A tese analisa o processo de construção de cidadania através da (re)definição da identidade socioprofissional de mulheres rurais. Trata-se de mulheres envolvidas em atividades agropecuárias, agroindustriais e artesanais, que participam em dois programas de microfinanciamento – o Proyecto de Desarrollo Rural Integral Autosostenible (PDRIA), no México, e o Sistema de Cooperativa de Crédito com Integração Solidária (CRESOL), no Brasil – para o acesso aos instrumentos produtivos (crédito, capacitação e assistência técnica). Neste sentido, a (re)definição da identidade profissional, as qualifica para o domínio dos instrumentos produtivos e dos processos decisórios que lhes atribui reconhecimento pela validação social dessas atividades, através do acesso ao mercado ao serviço de assistência técnica. Este processo de inclusão, através do microfinanciamento, agrega renda na família e dinamiza o desenvolvimento rural tanto na propriedade familiar quanto na localidade. O acesso e usos do crédito possibilitam às mulheres agregarem atividades que contribuem para a reprodução social das famílias agricultora, porém, sem romper com as atividades tradicionais e em muitos casos, ampliando-as. Esta aquisição de identidades socioprofissional possui profunda inter-relação com o sentido e conceito do trabalho. O desenvolvimento da cidadania está se materializando através do processo de profissionalização com apoio das políticas do microfinanciamento e, esta experiência estimula a participação em outras organizações na sociedade e mesmo na política. Este processo amplia suas necessidades simbólicas, além das materiais, estimulando a apropriação de conhecimentos e de acessos a bens culturais que facilitam a vinculação de sua cidadania ao processo de globalização, atribuindo maior competitividade às atividades produtivas. / This thesis deals with the process of construction of citizenship through the redefinition of professional identity of rural women. It concerns to women that are involved in farm, agro industrial and craftsmanship activities who participate in two programs of microfinance – Proyecto de Desarrollo Rural Integral Autosostenible (PDRIA), in Mexico, and Sistema de Cooperativa de Crédito com Integração Solidária (CRESOL), in Brazil – in order to access the productive instruments (credit, capacitation and technical assistance). In this sense, the redefinition of the professional identity qualifies them to the domain of the productive instruments and the processes of decision which attribute them recognition for the validation of these activities through the access to the market and technical assistance services. This process of inclusion through microfinance adds economic resources in the family and becomes rural development more dynamic in the familiar property and also in the community. However, the access and the uses of the credit become possible to the women to add activities that contribute to the social reproduction of the agricultural families without breaking traditional activities and, in many cases, wide them. This acquisition of socioprofissional identities has some deep interrelation with sense and concept of work. The citizenship development is raising through the process of professionalization with some support of microfinance policies and this experience stimulates the participation in other organizations of the society and even so in politics. This process increases their symbolical necessities, besides material necessities, stimulating the appropriation of knowledge and the access of cultural possessions that facilitate the linkage of their citizenship to the globalization process, and become their productive activities more competitive.

