Este estudo transversal, não experimental do tipo survey, objetivou analisar a relação de trabalho entre os trabalhadores de enfermagem de duas instituições hospitalares da cidade de Recife, Pernambuco e as informações que eles possuem quanto aos seus direitos, responsabilidades, deveres e benefícios. Os dados foram coletados através de entrevistas realizadas com trabalhadores de um hospital público e um privado e observação não participante da pesquisadora no período de maio a setembro de 2004. Após a coleta e a análise dos dados constatou-se que: no total dos 324 sujeitos das duas instituições, a predominância é do sexo feminino (92,6%), com pessoas mais velhas na instituição pública e predomínio de sujeitos com o segundo grau completo (66%). A instituição pública apresenta maior número de enfermeiros (29,8%) e a particular maior número das outras categorias de enfermagem. Nos dois hospitais, constatou-se trabalhadores exercendo outras funções além daquelas possíveis pela sua formação profissional; em relação ao cargo a grande maioria dos trabalhadores (96,6%) assume o cargo no qual foi contratado. Em ambas as instituições, os sujeitos trabalham mais nas enfermarias (44,1%); quanto ao tempo de serviço institucional, no cargo e na função houve predomínio de trabalhadores entre 0 e 5 anos. O tipo de contrato de trabalho existente é o regime jurídico único no hospital público e no particular o contrato de trabalho é regido pela Consolidação das Leis Trabalhistas. No que se refere ao fato de identificar quais os programas de promoção à saúde do trabalhador existentes nos hospitais, os entrevistados informaram, em sua maioria (51,9%) a existência de CIPA. Quando indagados sobre seus direitos, conseguiram identificá-los em sua maioria , com percentuais entre 59,3% e 96.6%; quanto aos seus deveres, identificam-nos como tais com percentuais entre 51,9% e 75,1% e os confundem, particularmente, com as suas responsabilidades. No que se refere as suas responsabilidades, não conseguem identificá-las com adequacidade, apresentando valores entre 22,5% e 47,2%, confundindo-as com seus deveres, à exceção da responsabilidade por erro cometido. Em relação aos benefícios, em sua totalidade, os confundem, principalmente com seus direitos, alcançando valores de acertos entre 14,2% e 48,8%. Os trabalhadores não acertaram muitas das respostas, confundindo direitos, responsabilidades, deveres e benefícios, o que evidencia a sua vulnerabilidade enquanto cidadão e trabalhador. Ensinamentos sobre temáticas voltadas ao trabalho – no caso os direitos, responsabilidades, deveres e benefícios dos trabalhadores deveriam ser ministrados desde os seus cursos de formação e reforçados em programas de educação continuada existentes nas instituições que os empregam. Sugestões são feitas no sentido que as informações sobre direitos, deveres, responsabilidades e benefícios sejam socializadas entre trabalhadores, dando-lhes oportunidades do real exercício da cidadania. / This cross-sectional, non experimental survey aimed to analyze the work relation among nursing workers at two hospital institutions in Recife – PE, Brazil and the information they possess about their rights, responsibilities, duties and benefits. Data were collected through interviews with workers at one public and one private hospital, as well as non participant observation by the researcher between May and September 2004. After data collection and analysis, it was observed that women predominated (92,6%) among the 324 subjects in the two institutions, with older persons at the public institution, and a predominance of people who had not finished secondary education (66%). The public institution employed a higher number of nurses (29,8%), while the private hospital revealed a greater quantity of other nursing categories. At the two hospitals, workers performed other functions apart from what they could perform through their professional training; a large majority of the workers (96,6%) assumed the post they were hired for. At both institutions, subjects worked more at the wards (44,1%); there was a predominance of workers who had spent between 0 and 5 years on the job and in their current function. The existing employment contract was the single legal system at the public hospital while, at the private institution, employment contracts were ruled by the Consolidation of Labor Laws. With respect to identifying what occupational health promotion programs existed at the hospitals, most of the interviewees (51,9%) mentioned the existence of an Internal Accident Prevention Commission. When questioned about their rights,they managed to identify most of them, with percentage scores ranging from 59,3% to 96,6%; in terms of duties, these were identified with scores from 51,9% to 75,1%, and particularly mixed up with responsibilities. Participants did not manage to identify their responsibilities adequately, with scores ranging from 22,5% to 47,2%, and mixed them up with their duties, except for the responsibility in case of error. What their benefits is concerned, participants mainly mixed them up with their rights, with correct answers ranging from 14,2% to 48,8%. Workers gave many incorrect answers, mixing up rights, responsibilities, duties and benefits, which demonstrates their vulnerability as citizens and workers. Information about work-related issues – in this case workers’ rights, responsibilities, duties and benefits must be offered in their training courses and reinforced in permanent education programs in their employment institutions. This study suggests that information about rights, duties, responsibilities and benefits should be socialized among workers, giving them the opportunity to actually exercise their citizenship.

