Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-08-17T13:18:35Z No. of bitstreams: 1 Anna Carolina Salgado Jardim.pdf: 2127207 bytes, checksum: e6b5c023d31540114c8c16247619823d (MD5) / Made available in DSpace on 2018-08-17T13:18:36Z (GMT). No. of bitstreams: 1 Anna Carolina Salgado Jardim.pdf: 2127207 bytes, checksum: e6b5c023d31540114c8c16247619823d (MD5) Previous issue date: 2018-07-04 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / There have been many transformations through the history of Professional, Scientific and Technological Education (EPCT). One of the most significant was the creation in 2008 of the Federal Institutes of Education, Science and Technology (IFs). It is necessary to consider that, at the same time that institutional changes occurred, there were also changes in the profile and performance of teachers. In this sense, to construct management strategies it is necessary to consider the transformation of the institution comprising the people who lead the institution in its daily life. As it is an institution that acts specifically in the EPCT, the IF confronted with the continuous reconstruction of its image and its institutional identity, presenting dilemmas and contradictions in the constitution of teaching professionalism. The central problem of this thesis is to understand the social representations of teachers and managers of an IF about the meaning of “being a teacher”, considering the historical-social context in which such representations were constituted. In this perspective, the aim of this thesis is to analyze the social representations of managers and teachers of an IF about “being a teacher” in the institution, considering their performance in different levels of education, research, extension, management and articulating the analyzes carried out in such a way as to allow an understanding of how the teaching professional in the institution is revealed. The perspective of this study is psychosocial, with theoretical-methodological basis of Theory of Social Representations of Moscovici (1961), privileging the procedural approach (or sociogenetic). The method in question involved a three-dimensional analysis of social representations considering the field of representation, information and attitude. The research was developed in three phases of production and analysis of interdependent data, the first exploratory phase and the other phases of deepening. We used multiple methodological strategies, such as: verification of the technical literature of the topic, documentary analysis, free association of words, questionnaire of diverse format, focus groups and semistructured interviews for the production of data, and the technique of natural semantic networks, analysis of similarity and content analysis as analysis procedures. The research participants are 63 teachers and managers of a Campus of the Federal Institute of Education, Science and Technology of São Paulo (IFSP). The results demonstrate that the figurative nucleus of social representations about “being a teacher” in the IFSP is centered on the word “challenger”. The field of representation is marked by affections whose connotation is predominantly positive, revealing that “being a teacher” in the IF refers to the image of quality. The affectivity present in the verbal and written discourses of the teachers and managers leads to the responsible and committed attitude of the studied group towards their professional work in the IF, demonstrating with clarity the identity function of the social representations unveiled. We note that in this study, information is tied to knowledge, which is sometimes uneven in terms of the objective aspects constituting the professionalism of Teacher of Basic, Technical and Technological Education (EBTT). In investigating the dimensions of the social representations of managers and teachers about being a teacher at the Federal Institute, conducting the analysis of its content and structure, as well as its objectification and anchoring processes, we unveil important aspects of the professionalism of the EBTT teacher, paving the way for new research and reflection on the demands of continuing teacher training / Ao longo da história da Educação Profissional, Científica e Tecnológica (EPCT) foram muitas as transformações. A criação dos Institutos Federais de Educação, Ciência e Tecnologia (IFs), em 2008, foi uma das mais significativas. Simultaneamente às mudanças institucionais, houve alterações no perfil e na atuação docente. Nesse sentido, construir estratégias de gestão que considerem a transformação da instituição exige compreender os sujeitos que conduzem a instituição em seu cotidiano. Como instituição que atua especificamente na EPCT, o IF se confrontou com a contínua reconstrução da sua imagem e de sua identidade institucional, apresentando dilemas e contradições na constituição da profissionalidade docente. O problema desta tese é compreender as representações sociais de professores e gestores de um IF sobre “‘ser professor”, considerando o contexto histórico-social em que tais representações foram constituídas. Nesse sentido, o objetivo é analisar as representações sociais dos gestores e dos professores de um IF sobre ser professor na instituição, levando em conta sua atuação em diversos níveis de ensino, na pesquisa, na extensão, na gestão e articulando as análises realizadas de forma a permitir a compreensão de como se revela a profissionalidade docente na instituição. A perspectiva deste estudo é psicossocial, com embasamento teórico-metodológico da Teoria das Representações Sociais, de Moscovici (1961), privilegiando-se a abordagem processual (ou sociogenética). O método envolveu uma análise tridimensional das representações sociais considerando o campo de representação, a informação e a atitude. A pesquisa desenvolveu-se em três fases de produção e análise de dados interdependentes, sendo a 1.