A tese analisa o processo de construção de cidadania através da (re)definição da identidade socioprofissional de mulheres rurais. Trata-se de mulheres envolvidas em atividades agropecuárias, agroindustriais e artesanais, que participam em dois programas de microfinanciamento – o Proyecto de Desarrollo Rural Integral Autosostenible (PDRIA), no México, e o Sistema de Cooperativa de Crédito com Integração Solidária (CRESOL), no Brasil – para o acesso aos instrumentos produtivos (crédito, capacitação e assistência técnica). Neste sentido, a (re)definição da identidade profissional, as qualifica para o domínio dos instrumentos produtivos e dos processos decisórios que lhes atribui reconhecimento pela validação social dessas atividades, através do acesso ao mercado ao serviço de assistência técnica. Este processo de inclusão, através do microfinanciamento, agrega renda na família e dinamiza o desenvolvimento rural tanto na propriedade familiar quanto na localidade. O acesso e usos do crédito possibilitam às mulheres agregarem atividades que contribuem para a reprodução social das famílias agricultora, porém, sem romper com as atividades tradicionais e em muitos casos, ampliando-as. Esta aquisição de identidades socioprofissional possui profunda inter-relação com o sentido e conceito do trabalho. O desenvolvimento da cidadania está se materializando através do processo de profissionalização com apoio das políticas do microfinanciamento e, esta experiência estimula a participação em outras organizações na sociedade e mesmo na política. Este processo amplia suas necessidades simbólicas, além das materiais, estimulando a apropriação de conhecimentos e de acessos a bens culturais que facilitam a vinculação de sua cidadania ao processo de globalização, atribuindo maior competitividade às atividades produtivas. / This thesis deals with the process of construction of citizenship through the redefinition of professional identity of rural women. It concerns to women that are involved in farm, agro industrial and craftsmanship activities who participate in two programs of microfinance – Proyecto de Desarrollo Rural Integral Autosostenible (PDRIA), in Mexico, and Sistema de Cooperativa de Crédito com Integração Solidária (CRESOL), in Brazil – in order to access the productive instruments (credit, capacitation and technical assistance). In this sense, the redefinition of the professional identity qualifies them to the domain of the productive instruments and the processes of decision which attribute them recognition for the validation of these activities through the access to the market and technical assistance services. This process of inclusion through microfinance adds economic resources in the family and becomes rural development more dynamic in the familiar property and also in the community. However, the access and the uses of the credit become possible to the women to add activities that contribute to the social reproduction of the agricultural families without breaking traditional activities and, in many cases, wide them. This acquisition of socioprofissional identities has some deep interrelation with sense and concept of work. The citizenship development is raising through the process of professionalization with some support of microfinance policies and this experience stimulates the participation in other organizations of the society and even so in politics. This process increases their symbolical necessities, besides material necessities, stimulating the appropriation of knowledge and the access of cultural possessions that facilitate the linkage of their citizenship to the globalization process, and become their productive activities more competitive.

A tese analisa o processo de construção de cidadania através da (re)definição da identidade socioprofissional de mulheres rurais. Trata-se de mulheres envolvidas em atividades agropecuárias, agroindustriais e artesanais, que participam em dois programas de microfinanciamento – o Proyecto de Desarrollo Rural Integral Autosostenible (PDRIA), no México, e o Sistema de Cooperativa de Crédito com Integração Solidária (CRESOL), no Brasil – para o acesso aos instrumentos produtivos (crédito, capacitação e assistência técnica). Neste sentido, a (re)definição da identidade profissional, as qualifica para o domínio dos instrumentos produtivos e dos processos decisórios que lhes atribui reconhecimento pela validação social dessas atividades, através do acesso ao mercado ao serviço de assistência técnica. Este processo de inclusão, através do microfinanciamento, agrega renda na família e dinamiza o desenvolvimento rural tanto na propriedade familiar quanto na localidade. O acesso e usos do crédito possibilitam às mulheres agregarem atividades que contribuem para a reprodução social das famílias agricultora, porém, sem romper com as atividades tradicionais e em muitos casos, ampliando-as. Esta aquisição de identidades socioprofissional possui profunda inter-relação com o sentido e conceito do trabalho. O desenvolvimento da cidadania está se materializando através do processo de profissionalização com apoio das políticas do microfinanciamento e, esta experiência estimula a participação em outras organizações na sociedade e mesmo na política. Este processo amplia suas necessidades simbólicas, além das materiais, estimulando a apropriação de conhecimentos e de acessos a bens culturais que facilitam a vinculação de sua cidadania ao processo de globalização, atribuindo maior competitividade às atividades produtivas. / This thesis deals with the process of construction of citizenship through the redefinition of professional identity of rural women. It concerns to women that are involved in farm, agro industrial and craftsmanship activities who participate in two programs of microfinance – Proyecto de Desarrollo Rural Integral Autosostenible (PDRIA), in Mexico, and Sistema de Cooperativa de Crédito com Integração Solidária (CRESOL), in Brazil – in order to access the productive instruments (credit, capacitation and technical assistance). In this sense, the redefinition of the professional identity qualifies them to the domain of the productive instruments and the processes of decision which attribute them recognition for the validation of these activities through the access to the market and technical assistance services. This process of inclusion through microfinance adds economic resources in the family and becomes rural development more dynamic in the familiar property and also in the community. However, the access and the uses of the credit become possible to the women to add activities that contribute to the social reproduction of the agricultural families without breaking traditional activities and, in many cases, wide them. This acquisition of socioprofissional identities has some deep interrelation with sense and concept of work. The citizenship development is raising through the process of professionalization with some support of microfinance policies and this experience stimulates the participation in other organizations of the society and even so in politics. This process increases their symbolical necessities, besides material necessities, stimulating the appropriation of knowledge and the access of cultural possessions that facilitate the linkage of their citizenship to the globalization process, and become their productive activities more competitive.

