs, la thèse souligne l’importance du rôle des acteurs, mais aussi du contexte socio-politico-spatial dans la construction des arrangements fonciers. / Who will take my land? The Office du Niger, international investments to local tenure arrangements.The 2008 global food crisis led to a wide dynamic of large scale investments in agriculture. In West Africa, the Office du Niger (ON) irrigation scheme is a significant example of such a dynamic of investment in agriculture. 45,000 family farmers grow rice on 100,000 hectares where they have never obtained property rights. Facing low national investment capacity and a significant decrease in the international development assistance, the Malian State launched an appeal to investors to reach the objective defined in the early 1930’s of one million hectares developed for irrigation. Investors were national or foreign investors from the private or public sectors. The State defined new rules to make their access to land easier. The risk of land grabbing linked to the arrival of new investors gave the signal for a rush to access to land in which different actors: investors, farmers, national or local officers, used informal arrangements.This research shows that these arrangements are historically rooted in the evolution of land management in the ON area. The main methodological contribution of this research is that arrangements are analyzed as a process that enables the different actors to adapt to binding rules, and finally to achieve their objectives. Three types of arrangements are described: cooperative arrangements, neo-customary arrangements, and speculative arrangements. By analyzing stakeholders’ games, this research highlights the importance of the actors’ positions and the socio-political context as key factors in the creation of new land arrangements.

MATOS, Dorenildo Domingues. Educação, escola e habitus: um estudo das práticas informais na escola pública. 2013. 135f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2013. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-02-27T17:24:43Z No. of bitstreams: 1 2013-DIS-DDMATOS.pdf: 2876099 bytes, checksum: 68ea03401637cc577601dc2ace319c49 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-02-28T13:06:35Z (GMT) No. of bitstreams: 1 2013-DIS-DDMATOS.pdf: 2876099 bytes, checksum: 68ea03401637cc577601dc2ace319c49 (MD5) / Made available in DSpace on 2014-02-28T13:06:35Z (GMT). No. of bitstreams: 1 2013-DIS-DDMATOS.pdf: 2876099 bytes, checksum: 68ea03401637cc577601dc2ace319c49 (MD5) Previous issue date: 2013 / This is a study of informal practices in Brazilian public schools, based on Pierre Bourdieu’s Theory of Practice (2009), which proposes that the social logic is guided by ordination principles, “structuring structures”, neither a full conscious product nor an unconscious one. Therefore, analyzing the everyday school means trying to comprehend which are the ordination principles that rule this specific universe. Aiming to investigate the relation between Education and informal practices, this research had as a field a public school of primary and secondary education on the periphery of Fortaleza — having in mind the preservation of the institution, its name was omitted in this work. This way, all the agents of school community like directors, teachers, employees and students are subjects in the present investigation, which core is composed by the following questions: Which are the implications of the informal practices on the everyday of a public school? Which is the place of formal and informal on the debate about the Brazilian character? Why informal practices and not jeito, jeitinho or jeitão? Which is the relation between Education and informality? Which are the historical, social and economical contexts of the mentioned school? Which is the relation between the surrounding of this institution and the informal practices? What informal practices are and which is their relation with the habitus concept? In sum: Which is the place of the informal practices in a formal institution of public education in Brazil? The investigation of the everyday in the referred school indicated a chronic dependence of informal strategies in order to guarantee the institutional functioning (administration) as well as the ordinary activities, namely: the classes, the cultural and sportive activities, the science fairs, the outdoor classes etc. The present work proposes that the informal practices operate as habitus (2009), it means, a diffuse institution (DOUGLAS,1998) which works both in order to guarantee the rituals (MACLAREN,1992) of the school and to function as a culture against it (WILLIS, 1991). The research was financed by public resources through CNPq. / Trata-se de um estudo sobre práticas informais na escola pública brasileira, orientado pela teoria do Senso Prático, de Pierre Bourdieu (2009), pautada na ideia de que lógica social da ação orienta-se por princípios ordenadores, por “estruturas estruturantes”, não sendo esta um produto nem consciente, nem inconsciente plenamente. Portanto, analisar o cotidiano escolar, significa buscar compreender por quais princípios ordenadores aquele universo específico rege-se. Tendo por objetivo investigar a relação entre Educação e práticas informais, a pesquisa teve por campo uma instituição pública de Ensino Fundamental e Médio, localizada na periferia do município de Fortaleza, sendo seu nome preservado para fins deste trabalho cientifico. Neste viés, todos agentes da comunidade escolar gestores, professores, servidores e alunos, são sujeitos desta investigação, que parte das seguintes questões: quais as implicações das práticas informais no cotidiano de uma escola pública? Qual o lugar do formal e do informal no debate sobre o caráter do brasileiro? Por que práticas informais e não jeito, jeitinho ou jeitão? Qual a relação entre Educação e informalidade? Em que contexto histórico e socioeconômico a escola se localiza? Qual a relação entre o entorno, a escola e as práticas informais? O que são práticas informais e qual a sua relação com o conceito de habitus? Em suma: Qual o lugar das práticas informais num instituição formal de ensino público brasileiro? A investigação do cotidiano da instituição e de seus agentes indicou uma dependência crônica de estratégias informais para garantir o funcionamento institucional (administrativo) da escola, bem como de suas atividades ordinárias: as aulas, as atividades culturais, esportivas, as feiras de ciência, aulas de campo. O trabalho, avalia que as práticas informais operam como habitus (2009), uma instituição difusa (DOUGLAS,1998) que ora garante os rituais (MACLAREN,1992) da instituição escolar, ora funcionam como cultura contra-escolar (WILLIS, 1991). A pesquisa foi financiada com recursos públicos, via CNPq.

Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico / Trata-se de um estudo sobre prÃticas informais na escola pÃblica brasileira, orientado pela teoria do Senso PrÃtico, de Pierre Bourdieu (2009), pautada na ideia de que lÃgica social da aÃÃo orienta-se por princÃpios ordenadores, por âestruturas estruturantesâ, nÃo sendo esta um produto nem consciente, nem inconsciente plenamente. Portanto, analisar o cotidiano escolar, significa buscar compreender por quais princÃpios ordenadores aquele universo especÃfico rege-se. Tendo por objetivo investigar a relaÃÃo entre EducaÃÃo e prÃticas informais, a pesquisa teve por campo uma instituiÃÃo pÃblica de Ensino Fundamental e MÃdio, localizada na periferia do municÃpio de Fortaleza, sendo seu nome preservado para fins deste trabalho cientifico. Neste viÃs, todos agentes da comunidade escolar gestores, professores, servidores e alunos, sÃo sujeitos desta investigaÃÃo, que parte das seguintes questÃes: quais as implicaÃÃes das prÃticas informais no cotidiano de uma escola pÃblica? Qual o lugar do formal e do informal no debate sobre o carÃter do brasileiro? Por que prÃticas informais e nÃo jeito, jeitinho ou jeitÃo? Qual a relaÃÃo entre EducaÃÃo e informalidade? Em que contexto histÃrico e socioeconÃmico a escola se localiza? Qual a relaÃÃo entre o entorno, a escola e as prÃticas informais? O que sÃo prÃticas informais e qual a sua relaÃÃo com o conceito de habitus? Em suma: Qual o lugar das prÃticas informais num instituiÃÃo formal de ensino pÃblico brasileiro? A investigaÃÃo do cotidiano da instituiÃÃo e de seus agentes indicou uma dependÃncia crÃnica de estratÃgias informais para garantir o funcionamento institucional (administrativo) da escola, bem como de suas atividades ordinÃrias: as aulas, as atividades culturais, esportivas, as feiras de ciÃncia, aulas de campo. O trabalho, avalia que as prÃticas informais operam como habitus (2009), uma instituiÃÃo difusa (DOUGLAS,1998) que ora garante os rituais (MACLAREN,1992) da instituiÃÃo escolar, ora funcionam como cultura contra-escolar (WILLIS, 1991). A pesquisa foi financiada com recursos pÃblicos, via CNPq. / This is a study of informal practices in Brazilian public schools, based on Pierre Bourdieuâs Theory of Practice (2009), which proposes that the social logic is guided by ordination principles, âstructuring structuresâ, neither a full conscious product nor an unconscious one. Therefore, analyzing the everyday school means trying to comprehend which are the ordination principles that rule this specific universe. Aiming to investigate the relation between Education and informal practices, this research had as a field a public school of primary and secondary education on the periphery of Fortaleza â having in mind the preservation of the institution, its name was omitted in this work. This way, all the agents of school community like directors, teachers, employees and students are subjects in the present investigation, which core is composed by the following questions: Which are the implications of the informal practices on the everyday of a public school? Which is the place of formal and informal on the debate about the Brazilian character? Why informal practices and not jeito, jeitinho or jeitÃo? Which is the relation between Education and informality? Which are the historical, social and economical contexts of the mentioned school? Which is the relation between the surrounding of this institution and the informal practices? What informal practices are and which is their relation with the habitus concept? In sum: Which is the place of the informal practices in a formal institution of public education in Brazil? The investigation of the everyday in the referred school indicated a chronic dependence of informal strategies in order to guarantee the institutional functioning (administration) as well as the ordinary activities, namely: the classes, the cultural and sportive activities, the science fairs, the outdoor classes etc. The present work proposes that the informal practices operate as habitus (2009), it means, a diffuse institution (DOUGLAS,1998) which works both in order to guarantee the rituals (MACLAREN,1992) of the school and to function as a culture against it (WILLIS, 1991). The research was financed by public resources through CNPq.