ª fase exploratória e as demais de aprofundamento. Utilizamos múltiplas estratégias metodológicas, a saber: revisão de literatura, análise documental, associação livre de palavras, questionário de formato diversificado, grupos focais e entrevistas semiestruturadas para a produção de dados e, técnica das redes semânticas naturais, análise de similitude e análise de conteúdo como procedimentos de análise. Os sujeitos da pesquisa são 63 docentes e gestores de um Câmpus do Instituto Federal de Educação, Ciência e Tecnologia de São Paulo (IFSP). Os resultados demonstram que o núcleo figurativo das representações sociais sobre “ser professor” no IFSP é centrado na palavra desafiador. O campo de representação é marcado por afetos cuja conotação é predominantemente positiva, revelando que “ser professor” no IF remete à imagem de qualidade. A afetividade presente nos discursos verbais e escritos dos professores e gestores conduz à atitude responsável e comprometida do grupo estudado para com a sua atuação no IF, evidenciando com clareza a função identitária das representações sociais desveladas. Observamos que a informação, neste estudo, é atrelada ao conhecimento, que, por vezes, mostra-se desnivelado nos aspectos objetivos constituintes da profissionalidade do professor do Ensino Básico, Técnico e Tecnológico (EBTT). Ao investigar as dimensões das representações sociais dos gestores e dos professores sobre ser professor no Instituto Federal, analisando seu conteúdo e estrutura, bem como seus processos de objetivação e ancoragem, desvelamos importantes aspectos da profissionalidade do professor EBTT, abrindo caminho para novas pesquisas e para a reflexão sobre as demandas de formação continuada de docentes

D’un pays d'émigrants, le Cap-Vert a commencé dans les années 90, en particulier dans la seconde moitié, à recevoir les étrangers, en particulier ceux des pays voisins de la CEDEAO, suite à l'accord de la libre circulation des personnes inscrites dans le Protocole de la libre circulation ratifié par le Cap-Vert. Le pays est devenu un pôle d'attraction de travailleurs étrangers suite à l'essor du tourisme et des activités connexes, notamment la construction civile et les travaux publics, le commerce, l´hôtellerie et la restauration.<p>L´objectif de ce travail vise à analyser la construction des images de l'immigration en provenance de pays membres de la CEDEAO au Cap-Vert, les représentations et les attitudes réciproques à l´égard de ce phénomène et les contextes dans lesquels elles se produisent. L'hypothèse de base est qu´on est dans un pays où les autochtones ont toujours vécu avec des étrangers, pas dans leur pays d´origine, mais dans des nombreuses destinations d'émigration. De même, cette coexistence, que fut la plupart du temps avec les Européens et les Américains blancs, commence à s´établir avec les voisins du continent, non pas dans un pays tiers mais au Cap Vert. Par conséquent, l'objectif est de comprendre les relations entre les groupes sociaux, nationaux et immigrés, à la suite de la fixation et l'insertion des immigrés dans les secteurs socio-économiques nationaux, particulièrement dans le marché du travail, où on trouve un taux de chômage élevé.<p>Cette étude est fondée sur un dialogue avec les théories des migrations internationales et les théories des représentations sociales et qui soutiennent la thèse.<p><p>From a country of emigrants, Cape Verde transformed into a country of immigrants during the 90’s, mainly in the second half of that decade. The country started receiving immigrants especially from the neighbourhood countries of the ECOWAS region, due to the free movement of people subscribed in the Protocol of movement of people ratified by Cape Verde. The country has been a focus of attraction of labour workers following the boom in tourism and related activities, including construction and public works, commerce, hotels, and restaurants services. <p>This work has the main objective to analyse the construction of the images of the people coming from the ECOWAS countries members in Cape Verde, the representations and reciprocal attitudes in relation to this phenomenon and the contexts in which they occur. It is assumed that we are in a country where the local population always interacted with foreigners not in their origins but in the various migratory destinations. Similarly, this coexistence that happened mainly with white Europeans and Americans is happening with the neighbours of the continent. Consequently, it is intended to understand the relationships the social groups, nationals and immigrants establish among them as a result of establishment and insertion in the national socioeconomic sectors, mainly at the labour market, where, along with high unemployment rate, it is, verified a massive inclusion of the ECOWAS foreigners. <p>The current study is based on a dialogue with the international migration theories and the social representation theories that will support the thesis. <p><p><p> / Doctorat en Sciences politiques et sociales / info:eu-repo/semantics/nonPublished