Ce travail de recherche basé sur une approche empirico-inductive est une description analytique et une synthèse interprétative des pratiques sociolinguistiques haïtiennes à partir des représentations du français et du créole (langues co-officielles). Situé largement devant le créole haïtien et l’anglais, le français se trouve au centre de la demande sociale pour son rôle dans l’insertion socioprofessionnelle en Haïti. De par sa fonction de langue seconde par rapport au créole, langue première en Haïti, il génère des phénomènes de discriminations, d’insécurité et de sécurité dans les interactions verbales scolaires et extrascolaires. Dans ce contexte, le créole francisé comme indice d’une double identité apparente (créolofrancophone) des scolarisés ne peut remplacer le français. L’autogestion de la pluralité linguistique haïtienne est alors envisagée dans une sociodidactique de « terrain » afin de réduire l’insécurité linguistique et faciliter la réussite éducative. Cette recherche propose comme démarche, une « didactique énonciative contextualisée » considérant le français haïtien comme un construit à partir des ressources linguistico-culturelles locales autogérées et partagées et capable de transposer les pratiques quotidiennes extrascolaires des apprenants locuteurs en pratiques scolaires ordinaires pour libérer la parole. / Based on an empirico-inductive approach, this research is an analytical description and interpretative synthesis of Haitian sociolinguistic practices from the perceptions of both French and Creole (co-official languages). Positioned way ahead of Haitian Creole and English, French is at the core of social demands due to its role in socioprofessional integration in Haiti. Because it functions as a second language compared to Haitian Creole – first language in Haiti – it generates discriminations, insecurity and security in school and extracurricular verbal interactions. In this context, Frenchified Creole as an index of school-goers' apparent double identity (CreoloFrench-Speaking) can not replace French. The self-management of Haitian linguistic plurality is then considered through « field » sociodidactics so as to reduce linguistic insecurity and facilitate educational success. The approach proposed in this study is « contextualised enunciative didactics ». It considers Haitian French as a construct from local, self-managed and shared linguistico-cultural ressources, and it allows to transpose the speaking learners' daily extra-curricular practices into ordinary school practices to liberate speech / Travay rechèch sa a ki chita sou yon apwòch anpiriko-endiktiv se yon deskripsyon analitik e yon sentèz entèpretativ pratik sosyolengwistik ayisyèn yo apati reprezantasyon fransè ak kreyòl (lang ko-ofisyèl). Pou wòl li nan ensèsyon sosyopwofesyonèl, fransè plase nan sant demand sosyal la devan lontan kreyòl ayisyen ak anglè. Fonksyon lang segond li parapò ak kreyòl, lang premyè an Ayiti, kreye fenomèn diskriminasyon, ensekirite e sekirite nan entèraksyon vèbal eskolè ak ekstra-eskolè. Nan kontèks sa a, kreyòl fransize kòm endis yon doub idantite sou po (créolofrakofòn) pou eskolarize yo pa kapab ranplase fransè. Otojesyon pliralite lengwistik ayisyèn nan antre nan yon sosyodidaktik « de teren » pou kapab diminye ensekirite lengwistik la epi fasilite reyisit edikativ yo. Rechèch sa a pwopoze kòm demach, yon « didaktik enonsyativ kontekstyalize » pendan l’ap konsidere fransè ayisyen kòm yon konstwi (siman) ki soti nan resous lengwistiko-kiltirèl lokal ki jere tèt yo epi ki se yon pataj ki kapab transpoze pratik bese-leve ekstra-eskolè aprenan lokitè yo an pratik eskolèòdinè pou libere la paroli

