La psychologisation est une explication causale en des termes psychologiques des évènements qui arrivent aux individus (Beauvois, 2006). Alors que le terme de psychologisation fait référence à la caractéristique interne des explications fournies par les individus, celui de psychopathologisation ferait référence aux caractéristiques à la fois internes mais aussi incontrôlables de ces explications (Haslam, Ban, & Kaufmann, 2007). Attribuer la cause d’une situation d’échec académique à une disposition contrôlable serait majorer la responsabilité de l’individu qui échoue dans cette situation (Weiner, 1995). En revanche attribuer la cause d’un échec académique à une disposition psychopathologique serait minorer la responsabilité de cet individu. Le but principal de cette thèse est 1) de métaboliser le concept de psychopathologisation 2) de révéler un lien entre l’échec académique et l’explication de cet échec par des causes psychopathologiques 3) de montrer que ce lien est distinct de celui existant entre l’échec académique et l’explication de celui-ci par des causes internes et contrôlables. Nous avons tenté de démontrer que les explications causales faites en des termes psychopathologiques avaient bien des caractéristiques différentes de celles faites en des termes internes et contrôlables. Nous avons très parcimonieusement montré un lien entre l’échec académique et les attributions causales d’ordre psychopathologique. Enfin la distinction entre la psychopathologisation et l’attribution causale à des causes internes et contrôlables reste à explorer plus avant. / Psychologization is a causal explanation in psychological terms of events occurring to people (Beauvois, 2006). Although psychologization refers to internal characteristic of explanations given by the people, psychopathologization refers to characteristics both internal and uncontrollable of these explanations (Haslam, et al., 2007). Attributing the cause of an individual’s academic failure to a controllable disposition would increase the perceived individual’s responsibility for this situation (Weiner, 1995). Conversely attributing to an uncontrollable disposition the cause of the same issue would decreased his responsibility. The main goal of this work is to 1) metabolize the psychopathologization concept 2) reveal a link between academic failure and psychopathologization 3) show that this link is different from the one that exists between attribution to internal and controllable causes and academic failure. We tried to show that psychopathologization and attribution to internal and controllable causes are different in essence. We hardly succeeded to reveal a link between psychopathologization and academic failure. Finally, further work is needed to show a distinction between the two processes.

A partir da constatação da forte incidência da psicologização da educação em uma rede municipal de ensino, buscamos compreender como a psicanálise participava desse processo. Partimos da observação de que, uma vez apropriada pela educação, a psicanálise tornava-se um conhecimento psicológico com finalidades adaptativas e normativas e, portanto, mais uma teoria a serviço da psicologização da educação. Nesse contexto, procuramos identificar os caminhos e motivações pelos quais se operou no Brasil e especificamente em São Paulo essa psicologização, bem como os mecanismos de perpetuação desse processo na atualidade. A discussão da psicologização da psicanálise na educação torna-se, assim, o objetivo deste estudo. Iniciamos nossa investigação com um levantamento bibliográfico que nos permitiu estabelecer um panorama histórico das relações entre psicanálise e educação no Brasil. Destaca-se, nesse percurso, que a psicanálise esteve atrelada à educação desde o início de sua difusão, sendo incorporada ao discurso médico higienista da época, tornando-se um dos principais fundamentos teóricos do movimento escolanovista brasileiro e solidificando-se como prática voltada ao campo educacional com a implantação das Clínicas de Higiene Mental Escolar em São Paulo. Esse panorama permite concluir que a psicanálise serviu aos pressupostos da terapêutica médica preventivista e sofreu as influências das correntes psicológicas emergentes (as teorias do comportamento e as psicometrias). A partir da década de 80, constituiu-se em São Paulo um campo de pesquisa em Psicanálise e Educação, que deu lugar a reflexões sobre a aplicação da psicanálise na educação, bem como a críticas ao discurso pedagógico moderno, que possibilitaram o avanço das discussões nesse campo, mas não impediram a continuidade desse processo. Buscando investigar como se opera a transmissão da psicanálise no campo educacional, entrevistamos, em São Paulo, psicanalistas que ministram cursos voltados a educadores e psicanalistas que trabalham como orientadores escolares. Interessava-nos, sobretudo, identificar possíveis relações entre o processo de transmissão e o fenômeno da psicologização da