This study has investigated the thoughts and the emotions concerning climate change among children. The main purpose of the thesis is to study how the children cope with the threat of climate change and if they see it as something concerning their on lives. The theoretical roots of the study are to be found within appraisal theory, social representations, coping and self-efficacy. The children who are included in this study are 12-13 years old and live in the western part of Sweden. The data collection is based on the interviews with 27 children. The interviews have been thematically analysed and the aim was to get a deeper understanding of how the children think and feel concerning climate change. In the analysis four main themes emerged which focus on: how the children perceive and relate to climate change, the contexts in which the children face the discussions on climate change, how they cope with the emotions that are awakened and how they feel that they can influence issues related to climate change and the environment. It can be stated that the results have many nuances. The majority of the children see climate change as something abstract and distant that doesn’t affect their own lives. Regarding the future of the planet the children express both hope and worry, but also ambivalence. They mean that we, the humans, have the decision in our hands. The children meet the discussion of climate change in different places like: in media, in school, at home and through own experiences. They use several different strategies to cope with their emotions; problem –focused coping, emotion-focused coping and meaning-focused coping. Most of the children feel that they can affect the environment positively through small, simple everyday actions, bur there are also children that feel that there is nothing they can do. The children’s own experiences affect how they think and feel regarding climate change It can be concluded that many of the interviewed children are involved in issues concerning the environment and climate change and that they possess knowledge that adults don’t have, but also that climate change must be transformed into something tangible and seen as a personal responsibility for a change to occur.There, the community, the adult world and the school have a great responsibility

L’enseignement fait l’objet de nombreux débats au Québec et à travers le monde, pratiquement depuis qu’il existe. L’implantation du nouveau programme de formation au Québec durant les années 2000 a donné lieu à des débats particulièrement vigoureux. En effet, ceux-ci ont mené à la révision des programmes d’histoire du Québec au secondaire moins de dix ans après leur mise en application. Au cœur de ces discussions se trouvait la place de la nation et de la mémoire collective. Pour plusieurs, le nouveau curriculum négligeait de transmettre aux élèves les principales connaissances historiques liées aux origines et à l’évolution de la nation québécoise. Notre recherche tente de mieux comprendre le rôle que joue l’identification à la nation dans l’enseignement de l’histoire et l’impact que peut avoir le programme de formation sur cet aspect de la pratique enseignante. Pour apporter des éléments de réponse à cette question, nous avons mis en place deux dispositifs méthodologiques : un qualitatif et un quantitatif. Nous visions ainsi à cerner les représentations sociales des enseignants à propos des finalités de l’enseignement de l’histoire et de la place que doit y tenir l’identification à la nation. Pour ce faire, nous avons situé les réponses des participants à l’aide des finalités de l’enseignement de l’histoire évoquées par Audigier (1995): patrimoniales et civiques, intellectuelles et critiques ainsi que pratiques. La phase qualitative de notre étude consiste en des entrevues avec huit enseignants d’histoire du Québec au secondaire. Fondées sur les écrits à propos des représentations sociales, les entrevues présentent le profil de huit enseignants qui intègrent, à leur façon, la nation dans leur enseignement. Les données recueillies lors de cette phase de la recherche nous ont permis de créer un sondage à l'aide duquel nous avons recueilli des données pour la phase quantitative de la recherche. Ce sondage, mené auprès de 36 enseignants d’histoire du Québec au secondaire, montre que les finalités patrimoniales iii et civiques de l’enseignement de l’histoire sont toujours bien présentes dans les représentations sociales des enseignants, malgré le changement de programme. / History education has been the object of many debates in Québec and around the world almost since it was introduced in schools. The adoption of a new history curriculum in Québec in recent years sparked a particularly intense debate. These discussions even triggered a revision of the new curriculum, not even ten years after it was put into place. Nation and collective memory are at the heart of the discussions. For many, the new curriculum does not adequately transmit basic historical facts about the origins of the nation to students. Our research tries to better understand the place of national identification in Québec history education and the impact that the curriculum can have on that aspect of teaching. We have put into place two different methodologies to try to find answers to that question: one qualitative and one quantitative. We thus aim to identify the history teachers' social representations about the objectives of history education and the role national identification plays in it. To do that, we have analyzed the subjects' responses according to Audigier's (1995) framework, which identifies three types of objectives to history education: national and civic, intellectual and critic as well as practical. The qualitative phase of our research consists of height interviews with history teachers at the secondary level. These interviews present the profiles of height teachers who integrate the national past in their own way into their teaching practices. The data collected during that phase of the research allowed us to create a survey that served as the main tool of the quantitative phase. In total, 36 history teachers took the survey and the results show that national and civic objectives of history education remain at the forefront, despite the curriculum change.