Este estudo transversal, não experimental do tipo survey, objetivou analisar a relação de trabalho entre os trabalhadores de enfermagem de duas instituições hospitalares da cidade de Recife, Pernambuco e as informações que eles possuem quanto aos seus direitos, responsabilidades, deveres e benefícios. Os dados foram coletados através de entrevistas realizadas com trabalhadores de um hospital público e um privado e observação não participante da pesquisadora no período de maio a setembro de 2004. Após a coleta e a análise dos dados constatou-se que: no total dos 324 sujeitos das duas instituições, a predominância é do sexo feminino (92,6%), com pessoas mais velhas na instituição pública e predomínio de sujeitos com o segundo grau completo (66%). A instituição pública apresenta maior número de enfermeiros (29,8%) e a particular maior número das outras categorias de enfermagem. Nos dois hospitais, constatou-se trabalhadores exercendo outras funções além daquelas possíveis pela sua formação profissional; em relação ao cargo a grande maioria dos trabalhadores (96,6%) assume o cargo no qual foi contratado. Em ambas as instituições, os sujeitos trabalham mais nas enfermarias (44,1%); quanto ao tempo de serviço institucional, no cargo e na função houve predomínio de trabalhadores entre 0 e 5 anos. O tipo de contrato de trabalho existente é o regime jurídico único no hospital público e no particular o contrato de trabalho é regido pela Consolidação das Leis Trabalhistas. No que se refere ao fato de identificar quais os programas de promoção à saúde do trabalhador existentes nos hospitais, os entrevistados informaram, em sua maioria (51,9%) a existência de CIPA. Quando indagados sobre seus direitos, conseguiram identificá-los em sua maioria , com percentuais entre 59,3% e 96.6%; quanto aos seus deveres, identificam-nos como tais com percentuais entre 51,9% e 75,1% e os confundem, particularmente, com as suas responsabilidades. No que se refere as suas responsabilidades, não conseguem identificá-las com adequacidade, apresentando valores entre 22,5% e 47,2%, confundindo-as com seus deveres, à exceção da responsabilidade por erro cometido. Em relação aos benefícios, em sua totalidade, os confundem, principalmente com seus direitos, alcançando valores de acertos entre 14,2% e 48,8%. Os trabalhadores não acertaram muitas das respostas, confundindo direitos, responsabilidades, deveres e benefícios, o que evidencia a sua vulnerabilidade enquanto cidadão e trabalhador. Ensinamentos sobre temáticas voltadas ao trabalho – no caso os direitos, responsabilidades, deveres e benefícios dos trabalhadores deveriam ser ministrados desde os seus cursos de formação e reforçados em programas de educação continuada existentes nas instituições que os empregam. Sugestões são feitas no sentido que as informações sobre direitos, deveres, responsabilidades e benefícios sejam socializadas entre trabalhadores, dando-lhes oportunidades do real exercício da cidadania. / This cross-sectional, non experimental survey aimed to analyze the work relation among nursing workers at two hospital institutions in Recife – PE, Brazil and the information they possess about their rights, responsibilities, duties and benefits. Data were collected through interviews with workers at one public and one private hospital, as well as non participant observation by the researcher between May and September 2004. After data collection and analysis, it was observed that women predominated (92,6%) among the 324 subjects in the two institutions, with older persons at the public institution, and a predominance of people who had not finished secondary education (66%). The public institution employed a higher number of nurses (29,8%), while the private hospital revealed a greater quantity of other nursing categories. At the two hospitals, workers performed other functions apart from what they could perform through their professional training; a large majority of the workers (96,6%) assumed the post they were hired for. At both institutions, subjects worked more at the wards (44,1%); there was a predominance of workers who had spent between 0 and 5 years on the job and in their current function. The existing employment contract was the single legal system at the public hospital while, at the private institution, employment contracts were ruled by the Consolidation of Labor Laws. With respect to identifying what occupational health promotion programs existed at the hospitals, most of the interviewees (51,9%) mentioned the existence of an Internal Accident Prevention Commission. When questioned about their rights,they managed to identify most of them, with percentage scores ranging from 59,3% to 96,6%; in terms of duties, these were identified with scores from 51,9% to 75,1%, and particularly mixed up with responsibilities. Participants did not manage to identify their responsibilities adequately, with scores ranging from 22,5% to 47,2%, and mixed them up with their duties, except for the responsibility in case of error. What their benefits is concerned, participants mainly mixed them up with their rights, with correct answers ranging from 14,2% to 48,8%. Workers gave many incorrect answers, mixing up rights, responsibilities, duties and benefits, which demonstrates their vulnerability as citizens and workers. Information about work-related issues – in this case workers’ rights, responsibilities, duties and benefits must be offered in their training courses and reinforced in permanent education programs in their employment institutions. This study suggests that information about rights, duties, responsibilities and benefits should be socialized among workers, giving them the opportunity to actually exercise their citizenship.