psicanálise na atualidade. Nossa pesquisa de campo parece indicar que a psicanálise é transmitida na educação com maior ênfase na vertente terapêutica, aparecendo de forma pouco vinculada aos processos sociais, culturais e políticos. Concluímos nosso trabalho, procurando apontar as razões da produção e manutenção da psicologização da psicanálise na educação. Identificamos as raízes desse processo no modo como originariamente se estabeleceu a relação entre psicanálise e educação no Brasil, considerando-se, nesse quadro, a crise na educação segundo Hannah Arendt. Indicamos também que o ensino da teoria psicanalítica para educadores parece contribuir para a manutenção desse processo na atualidade. / After verifying a strong incidence of the psychologisation of education in a pool of municipal schools, we aimed to understand how psychoanalysis participated in this process. We started with the observation that once psychoanalysis has been picked over, it has turned a psychological knowledge with adaptative and normative purposes and, hence, one more theory at service of psychologization of education. In this context, we tried to identify the ways and motivations in Brazil and specifically in São Paulo through which this psychologization occurred, as well as the mechanisms of perpetuation of this process nowadays. We started our investigation with a bibliographic research which permitted to establish a historical panorama of the relation of psychoanalysis and education in Brazil. It stands out in this process that psychoanalysis was connected to education since the beginning of its diffusion, being incorporated in the hygienic medical discourse of the age, turning into one of the main theoretical fundaments of the Brazilian escolanovismo and solidifying itself as a practice connected with the educational field with the implantation of clinics of mental hygienic scholarship in São Paulo. This panorama allows concluding that psychoanalysis served the purpose of preventivist medical therapy and suffered the influences of the emergent psychological currents (the behaviorist and the psychometric theories). From the 80s, it was created a research field in Psychoanalysis and Education in São Paulo, where thoughts about the application of psychoanalysis in education took place, as well as criticisms of the modern pedagogic discourse which permitted the advance in the debate in this area, yet they did not stop the continuity of this process. Investigating how the transmission of psychoanalysis in the educational field occurs, psychoanalysts that teach in courses offered to educators and psychoanalysts that work as school tutors in São Paulo were interviewed. Above all, it was interesting to identify possible relations between the transmission process and the psychologization phenomenon of psychoanalysis today. Our field research seems to indicate that psychoanalysis is transmitted in education with more emphasis in the therapeutical aspect, it appears very little connected with social, cultural and political processes. We conclude our paper trying to point the reasons for the production and maintenance of psychologization of psychoanalysis in education. We identify the roots of this process in the way the relation between psychoanalysis and education was originally established in Brazil, considering, in this case, the crisis of education according to Hannah Arendt. We also suggest that teaching psychoanalytic theory to educators seems to contribute to the maintenance of this process today.

This autoethnography uses narrative inquiry within an anticolonial theoretical framework. As a White Italian male settler living on Turtle Island, I bring survivor experience to psychiatric definitions of “psychosis,” or what I call psychosic narrative, and to broader literatures for the purpose of decolonizing “mental” relations. Using reflexive critiques, including feminist antiracism, I question my own privileges as I consider the possibilities of Mad culture to disturb authorizations of practices like forced electroshock and drugging. Using journals, salient themes of experience are identified, including “delusion,” “psychosis,” “madness,” and “illness,” especially as they appear in texts about politics, culture, and theory. A temporally rigorous narrative approach to my readings allows for a self-reflexive writing on such themes in relation with antiracist anticolonial resistance. Thus a White psychiatric survivor resistance to psychiatry and its social (local) history is related to the problematic of global Western neoliberal heteropatriarchy in psychological institutional texts. Survivor testimonies bring critical madness and disability theories as they pertain to racialization and constructions of sex/uality and gender. Rather than present a comprehensive analysis, this narrative inquiry is generated from the process of research as it was experienced in order to represent and question its epistemological grounds.