Après plusieurs décennies de désertification, certaines campagnes bénéficient aujourd’hui d’un réinvestissement croissant par des populations urbaines. Aussi, la restructuration des sociétés rurales interroge. Le paysage social change, transformant ainsi le rural en un monde social avant tout. Le village fait-il encore sens pour ses habitants ? La thématique de ce travail s’intéresse alors à l’évolution et à la transformation relationnelle de l’espace rural français, avec un intérêt tout particulier pour les communes de moins de 500 habitants et leur identité communale singulière. Le village de Gigouzac dans le Lot, 239 habitants, est mon terrain d’étude depuis plus de 10 ans. Ce choix n’est pas sans raisons et sans conséquences puisque j’habite mon terrain et mon objet d’étude, familialement, personnellement, et scientifiquement.La propriété essentielle de cette recherche est son caractère longitudinal, impliquant une mise à distance et une observation constante et participante. Ces différentes postures « du dedans » mêlent la sociologie et l’audiovisuel à une approche psychosociale. Le concept d’identité doit être défini en le signifiant. Cette thèse tente de saisir l’identité communale. Afin d’observer les effets que peut avoir l’arrivée de nouveaux habitants de culture urbaine sur cette identité, j’ai choisi de la considérer du point de vue de la psychologie sociale et de la dynamique de ses représentations. Les différentes méthodes de recueil de données employées, tour à tour quantitatives, comparatives, qualitatives, et audiovisuelles, montrent les permanences et les dynamiques de la ruralité. Le village évolue, se modernise, se réinvente, mais reste un territoire pertinent et cohérent, une réponse à l’individualisme grandissant de la société moderne. / After several decades of desertification, some countryside areas benefit today from an increasing reinvestment by urban populations. The restructuration of rural societies is also questioning. The social landscape is changing, turning above all the rural into a social world. Does the village make still sense for its inhabitants ? The field of this research deals with evolution and the relational transformation of the French rural space, with a special emphasis on townships (in the north-american sense) of less than 500 inhabitants and their singular identity. The village of Gigouzac (Lot), of 239 inhabitants, is my fieldwork since more than 10 years. This choice is not without reasons and without consequences, as I live my fieldwork and my research topic, personally, with my family, and scientifically.The essential property of this research lies in its longitudinal character, implying a distance to take as well as constant and participating observation. These various « in situ » postures are combining sociology and audiovisual techniques with a psychosocial approach. The concept of identity have to be defined by its meaning. This Ph-D thesis is trying to understand the township identity. In order to observe the effects the new inhabitants of urban culture could have on the township identity, I choiced to consider it under an angle of social psychology and its representation dynamics. The different methods used in the data collection, being quantitative, comparative, qualitative and audiovisual, show the permanencies and the dynamics of the rurality. The village is evolving, is modernizing, is reinventing itself, but it remains a pertinent and a coherent territory, a reply to the increasing individualism of the modern society.

