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Given the lack of qualified Physics teachers in Brazil, it may be noted that the paucity of these professionals is linked to several factors, among which are the low conclusion rate of undergraduate course students. As such, we approach the issue from the perspective of graduating students. To this end, we will discuss elements of the relation that these subjects constructed with regard to physical knowledge and teaching. Mindful of these conditions, we elicit Bernard Charlot’s theory of relation with knowledge to argue that the continuity of this group of alumni on the Federal University of Santa Catarina Licentiate Course in Physics was due to factors such as: personal and inner motivation, in contrast to external adversities; establishing an identity with the area, Physics or teaching in Physics; and support from the university, mainly though projects that provide financial assistance. Considerando la escasez del profesorado de Física en Brasil, notamos que ello se debe a diversos factores, entre ellos, el bajo número de estudiantes que se reciben en la carrera. De esta forma, pensaremos la problemática bajo la perspectiva de los graduados. Para ello, discutiremos elementos de la relación que estos sujetos construyeron con el conocimiento físico y con la docencia. En esas condiciones, evocamos la teoría de la relación con el saber, de Bernard Charlot, para afirmar que lo que contribuyó para la conclusión de la carrera de estos graduados en el profesorado de Física de la Universidade Federal de Santa Catarina fue: motivación personal e interna en contrapunto con las adversidades externas; establecimiento de una identidad con el área, la Física o la docencia en Física y amparo de la universidad, principalmente, a través de proyectos que ofrecían auxilio financiero. A pesquisa teve como objetivo analisar elementos da relação com o saber estabelecida por egressos de um curso de Licenciatura em Física. Pautados na Teoria da Relação com o Saber de Bernard Charlot evidenciamos aspectos das dimensões identitária, social e epistêmica que influenciaram a permanência deste grupo na graduação. Utilizamos como meio de coleta de dados um questionário enviado por e-mail para 243 egressos. Os dados produzidos foram processados com auxílio da Análise Textual Discursiva (ATD). Os resultados apontam que os principais fatores que contribuíram para a permanência no curso foram: motivação intrínseca, apesar das adversidades externas; sucesso nas avaliações; estabelecimento de uma identidade com a Física ou com a docência em Física; e o suporte da Universidade, principalmente, por meio de projetos que ofereciam auxílio financeiro. The research had as objective to analyze elements of the relationship with knowledge established by Physics undergraduate courses. Based on Bernard Charlot’s Theory of Relationship with Knowledge, we highlight aspects of the identity, social and epistemic dimensions that influenced the permanence of this group in graduation. As a way of collectioning data, we used a questionnaire sent by email to 243 graduates. The data produced were processed with the assistance of Textual Discourse Analysis (TDA). The results show that the main factors that contributed to the permanence in the course were: intrinsic motivation, despite external adversities; success in evaluations; establishing an identity with Physics or teaching Physics; University support, mainly through projects that offered financial assistance.

This text aims to explore the articulations between the production of History curricula and the processes of political subjectivation mobilized by the teachers of the Early Years, of Elementary Education, in the relation established with the legitimate historical knowledge as a teaching object. Contributions from post-structuralistic curricular theorizations and biographical research offered the framework of intelligibility within which we mean and operate, in this writing, with the selected analytical categories. In this movement, we seek to understand the relation established by teachers with school history knowledge. Here in the privileged perspective, understanding the nature of this relation is an essential reading key for understanding the intended articulation. Throughout the text we seek to support and argue in favor of the potential to work on the interface of two hypotheses: (i) the teachers produce and reinvent curricula in their professional daily life through the type of relation established with knowledge in the classroom and (ii) the teaching agency is directly linked to the way they signify this relation. We selected as an empirical field a set of Early Years teachers’ narratives from whose professional practices in different school cultures have in common the fact that they are recognized, by their own peers, as differentiated and instigating regard to History teaching at this level of education. Este texto tiene por objetivo explorar las articulaciones entre la producción de currículos de Historia y los procesos de subjetivación política movilizados por las maestras de los Años Iniciales de Enseñanza Primaria, en la relación