This autoethnography uses narrative inquiry within an anticolonial theoretical framework. As a White Italian male settler living on Turtle Island, I bring survivor experience to psychiatric definitions of “psychosis,” or what I call psychosic narrative, and to broader literatures for the purpose of decolonizing “mental” relations. Using reflexive critiques, including feminist antiracism, I question my own privileges as I consider the possibilities of Mad culture to disturb authorizations of practices like forced electroshock and drugging. Using journals, salient themes of experience are identified, including “delusion,” “psychosis,” “madness,” and “illness,” especially as they appear in texts about politics, culture, and theory. A temporally rigorous narrative approach to my readings allows for a self-reflexive writing on such themes in relation with antiracist anticolonial resistance. Thus a White psychiatric survivor resistance to psychiatry and its social (local) history is related to the problematic of global Western neoliberal heteropatriarchy in psychological institutional texts. Survivor testimonies bring critical madness and disability theories as they pertain to racialization and constructions of sex/uality and gender. Rather than present a comprehensive analysis, this narrative inquiry is generated from the process of research as it was experienced in order to represent and question its epistemological grounds.

A partir da constatação da forte incidência da psicologização da educação em uma rede municipal de ensino, buscamos compreender como a psicanálise participava desse processo. Partimos da observação de que, uma vez apropriada pela educação, a psicanálise tornava-se um conhecimento psicológico com finalidades adaptativas e normativas e, portanto, mais uma teoria a serviço da psicologização da educação. Nesse contexto, procuramos identificar os caminhos e motivações pelos quais se operou no Brasil e especificamente em São Paulo essa psicologização, bem como os mecanismos de perpetuação desse processo na atualidade. A discussão da psicologização da psicanálise na educação torna-se, assim, o objetivo deste estudo. Iniciamos nossa investigação com um levantamento bibliográfico que nos permitiu estabelecer um panorama histórico das relações entre psicanálise e educação no Brasil. Destaca-se, nesse percurso, que a psicanálise esteve atrelada à educação desde o início de sua difusão, sendo incorporada ao discurso médico higienista da época, tornando-se um dos principais fundamentos teóricos do movimento escolanovista brasileiro e solidificando-se como prática voltada ao campo educacional com a implantação das Clínicas de Higiene Mental Escolar em São Paulo. Esse panorama permite concluir que a psicanálise serviu aos pressupostos da terapêutica médica preventivista e sofreu as influências das correntes psicológicas emergentes (as teorias do comportamento e as psicometrias). A partir da década de 80, constituiu-se em São Paulo um campo de pesquisa em Psicanálise e Educação, que deu lugar a reflexões sobre a aplicação da psicanálise na educação, bem como a críticas ao discurso pedagógico moderno, que possibilitaram o avanço das discussões nesse campo, mas não impediram a continuidade desse processo. Buscando investigar como se opera a transmissão da psicanálise no campo educacional, entrevistamos, em São Paulo, psicanalistas que ministram cursos voltados a educadores e psicanalistas que trabalham como orientadores escolares. Interessava-nos, sobretudo, identificar possíveis relações entre o processo de transmissão e o fenômeno da psicologização da psicanálise na atualidade. Nossa pesquisa de campo parece indicar que a psicanálise é transmitida na educação com maior ênfase na vertente terapêutica, aparecendo de forma pouco vinculada aos processos sociais, culturais e políticos. Concluímos nosso trabalho, procurando apontar as razões da produção e manutenção da psicologização da psicanálise na educação. Identificamos as raízes desse processo no modo como originariamente se estabeleceu a relação entre psicanálise e educação no Brasil, considerando-se, nesse quadro, a crise na educação segundo Hannah Arendt. Indicamos também que o ensino da teoria psicanalítica para educadores parece contribuir para a manutenção desse processo na atualidade. / After verifying a strong incidence of the psychologisation of education in a pool of municipal schools, we aimed to understand how psychoanalysis participated in this process. We started with the observation that once psychoanalysis has been picked over, it has turned a psychological knowledge with adaptative and normative purposes and, hence, one more theory at service of psychologization of education. In this context, we tried to identify the ways