Au cours du 20ème siècle de nouveaux enjeux sont apparus sur les espaces littoraux. En février 2010, les ravages causés par la tempête Xynthia ont provoqué un renforcement des réglementations relevant de la gestion des risques côtiers. La tâche des gestionnaires locaux a évolué en conséquence. Il leur incombe aujourd'hui d'intégrer ces réglementations dans leur gestion quotidienne. Ils sont donc amenés à s'intéresser aux populations concernées et, plus précisément, à leur représentation de leur cadre de vie ainsi qu'à leur compréhension des risques côtiers. Notre étude s'intéresse à la représentations du cadre de vie d'individus qui résident sur un espace « à risque ». Plus précisément, nous nous intéressons à la place que peuvent avoir les risques côtiers dans cette représentation. Initialement, nous supposions que la représentation des risques dépend de facteurs sociaux et environnementaux spécifiques. Nous avons ainsi émis des hypothèses et les avons soumises à plusieurs études qualitatives ainsi qu'à un questionnaire. Ces analyses confirment que la représentation des risques dépend de la manière dont les individus appréhendent et utilisent l'espace concerné, et plus précisément de ses dimensions spatiotemporelle, sociale et attitudinale. / During the 20th century, new stakes appeared on coastal areas. Moreover in february 2010, the devastation caused by the storm Xynthia has effected a strengthening of coastal risk management policies. The workload of local managers has evolved consequently. Now they have to integrate risks management into daily operations. This implies an interest in populations. Most especially on representations of their environment and translation of coastal risks. Our survey is studying representation of environment from people who live on coastal areas. Most especially the place of coastal risks in those representation. Our starting point is that the représentation of coastal risks belongs to specific environmental and social factors. With this in mind, we made assumptions which have been subjected to several qualitative surveys and a questionnaire. Those analyses confirmed that representation of coastal risks depend from the way in which they grasp and use their environment. Most espacially it depend from spatio-temporal, social and attitudinal dimension of the at risk area.

[pt] O presente estudo tem como objetivo entender a dinâmica de consumo de um grupo de jovens meninas de classe alta da Zona Sul do Rio de Janeiro. A partir de uma pesquisa de inspiração etnográfica buscou-se construir a rede de valores do grupo para assim dar sentido às práticas das informantes. O consumo é aqui interpretado como forma de comunicação social e analisado a partir de uma perspectiva informacional. Nesse sentido, observou-se que aquilo que, a partir dos estudos antropológicos de Roberto DaMatta, se convencionou chamar de dilema brasileiro também se processa no fenômeno do consumo. Isto é, assim como deveríamos enxergar na cultura brasileira a convivência de valores relacionais com uma ideologia moderna e individualista, na dinâmica de consumo do grupo também vemos duas dimensões: uma coletiva, que busca através do consumo reforçar os laços afetivos; e outra mais individualizada, onde o fenômeno tem como objetivo a construção de representações de identidade singulares. Enquanto numa dinâmica são os valores tradicionais e as redes de afeto que imperam, na outra o indivíduo é entregue aos seus próprios devaneios sobre o mundo e sobre si mesmo. O consumo do grupo brasileiro estudado se caracteriza então não por uma ou outra noção, mas pela mistura, pela relação entre valores modernos e tradicionais. / [en] The aim of this work is to understand the consumption dynamics among a group of young upper class girls from the south region of Rio de Janeiro, Brazil. An ethnographic survey sought to build the network of values of the group in order to give meaning to their practices. Consumption is interpreted in this work as a form of social communication and analyzed from an informational perspective. In this sense, it was observed that the phenomenon called Brazilian dilemma by the anthropologist Roberto DaMatta to refer to national celebrations, also takes place in the consumption practices. We are able to observe a connection between two contrasting values in the Brazilian culture: tradition and a modern, individualist ideology. In the consumption dynamics we are also able to see both sides: a collective one, which happens to reinforce the affective connections between people, and an individualistic one, which ensures a singular identity representation for the person. While in one case, the group values dominate, in the other, the individual surrenders himself to his own daydreamings. Therefore, the consumption of this Brazilian group characterizes itself not by one or another dimension but by a mixture, by the relation between tradition and modern values.