establecida con el conocimiento histórico legitimado como objetivo de enseñanza. Las contribuciones de las teorizaciones curriculares posestructuralistas y de la investigación biográfica ofrecieron el cuadro de inteligibilidad en el ámbito del cual significamos y operamos, en esta escritura, con las categorías analíticas seleccionadas. En ese movimiento, tratamos de entender la relación establecida por las docentes con el saber histórico escolar. En la perspectiva aquí privilegiada, el entendimiento de la naturaleza de esa relación es una clave de lectura ineludible para la comprensión de la articulación pretendida. A lo largo del texto, buscamos sustentar y argumentar a favor de la potencia heurística de trabajar en la interfaz de dos hipótesis: (i) los/las docentes producen y reinventan currículos en su cotidiano profesional a través del tipo de relación establecida con el conocimiento en aula y (ii) la agencia docente está directamente vinculada al modo según el cual ellas significan esa relación. Seleccionamos como campo empírico un conjunto de narrativas de docentes de los Años Iniciales, cuyas prácticas profesionales, ejercidas en culturas escolares distintas, tienen en común el hecho de ser reconocidas, por sus propios pares, como diferenciadas y estimulantes, en lo que respecta a la enseñanza de Historia en ese nivel de enseñanza. Este texto tem por objetivo explorar as articulações entre a produção de currículos de História e os processos de subjetivação política mobilizados pelas professoras dos Anos Iniciais do Ensino Fundamental, na relação estabelecida com o conhecimento histórico legitimado como objeto de ensino. As contribuições das teorizações curriculares pós-estruturalistas e da pesquisa biográfica ofereceram o quadro de inteligibilidade no âmbito do qual significamos e operamos, nesta escrita, com as categorias analíticas selecionadas. Nesse movimento procuramos compreender a relação estabelecida pelas docentes com o saber histórico escolar. Na perspectiva aqui privilegiada, o entendimento da natureza dessa relação é uma chave de leitura incontornável para a compreensão da articulação pretendida. Ao longo do texto, buscamos sustentar e argumentar a favor da potência heurística de trabalharmos na interface de duas hipóteses: (i) os/as docentes produzem e reinventam currículos no seu cotidiano profissional por meio do tipo de relação estabelecida com o conhecimento na sala de aula e (ii) a agência docente está diretamente vinculada à maneira de como elas significam essa relação. Selecionamos como campo empírico um conjunto de narrativas de docentes dos Anos Iniciais cujas práticas profissionais exercidas em culturas escolares distintas têm em comum o fato de serem reconhecidas, pelos seus próprios pares, como diferenciadas e instigantes no que diz respeito ao ensino de História nesse nível de ensino.

The ortagesh of qualified Physics teachers working in Basic Education remind us to the need to understand a phenomenon strongly present in the Physics courses by the country: university evasion. Thus, this study list the reasons presented by students in a situation of dropping out of the undergraduate in the Physics course (between 2004 and 2014). In the light of the theory of knowledge and with regard to aspects of an affective nature, we noticed that the relationship with the other (particularly the teachers), in addition to difficulties in relation to the world (reconciling work and study) and elements of an epistemic dimension (high failure rates), were the reasons most cited aspects as cause of evasion for the analyzed group. La escasez de profesores de Física habilitados actuantes en la Educación Básica nos remite a la necesidad de comprender un fenómeno fuertemente presente en los cursos de Física por el país: la evasión universitaria. De esta forma, este trabajo tiene como objetivo enumerar las razones presentadas por los estudiantes en situación de evasión del curso de Licenciatura en Física de la UFSC (entre 2004 a 2014) para dejar la graduación. A la luz de la teoría de la relación con el saber y con la mirada a los aspectos de orden afectivo, percibimos que la relación con el otro (principalmente los docentes), ligada a las dificultades en la relación con el mundo (conciliar trabajo y estudio) y elementos de la dimensión epistémica (alto índice de reprobaciones), fueron los aspectos más citados como causa de la evasión para el grupo analizado. A escassez de professores de Física habilitados atuantes na Educação Básica nos remete à necessidade de compreendermos um fenômeno fortemente presente nos cursos de Física pelo país: a evasão universitária. Dessa forma, este trabalho traz os motivos elencados por estudantes em situação de evasão do curso de Licenciatura em Física da UFSC (entre 2004 a 2014) para deixarem a graduação. À luz da teoria da relação com o saber e com olhar aos aspectos de ordem afetiva, percebemos que a relação com o outro (principalmente os docentes), atrelada à dificuldades na relação com o mundo (conciliar trabalho e estudo) e elementos da dimensão epistêmica (alto índice de reprovações), foram os aspectos mais citados como causa da evasão para o grupo analisado.