and motivations in Brazil and specifically in São Paulo through which this psychologization occurred, as well as the mechanisms of perpetuation of this process nowadays. We started our investigation with a bibliographic research which permitted to establish a historical panorama of the relation of psychoanalysis and education in Brazil. It stands out in this process that psychoanalysis was connected to education since the beginning of its diffusion, being incorporated in the hygienic medical discourse of the age, turning into one of the main theoretical fundaments of the Brazilian escolanovismo and solidifying itself as a practice connected with the educational field with the implantation of clinics of mental hygienic scholarship in São Paulo. This panorama allows concluding that psychoanalysis served the purpose of preventivist medical therapy and suffered the influences of the emergent psychological currents (the behaviorist and the psychometric theories). From the 80s, it was created a research field in Psychoanalysis and Education in São Paulo, where thoughts about the application of psychoanalysis in education took place, as well as criticisms of the modern pedagogic discourse which permitted the advance in the debate in this area, yet they did not stop the continuity of this process. Investigating how the transmission of psychoanalysis in the educational field occurs, psychoanalysts that teach in courses offered to educators and psychoanalysts that work as school tutors in São Paulo were interviewed. Above all, it was interesting to identify possible relations between the transmission process and the psychologization phenomenon of psychoanalysis today. Our field research seems to indicate that psychoanalysis is transmitted in education with more emphasis in the therapeutical aspect, it appears very little connected with social, cultural and political processes. We conclude our paper trying to point the reasons for the production and maintenance of psychologization of psychoanalysis in education. We identify the roots of this process in the way the relation between psychoanalysis and education was originally established in Brazil, considering, in this case, the crisis of education according to Hannah Arendt. We also suggest that teaching psychoanalytic theory to educators seems to contribute to the maintenance of this process today.

A vida em sociedade, sobretudo a vida em família, é fonte de conflitos interpessoais, que surgem muitas vezes por dificuldades de comunicação entre as pessoas. Para resolver seus conflitos, e frente às suas dificuldades de comunicação, é bastante comum as pessoas delegarem a decisão sobre as suas vidas a uma terceira pessoa, que institucionalmente em nossa sociedade é o juiz de Direito, acarretando assim a judicialização dos conflitos. A mediação é um método que tem como principal objetivo restaurar e fortalecer a boa comunicação entre as partes em litígio e, para tanto, utiliza-se do princípio da autonomia da vontade dos mediados, para que esses, por meio do diálogo, busquem conjuntamente a resolução para seus conflitos, evitando delegá-los a uma terceira pessoa. O mediador é um terceiro imparcial que auxilia as pessoas a se comunicarem, sem decidir ou oferecer soluções para o conflito. Ao se restaurar uma boa comunicação, espera-se que o acordo passe a ser a consequência lógica do diálogo, o que é muito importante para a área jurídica, pois pode significar um processo a menos no Judiciário. É importante frisar que a mediação não se confunde com terapia, embora dela possam surgir efeitos terapêuticos. Os objetivos da presente pesquisa foram analisar quais conceitos da Psicologia em geral, e da Psicanálise em particular, podem ser úteis no trabalho de mediação, bem como aprofundar a discussão sobre diferenças e semelhanças entre terapia e mediação. Com o intuito de se alcançar os objetivos propostos, foram entrevistados três mediadores reconhecidos na área, por meio de entrevistas semidirigidas, e observadas três reuniões de mediação, duas com as mesmas partes em conflito. Os resultados foram analisados com base na hermenêutica psicanalítica. Como contribuições da Psicanálise, pode-se destacar a possibilidade do uso da contratransferência por parte do mediador, para ampliar a compreensão do conflito entre as partes; a importância da escuta; o princípio de que tão importante quanto o que se diz é o que motiva a dizer; a compulsão à repetição; o fato de o sintoma dos filhos poder estar ligado ao conflito dos pais. Um resultado não previsto, e que merece particular atenção, é a presença de certa psicologização dos conflitos na mediação, reduzindo-se as características do litígio ao âmbito psicológico, bem como o perigo de os mediadores agirem como normalizadores, ao