Cette thèse aborde l’évolution de la famille dans le contexte africain en général et en République du Cameroun en particulier à travers le handicap. La famille ne peut plus gérer le handicap dans la sphère privée. Le changement structurel constaté au travers des aspirations et des représentations sociales des acteurs sur la gestion du handicap suscite des réformes institutionnelles. Ainsi, le handicap de par ses aspirations crée une dynamique sociale permettant alors la cohabitation et la coexistence des deux systèmes de prise en charge à savoir : « tradition et modernité ». L’on voit la famille transférer la problématique du handicap de la sphère privée à la sphère publique qu’est l’État. L’analyse situationnelle réalisée dans les dix régions du Cameroun a permis de comprendre la mise en œuvre des pratiques sociales pour l’autonomie et l’épanouissement des personnes handicapées. Ainsi, la gestion de la prise en charge des personnes handicapées introduit un processus de modernisation. Des contradictions et des ambivalences observées traduisent par ailleurs la complexité qui engendre un type de contemporanéité. La construction sociale de l’État laisse à croire que celui-ci ne peut pas gérer le handicap sans la collaboration des familles. La famille devient donc un partenaire de l’État dans le traitement social de la personne handicapée. Cette recherche mène à comprendre comment la famille en tant qu’institution de socialisation et vecteur de cohésion sociale traduit la complexité de sa réalité sociale pour susciter des transformations sociales au travers de la prise en charge des personnes handicapées. / This thesis in general approaches the evolution of the family in the African context and in Republic of Cameroun in particular through the handicap. The family cannot manage the handicap in the private sphere any more. The structural change noted through the aspirations and of the social representations of the actors on the management of the handicap causes institutional reforms. Thus, the handicap from its aspirations creates a social dynamics then allowing the cohabitation and the coexistence of the two systems of assumption of responsibility knowing: “tradition and modernity”. One sees the family transferring the problems from the handicap of the sphere deprived to the public sphere which is the State. The situational analysis carried out in the ten regional areas of Cameroun made it possible to understand the implementation of the social practices for the autonomy and the blooming of the handicapped people. Thus, the management of the assumption of responsibility of the handicapped people introduces a process of modernization. Contradictions and ambivalences observed in addition translate the complexity which generates a type of contemporaneity. The social construction of the State leaves believe that this one cannot manage the handicap without the collaboration of the families. The family thus becomes a partner of the State in the social treatment of the handicapped person. This research undertakes to understand how the family as an institution of socialization and vector of social cohesion translates the complexity of her social reality to cause social transformations through the assumption of responsibility of the handicapped people.

Les difficultés rencontrées par les populations immigrées sont le reflet exacerbé des inégalités sociales subies par les autres usagers dans les domaines de l’emploi, du logement, de la précarité… ; mais, en outre, du fait même de la migration, de profondes mutations sont vécues au sein de la sphère familiale avec une recomposition des rôles et des statuts, une nouvelle conception de l’autorité…. Soumises à rude épreuve, les relations intergénérationnelles et conjugales génèrent notamment des crises familiales pour lesquelles les institutions sont sollicitées. Aux difficultés de toute intervention sociale auprès des familles s’ajoutent, dans ces situations conflictuelles, des éléments liés à la diversité culturelle et à l’intégration, deux termes qui entretiennent un rapport ambigu et font l’objet de débats dans la société française.Bien que le mandat et les missions des assistants de service social s’inscrivent dans un cadre institutionnel et une éthique commune, les modes d’intervention en contexte migratoire sont multiples et divers, marqués par un style personnel de penser et d’agir, oscillant entre les deux pôles de l’"universel" et du "particulier". En étant chargés par les institutions d’accompagner les immigrés dans le processus d’intégration, les professionnels sont, bien entendu, porteurs de représentations sociales qui les amènent à agir de telle façon plutôt que de telle autre, au nom de certaines valeurs.Dans ces situations de crises intrafamiliales, la présence de l’altérité, de valeurs et de modèles culturels différents, révèle le « soi professionnel » des praticiens et fait émerger leurs représentations des conduites des immigrés. Ces représentations révèlent ainsi leurs systèmes de valeurs et les préjugés, leurs affects, de même que les attributions de sens et les jugements qui interpellent le fondement même de leurs rôles professionnels. Les représentations sociales remplissent une véritable fonction d’orientation des pratiques tout en exerçant une fonction identitaire en déterminant comment un groupe social donné se perçoit et perçoit les autres groupes avec lesquels il est en interaction.L’étude de la relation entre la perception des conduites sociales et culturelles des immigrés et les