Ce travail de recherche s’est déroulé au Carrefour jeunesse-emploi des Chutes-de-la-Chaudière auprès de l’équipe d’intervention d’un projet d’insertion socioprofessionnelle : le plateau de travail. L’élément déclencheur a été le besoin de réflexion manifesté par les intervenantes, alors qu’elles tentaient de résoudre une problématique complexe liée au projet. C’est dans ce contexte que nous avons pu accompagner les intervenantes dans le développement de leur processus de design, qu’elles ont nommé la démarche créative. Évaluer un projet social avec l’aide d’indicateurs est communément utilisée dans le cadre du Nouveau management public (NMP). Cette forme de gestion impose une coordination « en plan » qui ne favorise pas la « conversation avec la situation » dans la conduite d’un projet, qui selon Schön (1996), est une caractéristique essentielle des pratiques liées à la conception. Nous émettons donc l’hypothèse qu’il est possible de sortir des impasses de la réalisation du plan en tentant d’introduire des modalités de projet propres au design. Comme nous étions impliquée dans la situation en tant qu’agente de développement, nous avons privilégié une approche méthodologique de recherche-projet. Pour rendre compte de cette démarche, nous avons utilisé un journal de bord, la retranscription d’enregistrements vidéo de rencontres et l’analyse des contenus discursifs (codage). L’analyse des données nous a permis d’observer les conditions ayant favorisé la pratique réflexive de l’équipe d’intervention. D’abord, le désir de changer la situation a amené l’équipe à initier son processus de design et à procéder à une première définition de la problématique. Ensuite, la dynamique de l’équipe s’est développée au cours des rencontres en s’appuyant sur une compréhension mutuelle, des rapports égalitaires (Boutinet, 2005) et des interventions renforçant la cohésion du groupe. L’aménagement d’un espace pour converser avec la situation a permis aux intervenantes de mettre en commun leurs repères familiers (Thévenot, 2006), de mettre en œuvre leur pensée analogique et leur imagination narrative et de développer leur processus réflexif (Schön, 1994). Enfin, elles ont persévéré dans la démarche créative en acceptant l’existence de problèmes pernicieux (Rittel & Webber, 1973) et en considérant l’incertitude comme une alliée. / This research project took place at Carrefour jeunesse-emploi des Chutes-de-la-Chaudière with a team of social workers from a socioprofessional integration project: le plateau de travail (the work platform). What launched this project was the social workers’ need to reflect, as they were attempting to resolve a complex issue relating to the project. It is within this context that we were able to assist these social workers in developing their design process, which they named the creative process. Evaluating a social project using indicators is often utilized within the framework of New Public Management (NPM). This type of management requires a “planned” coordination that does’nt favour a “conversation with the situation” within the carrying out of a project, which, according to Schön (1996), is an essential characteristic of practices having to do with conception. Thus we put forth the hypothesis that it is possible to break free of the deadlocks of plan conception by attempting to introduce project modalities which belong to design. Since we were involved in the situation as development officers, we opted for a methodological research-project approach. In order to be able to review this process, we utilized a journal, transcriptions of video recordings and analyzed discursive contents (coding). Analyzing the data has allowed us to observe the conditions which support the reflective pratice of the intervention team. First of all, the will to change the situation has lead the team to begin its design process and to an initial definition of the problem. Afterwards, the dynamic of the team has developped throughout our encounters based on mutual understanding, egalitarian rapport (Boutinet, 2005) and interventions which reinforced the group’s cohesion. Setting up a space to converse with the situation has allowed the social workers to put their familiar references in common (Thévenot, 2006), to apply their analogical thinking and narrative imagination and to develop their reflective practice (Schön, 1994). Finally, they have persisted in the process by accepting the existence of wicked problems (Rittel & Webber, 1973) and by considering uncertainty as an ally.