focarem e dirigirem a conversa para o que julgam que precisa ser acordado e como deve ser a repartição das responsabilidades pelo casal em relação aos seus filhos. Entende-se que esse papel cabe ao juiz de Direito, que tem esse poder, e não aos mediadores / Life in society, especially family life, is a source of interpersonal conflicts that often arise due to difficulty in communication between people. To resolve conflicts, and facing difficulty in communication, it is quite common for people to delegate the decisions about their lives to a third person, which institutionally in our society is the court judge, thus leading to the judicialization of conflicts. Mediation is a method which aims to restore and strengthen good communication between the parties in dispute and, therefore, uses the principle of autonomy of will on the mediated so that they, through dialogue, can jointly seek the resolution to their conflicts, to avoid delegating them to a third party. The mediator is an impartial third party who helps people communicate without deciding or offering solutions to the conflict. By restoring good communication, it is expected that an agreement becomes the logical consequence of the dialogue, which is very important for the legal department, since it can mean one process less in the Judiciary. It is important to stress that mediation should not be confused with therapy, although therapeutic effects may arise from it. The objectives of this study were to analyze which concepts from Psychology in general, and Psychoanalysis in particular, might be useful in mediation work, as well to deepen the discussion about the differences and similarities between therapy and mediation. In order to achieve the proposed objectives, three mediators recognized in the field were interviewed in semi-structured interviews, and three mediation meetings were observed, two with the same parties in conflict. The results were analyzed based on psychoanalytic hermeneutics. As contributions from Psychoanalysis, it can be highlighted the possible use of countertransference on the part of the mediator to broaden the understanding of the conflict between the parties; the importance of listening; the principle that as important as what is said is what motivates the saying; the compulsion for repetition; the fact that the symptom of the children can be linked to the parental conflict. An unforeseen result, and which deserves particular attention, is the presence of some psychologizing of conflicts in mediation, reducing the characteristics of the dispute to the psychological level, as well as the risk of the mediators acting as normalizers, by focusing and directing the conversation to what they think to be a necessary agreement and to how responsibilities should be divided by the couple in relation to their children. It is understood that this role belongs to the court judge, who has that power, and not to the mediators

This thesis explores the cultural production of addiction and the psychologization of everyday life. Through analyses of ubiquitous addiction literature, as well as ordinary, everyday encounters, I examine how we make meaning of addiction, thus culturally constituting the addict. I explore my situated-ness in relation to addiction, which in turn helps me to think through how I am oriented toward addiction. Through an analysis of a specific account of an intersubjective experience of addiction, I examine how experiences of addiction are made between us. This thesis also explores the relationship between substance use and harm and the role the perceived “warnings signs” of addiction play in how we recognize addiction. Using a phenomenologically informed method of social inquiry, I question what the psychologization of everyday life, or our (over) use of psychology, means for our engagement with others.

This thesis explores the cultural production of addiction and the psychologization of everyday life. Through analyses of ubiquitous addiction literature, as well as ordinary, everyday encounters, I examine how we make meaning of addiction, thus culturally constituting the addict. I explore my situated-ness in relation to addiction, which in turn helps me to think through how I am oriented toward addiction. Through an analysis of a specific account of an intersubjective experience of addiction, I examine how experiences of addiction are made between us. This thesis also explores the relationship between substance use and harm and the role the perceived “warnings signs” of addiction play in how we recognize addiction. Using a phenomenologically informed method of social inquiry, I question what the psychologization of everyday life, or our (over) use of psychology, means for our engagement with others.