pratiques des Assistants de Service Social est au cœur de notre travail de recherche. La thèse vise à déterminer les différentes représentations en présence, les facteurs liés à leur émergence et leur rôle dans le choix du mode d’intervention. / Social disparities endured by social service users are exaggerated when encountered by immigrants: in employment, accommodation, precariousness… Besides, as a result of the migration itself, family spheres experience deep transformations through the re-composition of roles and status, through a new conception of authority. Relations between generations or inside the couple are put to the test, and sometimes generate family crisis for which institutions can be solicited. Any social intervention implies difficulties, but in addition to those conflicting situations in families, other elements must be considered, which are connected to cultural diversity and integration – both ambiguous terms that are very controversial in French society.Social workers’ mandate and missions belong to common institution and ethic, but the ways of intervention in a migratory context are multiple and diverse. They are the result of personal methods of thinking and doing, fluctuating between the ‘universal’ and the ‘particular’. Professionals are in charge of helping immigrants throughout the process of integration, and have of course their own social representations that lead to act one way or another, for the sake of certain values.In those situations of internal family crisis, otherness and cultural and value models bring the practitioner’s ‘professional self’ to the light and reveal his/her representation about the immigrants’ behaviour; value system and prejudice, affects, interpretations and judgements put a question to the very foundation of their professional roles. Social representations orientate practices and also fulfill an identity function by determining how a certain group conceive of themselves and of groups they interact with.The study of the relation between the immigrants’ social and cultural behaviour and the Social Workers’s practices is the central point of this research. The dissertation aims to determine the different representations at stake, how they come out and influence the mode of intervention.

La littérature a souligné à quel point la mobilisation collective des professionnels dans le sens de la performance de leur organisation pose question. En effet, les auteurs sont partagés sur la compatibilité entre engagement envers l’organisation et engagement envers la profession. Cette thèse cherche à comprendre la mobilisation collective des professionnels envers la performance de leur organisation, en interrogeant leur représentation sociale de la performance organisationnelle. Notre étude interroge les enseignants-chercheurs des universités françaises, confrontés depuis plusieurs années à d’importantes réformes, qui ont mis en place un management basé sur la performance. Des logiques managériales ont alors pris place aux cotés des logiques professionnelles pré-existantes. Les résultats révèlent que les enseignants-chercheurs ont une représentation largement partagée de la performance de l’université, mais deux groupes s’opposent : un premier groupe, majoritaire, est favorable au concept de performance, et un deuxième groupe, minoritaire est défavorable. Dès lors, quatre profils de mobilisation collective émergent, révélant ainsi des hybridations identitaires distinctes. Ainsi, l’identité professionnelle des enseignants-chercheurs évolue. Ils s’identifient davantage à leur établissement et intègrent ses besoins. Toutefois, des résultats émergents soulignent que ces quatre profils de mobilisation sont plus ou moins soutenus par une forte mobilisation au service public et que les profils les plus mobilisés ont un besoin fort de reconnaissance organisationnelle / Literature emphasized how much the professional’s collective mobilization towards the performance of their organization is problematic. In fact, the authors have divided opinions about the compatibility between the professional commitment and the organizational commitment. This thesis seeks to understand the professional’s collective mobilization to their organization performance by asking the social representation of the organizational performance. Our study of quantitative and exploratory nature question the academics of the French University who are facing, since previous years, significant reforms which implemented a management approach based on the performance. Therefore, the managerial logics took a place beside the prevailing professional logics. The results reveal that the academics defined the performance of the university as being the scientific publications and the student’s integration into the workplace. In the face of this representation widely shared about the performance of the university, two opposing groups: the first one, the majority group, is favourable to the concept of the performance, and the second one, in the minority, is unfavourable. From then on, four different profiles of collective mobilization emerge from the results, thus, revealing different identity hybridizations. So, the academics’ professional identity evolves. They identify more to their institution and integrate its needs. However, the emerging results stress, on one hand, that these four mobilization profiles are, more and less, supported by a strong Public Service Motivation. On the other hand, the most mobilized profiles need a high organizational support