With the development of the economy and the expansion of globalization, certain educational reforms took place, take place, and will take place in many countries, of which France and China, with an aim of converging towards the job market. Side of Europe, the European Parliament and the Council of the European Union had proposed a notion of the “common base of knowledge and competences” supported on the idea of “key competences for education and the training throughout the life”. During the course of these considerable reforms, the didactic of the languages was also touched. Designs mainly developed around the propositions of the Council of Europe precisely implemented, since the years 1990, a instrumentalisation of the language, and lead to a disappearance of the subject considered as a principle élément of the act to learn. With regard to China, deep reforms of higher education began all at the beginning of the 21st century. They relate to the transformation of the concept of education, to the adaptation of the objectives of the formation of learners to the economic evolutions of the society, and to the rationalization of the disciplinary courses in specialized institutional milieu. The educational world, and perhaps especially the teaching and learning (hereafter T/L) of the foreign languages, cannot keep aways from the world of profession any more. On the contrary, they must, like other sectors, to confront themselves with competition and to adapt to the social request which is in constant evolution. Under the former regime of planning, the T/L of the foreign languages in the superior academy in China had aimed main aim to train specialists in language intended for the literature, linguistics, the diplomacy or the cultural exchanges. Nowadays, a good amount of universities of languages chose to train specialists in language who know at the same time perfectly a foreign language and a disciplinary speciality associated with the international exchanges like the economy, the trade, business management or the right. These reforms are greeted by certain like tje answer of the challenges of globalization, denounced by others like a process of marketisation of the knowledge. My research project takes as a starting point a conference “the subject in the context of globalization: speech and practical in the didactic one of the languages and teaching” organized in January 2012, and it also takes supports on a research project entitled “the evolution - in the context of globalization – in the relation with the knowledge in higher education: for a comparative perspective french-Brazilian”. The objective of this project is to wonder about the consequences of these changes on the relation with the knowledge especially as regards the didactic of the foreign languages, amongst other things the T/L of French in China, and the conception of the subject which they convey. How the students/teachers/institutional persons in charge consider the knowledge? What means to learn for them? What is it position of the teacher? What is the subject who learns? Which subject will they educate by applying the new reform? From these questions, I will study the impacts of thses evolutions of the relation with the knowledge to the subject learner., Avec le développement de l’économie et l’expansion de la mondialisation, certaines réformes de l’enseignement supérieur ont eu lieu, ont lieu, et auront lieu dans de nombreux pays, dont la France et la Chine, dans le but de converger vers le marché du travail. Du côté de l’Europe, le Parlement européen et le Conseil de l’Union européenne avaient proposé une notion du « socle commun de connaissance et de compétences » appuyé sur l’idée de « compétences clés pour l’éducation et l’apprentissage tout au long de la vie ». Dans le courant de ces réformes considérables, la didactique des langues a aussi été touchée. Des conceptions majoritairement développées autour des propositions du Conseil de l’Europe ont précisément mis en œuvre, depuis les années 1990, une instrumentalisation de la langue et ont présidé à la disparition du sujet en tant qu’élément constitutif de l’acte d’apprendre. En ce qui concerne la Chine, des réformes profondes de l’enseignement supérieur ont commencé tout au début du XXIe siècle. Elles concernent la transformation du concept d’éducation, l’adaptation des objectifs de la formation des apprenants aux évolutions économiques de la société et la rationalisation des cursus disciplinaires en milieu institutionnel spécialisé. Le monde éducatif, et peut-être surtout l’enseignement et apprentissage (ci-après E/A) des langues étrangères, ne peuvent plus rester coupés du monde professionnel. Au contraire, ils doivent, comme d’autres secteurs, se confronter à la concurrence et s’adapter à la demande sociale qui est en constante évolution. Sous l’ancien régime de planification, l’E/A des langues étrangères dans l'enseignement supérieur en Chine avait eu pour objectif principal de former des spécialistes de langue destinés à la littérature, à la linguistique, à la diplomatie ou aux échanges culturels. De nos jours, bon nombre d’universités de langues ont opté pour former des spécialistes de langue qui connaissent à la fois parfaitement une langue étrangère et une spécialité disciplinaire associée aux échanges internationaux comme l’économie, le commerce, la gestion d’entreprise ou encore le droit. Ces réformes sont saluées par certains comme un moyen de répondre aux défis de la mondialisation, dénoncé par d’autres comme un processus de marchandisation du savoir. Mon projet de recherche s’inspire d’un colloque « le sujet dans le contexte de la mondialisation : discours et pratique dans la didactique des langues et l’enseignement » organisé en janvier 2012, et il prend également appuie sur un projet de recherche intitulé « l’évolution - dans le contexte de la mondialisation – dans la relation au savoir dans l’enseignement supérieur : pour une perspective comparatiste franco-brésilienne ». L’objectif de ce projet est donc de s’interroger sur les conséquences de ces mutations sur la relation au savoir surtout en matière de la didactique des langues étrangères, entre autre l’E/A du français en Chine, ainsi que sur la conception du sujet qu’ils véhiculent. Comment les étudiants / les enseignants / les responsables institutionnels envisagent-ils le savoir ? Que signifie apprendre pour eux ? Qu’en est-il de la position de l’enseignant ? Qu’en est-il du sujet qui apprend ? Quel sujet vont-ils construire en appliquant la nouvelle réforme ? A partir de ces questions, j’étudierai les conséquences des évolutions du rapport au savoir sur le sujet apprenant.