A vida em sociedade, sobretudo a vida em família, é fonte de conflitos interpessoais, que surgem muitas vezes por dificuldades de comunicação entre as pessoas. Para resolver seus conflitos, e frente às suas dificuldades de comunicação, é bastante comum as pessoas delegarem a decisão sobre as suas vidas a uma terceira pessoa, que institucionalmente em nossa sociedade é o juiz de Direito, acarretando assim a judicialização dos conflitos. A mediação é um método que tem como principal objetivo restaurar e fortalecer a boa comunicação entre as partes em litígio e, para tanto, utiliza-se do princípio da autonomia da vontade dos mediados, para que esses, por meio do diálogo, busquem conjuntamente a resolução para seus conflitos, evitando delegá-los a uma terceira pessoa. O mediador é um terceiro imparcial que auxilia as pessoas a se comunicarem, sem decidir ou oferecer soluções para o conflito. Ao se restaurar uma boa comunicação, espera-se que o acordo passe a ser a consequência lógica do diálogo, o que é muito importante para a área jurídica, pois pode significar um processo a menos no Judiciário. É importante frisar que a mediação não se confunde com terapia, embora dela possam surgir efeitos terapêuticos. Os objetivos da presente pesquisa foram analisar quais conceitos da Psicologia em geral, e da Psicanálise em particular, podem ser úteis no trabalho de mediação, bem como aprofundar a discussão sobre diferenças e semelhanças entre terapia e mediação. Com o intuito de se alcançar os objetivos propostos, foram entrevistados três mediadores reconhecidos na área, por meio de entrevistas semidirigidas, e observadas três reuniões de mediação, duas com as mesmas partes em conflito. Os resultados foram analisados com base na hermenêutica psicanalítica. Como contribuições da Psicanálise, pode-se destacar a possibilidade do uso da contratransferência por parte do mediador, para ampliar a compreensão do conflito entre as partes; a importância da escuta; o princípio de que tão importante quanto o que se diz é o que motiva a dizer; a compulsão à repetição; o fato de o sintoma dos filhos poder estar ligado ao conflito dos pais. Um resultado não previsto, e que merece particular atenção, é a presença de certa psicologização dos conflitos na mediação, reduzindo-se as características do litígio ao âmbito psicológico, bem como o perigo de os mediadores agirem como normalizadores, ao focarem e dirigirem a conversa para o que julgam que precisa ser acordado e como deve ser a repartição das responsabilidades pelo casal em relação aos seus filhos. Entende-se que esse papel cabe ao juiz de Direito, que tem esse poder, e não aos mediadores / Life in society, especially family life, is a source of interpersonal conflicts that often arise due to difficulty in communication between people. To resolve conflicts, and facing difficulty in communication, it is quite common for people to delegate the decisions about their lives to a third person, which institutionally in our society is the court judge, thus leading to the judicialization of conflicts. Mediation is a method which aims to restore and strengthen good communication between the parties in dispute and, therefore, uses the principle of autonomy of will on the mediated so that they, through dialogue, can jointly seek the resolution to their conflicts, to avoid delegating them to a third party. The mediator is an impartial third party who helps people communicate without deciding or offering solutions to the conflict. By restoring good communication, it is expected that an agreement becomes the logical consequence of the dialogue, which is very important for the legal department, since it can mean one process less in the Judiciary. It is important to stress that mediation should not be confused with therapy, although therapeutic effects may arise from it. The objectives of this study were to analyze which concepts from Psychology in general, and Psychoanalysis in particular, might be useful in mediation work, as well to deepen the discussion about the differences and similarities between therapy and mediation. In order to achieve the proposed objectives, three mediators recognized in the field were interviewed in semi-structured interviews, and three mediation meetings were observed, two with the same parties in conflict. The results were analyzed based on psychoanalytic hermeneutics. As contributions from Psychoanalysis, it can be highlighted the possible use of countertransference