L’éducation et la formation sont des institutions centrales de notre société. Garantes de l’intégration sociale et professionnelle des individus, elles ont aussi été érigées en piliers stratégiques du dynamisme économique dans la « société de la connaissance » (CE, 2000). Pour autant, bien que porteuses des valeurs démocratiques, elles sont le lieu d’observation de nombreuses inégalités, tant en formation initiale que professionnelle. Dans un contexte de précarisation du marché du travail, où le diplôme est nécessaire mais ne semble plus suffire pour assurer une intégration professionnelle stable, l’essor des Massive Open Online Course (MOOC) questionne. À partir d’une enquête mixte longitudinale, cette recherche s’est attachée à répondre à la problématique générale suivante : dans quelle mesure l’égalité formelle d’accès aux MOOC se traduit-elle par une égalité des chances pour les individus de les utiliser, d’y réussir et d’en tirer des bénéfices (objectifs et subjectifs) ? Cette étude des usages sociaux des MOOC et de leurs effets dans les trajectoires individuelles a été réalisée à partir de l’analyse de 5709 réponses d’inscrits au sein de 12 MOOC de France Université Numérique (FUN), réinterrogés un an plus tard (n=1778), et de 32 entretiens. Arguant en faveur d’une reproduction sociale des inégalités d’accès, les résultats montrent que l’égalité formelle d’accès ne suffit pas à une appropriation par tous de ces ressources. Ces usages restent principalement le fait d’individus détenant un capital humain élevé, bénéficiant d’une « insertion professionnelle assurée » (Paugam, 2007[2000]), coutumiers de la formation professionnelle et ayant d’intenses pratiques culturelles. Plus qu’une nouvelle voie d’accès à la formation, les MOOC semblent constituer un moyen supplémentaire, nécessitant des prérequis implicites. Pour autant, la construction d’une typologie d’usage a permis de mettre au jour que les MOOC peuvent constituer, même pour ces derniers, une réelle opportunité de formation. Majoritairement saisis dans un rapport a priori désintéressé de loisirs culturels, ils sont aussi utilisés pour satisfaire des objectifs formatifs variés. Ces six registres d’usage sont par ailleurs plus faiblement déterminés. L’évaluation de la réussite, lorsque les critères de l’achèvement et de la certification sont pertinents, met en évidence, pour ces individus favorisés, une égalité des chances d’y parvenir. Bien que ces usages sociaux n’aient, à court terme, aucun effet objectivable sur les trajectoires socio-professionnelles, ils sont porteurs de bénéfices plus subjectifs. Selon les particularités et la temporalité des « parcours biographiques » (Bourdon, 2010), ils participent au développement des identités personnelles et professionnelles ainsi qu’à une amélioration du vécu de certaines transitions. Loin de concurrencer en France le rôle des diplômes dans les parcours sociaux, les MOOC semblent plutôt en constituer un nouveau halo et participer à l’avènement d’une ère du signalement tout au long de la vie. / Education and vocational training are central institutions in today’s society. They play an important role in guaranteeing people’s social and professional integration. They are also considered strategic pillars of economic growth in “the knowledge society” (CE, 2000). However, despite their basis in democratic values and principles, there are still many inequalities in access and outcomes in both compulsory academic and vocational education. Moreover, because of the increasing flexibility and insecurity of work in the current labor market, a diploma is a necessary, but not sufficient, condition for stable employment. In this context, the rise of Massive Open Online Courses (MOOC) raises questions about their contribution to the educational aims of equality and efficacy. Based on a mixed-methods approach, this thesis addresses the following research problem: To what extent does the formal equality of MOOC give people equal opportunities to use them, succeed in them, and earn tangible and subjective benefits? The analyses are carried out on data collected from 5709 people enrolled in 12 MOOC on the FUN platform, interviewed again one year later (n=1778), and on 32 interviews. Results show that the use of MOOC seems to reproduce social inequalities in educational access. Indeed, the people who enroll already have high levels of human capital and highly stable and qualified employment; furthermore, they are accustomed to professional training and have intense cultural practices. Rather than acting as a new way to access education and training for underserved people, MOOC seem to be a new resource for privileged individuals, and access to them appears to require implicit prerequisites. However, the typology of MOOC uses shows that even for these people, MOOC can be an additional training opportunity. Mainly used for disinterested purposes, such as “edutainment” or cultural interest, they are also real training and educational supports. Nevertheless, these types of uses are not strongly determined. When achievement and certification are used as indicators to assess the success of these social uses, results show no social inequalities in outcomes. However, at least in the short term, participating in a MOOC does not have any tangible impact on professional careers: Rather, their effects are subjective. Considering the “biographical path” of these people (Bourdon, 2010), I find that they use MOOC both to sustain individual and professional identities and to facilitate social transitions. Instead of competing with the role played by diplomas in France, MOOC seem to be a new “halo” of these educational credentials, participating in the development of the need to acquire skills throughout one’s career and reinforcing the trend towards life-long learning.