This research surveys the impact of the « relation with learning » on the evolution of scientific conceptions among gymnasium pupils. According to Charlot and Chevallard, learning mobilizes the « relation with learning ».Our results confirm that it exists a positive correlation between these two parameters: profiles indicating a positive relation with learning – namely Utilitarian Profile (U) and Pleasure Profile (P) – reinforce in the short run the evolution of science conceptions.These data show with statistic values that the « relation with learning » may influence science learning and have a positive impact on its dynamic.; Cette étude traite de l’incidence du « rapport à l’apprendre » sur l’évolution des conceptions scientifiques chez des collégiens. Elle entend tester l’hypothèse de Charlot et Chevallard selon laquelle l’entrée dans l’apprentissage requiert de prendre en compte le rapport qu’ont les apprenants sur l’apprendre.Nos résultats confirment une corrélation positive entre les deux paramètres : les profils « Utilitariste » (U) et « Plaisir » (P) – caractéristiques d’un rapport favorable au savoir - renforcent à court terme l’évolution des conceptions scientifiques.Ces données montrent statistiquement que le facteur “rapport à l’apprendre” peut influencer l’apprentissage des notions scientifiques et avoir une incidence bénéfique sur sa dynamique.

Κεντρικό στόχο της μελέτης αποτελεί η ανάπτυξη ενός συνεκτικού και δομημένου πλαισίου παραγόντων που σχετίζονται με τη σχολική επίδοση, κυρίως στο Λύκειο. Ακόμη, μελετώνται οι παράγοντες που συνέβαλαν στην υψηλή σχολική επίδοση μαθητών που οι γονείς τους έχουν χαμηλό εκπαιδευτικό και οικονομικό επίπεδο. Σε αυτό το πλαίσιο, επιδιώκεται να συμπεριληφθούν οι παράγοντες που αναφέρονται στο κοινωνικό, οικονομικό και μορφωτικό επίπεδο της οικογένειας του μαθητή, όπως επίσης παράγοντες που σχετίζονται με τον ίδιο το μαθητή και τη σχέση που έχει ή/και αναπτύσσει με την ίδια τη σχολική γνώση. Ειδικότερα, επιδιώκεται η διερεύνηση της σχέσης του υποκειμένου «με τη γνώση» ως συνθήκη σημαντική για τη σχολική επίδοση. Ιδιαίτερο ενδιαφέρον δίνεται στην προσωπική εμπειρία του μαθητή ως σχολικό και κοινωνικό υποκείμενο και τις επιδράσεις των εξωσχολικών του βιωμάτων στη σχολική επίδοση. Για τη μελέτη των ερωτημάτων της έρευνας εφαρμόστηκε η Μεικτή Μέθοδος κοινωνικής και εκπαιδευτικής έρευνας, διότι κρίθηκε κατάλληλη για την απόδοση ποικίλων τύπων παραγόντων που συνδέονται με τη σχολική επίδοση. Ειδικότερα, εφαρμόστηκε ο Διερευνητικός Ακολουθιακός Σχεδιασμός Μεικτής Μεθόδου (Exploratory Sequential Design), όπου αρχικά διενεργήθηκαν ημιδομημένες συνεντεύξεις και τα αποτελέσματα της ανάλυσής τους χρησιμοποιήθηκαν για τον εμπλουτισμό ενός δομημένου ερωτηματολογίου, που εξέταζε τους παράγοντες που σχετίζονται με τη σχολική επίδοση. Τα κύρια αποτελέσματα της έρευνας διαπιστώνουν την ύπαρξη ενός συνθετικού πλαισίου παραγόντων συσχέτισης με τη σχολική επιτυχία, στο οποίο εντάσσονται εκτός των κοινωνικών, οικονομικών, μορφωτικών χαρακτηριστικών της οικογένειας του μαθητή, και παράγοντες που αφορούν την προσωπικότητα του μαθητή και τα βιώματά του. Η σχολική επίδοση φαίνεται να επηρεάζεται από ένα πλέγμα παραγόντων που έχουν κυρίως ατομικά και κοινωνικά χαρακτηριστικά τα οποία δεν μπορούν να διερευνηθούν άμεσα συσχετίζοντας τυπικά μορφωτικά και οικονομικά χαρακτηριστικά της οικογένειας, αλλά χρειάζεται μια ποιοτικότερη εμβάθυνση στον τρόπο με τον οποίο διαμορφώνεται η σχέση με τη γνώση στην πορεία του βίου. The main purpose of this study is the expatiation of a cohesive and structured frame of factors which are related to school performance, mainly in High School. Furthermore, the factors which have contributed in the students’ high school outstanding performance, whose parents come from a low educational and financial level, are being delving into. Within this context, they are sought to be included the factors that are referring to the student’s family social, financial and educational level, as well as the factors related with the students themselves and the relation