on the part of the mediator to broaden the understanding of the conflict between the parties; the importance of listening; the principle that as important as what is said is what motivates the saying; the compulsion for repetition; the fact that the symptom of the children can be linked to the parental conflict. An unforeseen result, and which deserves particular attention, is the presence of some psychologizing of conflicts in mediation, reducing the characteristics of the dispute to the psychological level, as well as the risk of the mediators acting as normalizers, by focusing and directing the conversation to what they think to be a necessary agreement and to how responsibilities should be divided by the couple in relation to their children. It is understood that this role belongs to the court judge, who has that power, and not to the mediators

Suivant un double regard, socio-historique et monographique, cette thèse propose une sociologie de la profession d’éducateur de la Protection judiciaire de la jeunesse (PJJ), administration du ministère de la Justice chargée de l’exécution des décisions de justice prises à l’endroit des mineurs dits « placés sous main de justice », notamment des mineurs délinquants. Membres de la fonction publique d’État, les éducateurs de la PJJ constituent une « bureaucratie professionnelle » (Mintzberg, 1982), dont le mandat et les finalités de l’activité sont principalement liés au projet politique fondateur de son institution d’appartenance : participer à la construction et à l’épanouissement d’un modèle de justice au sein duquel la connaissance de la personnalité des justiciables est une condition même de leur éducation. À partir d’une réflexion sur les savoirs, principalement les savoirs issus des sciences du psychisme, qui ont permis de délimiter ce projet politique et d’en légitimer les reconfigurations, nous proposons un regard sur la genèse et l’actualité de cette profession, de fait « placée sous main de justice ». Dans une première partie d’ordre socio-historique, nous mettons en lumière les principales tensions – indissociablement savantes, administratives et juridiques – qui émanent de l’histoire du secteur public de la PJJ, autant qu’elles en structurent le fonctionnement. Dans une seconde partie d’ordre monographique, à partir de plusieurs terrains d’observation (centre de milieu ouvert, centre éducatif fermé, prisons pour mineurs), nous analysons ce que les éducateurs font de ces tensions, et comment ils leur donnent forme, en situation de travail. Cette double méthodologie nous permet, in fine, d’interroger les reconfigurations de la profession d’éducateur de la PJJ, tout en nous frayant un chemin, par le terrain, au cœur des principales transformations qui, en France, agitent la justice des mineurs. / Following a double socio-historical and monographicpoint of view, this thesis tackles a sociological study of the profession as educator working for the Judicial Protection of Youth (Protection judiciaire de la jeunesse, PJJ). PJJ is an administration of the French Ministry of Justice applying the decisions taken by the juvenile courts. Educators working for PJJ are members of the State Civil Service. The profession therefore forms a “professional bureaucracy” (Mintzberg, 1982), whose professional mandate and aims are related to the founding political project of PJJ: participating in the development of a model of justice, in which the knowledge on the personality of individuals is a condition of their education. Here, we present a study on the genesis and the evolution of this professional bureaucracy from an analysis of the knowledge, in particular psychological knowledge, which helped to define the founding political project of PJJ and to legitimize the changes of this political project. As a first step, we enlighten from a socio-historical perspective the main intellectual, administrative and legal tensions, that arise from the history of PJJ, and provide its operational framework. Secondly, we analyze from a monographic perspective how educators deal with these tensions in practice. We use for this analysis a suite of observational fields: one open and one close educational institutions, and two juvenile detention centers. Our double point of view allows us to question the reconfiguration of the profession of PJJ’s educator, and to provide a bottom-up framework (i.e. from the field) to analyze the main transformations of juvenile justice in France.