they have obtained or/and developed with school knowledge. Namely, the investigation of the subject’s relation “with knowledge” as an important condition for academic success is being strived. Besides, an individual interest is being given to student’s personal experience as a school and social subject and to the impacts of extra – curricular experiences in school performance. For the study of the research questions, it was implemented the Mixed Method of social and educational research, because it was evaluated as suitable for the rendering of various types of factors that are connected with school performance. Specifically, Exploratory Sequential Design of Mixed Methods was executed, where, firstly, semi – structured interviews were conducted and their analysis results were used in the enrichment of a structured questionnaire which examined the factors related with school performance. The main results of this research ascertain the existence of a complex frame of factors that are associated with school performance, in which are also integrated, apart from student’s family social, financial, and educational characteristics, factors concerning student’s personality and his experiences. School performance seems to be affected by a nexus of factors having individual and social characteristics which cannot be investigated at once by associating typical educational and financial features of the family but a more qualitative insight is needed in the way in which the relation with knowledge is formed during lifetime. 110 σ.

International audience; This article analyzes the problems encountered in schools by examining their function on an anthropological level. The only possibility for a society to survive is to help children live and pass-on and-develop themselves as human subject, living in a community. The rites of passage permit to transform complex emotional process into social places, so that they ensure that doubt and uncertainty may exist behind the codes. Such is probably the transitional place that school must find, just when our societies have to face a new challenge: invent what could be an equality allowing some place to filiations.; Cet article s’efforce d’interroger l’école en cherchant à comprendre quelle fonction anthropologique elle remplit. Faire vivre des enfants et transmettre sont la seule possibilité pour une société de se perpétuer et pour les enfants de pouvoir se constituer en sujets humains susceptibles de vivre au sein d’une communauté. C’est le rôle des rituels de passage que de transformer des processus émotion-nels complexes en marqueurs sociaux, garantissant que le doute et l’incertitude possèdent droit de cité derrière le respect des codes. C’est cette place d’intermédiaire que doit sans doute trouver l’école, entre respect des sujets et garantie des places, à une époque où nos sociétés ont à faire cohabiter plusieurs générations en situation de décider et d’agir, c’est-à-dire inventer ce que pourrait être une égalité réelle et néanmoins respectueuse de la filiation.

International audience; This article analyzes the problems encountered in schools by examining their function on an anthropological level. The only possibility for a society to survive is to help children live and pass-on and-develop themselves as human subject, living in a community. The rites of passage permit to transform complex emotional process into social places, so that they ensure that doubt and uncertainty may exist behind the codes. Such is probably the transitional place that school must find, just when our societies have to face a new challenge: invent what could be an equality allowing some place to filiations.; Cet article s’efforce d’interroger l’école en cherchant à comprendre quelle fonction anthropologique elle remplit. Faire vivre des enfants et transmettre sont la seule possibilité pour une société de se perpétuer et pour les enfants de pouvoir se constituer en sujets humains susceptibles de vivre au sein d’une communauté. C’est le rôle des rituels de passage que de transformer des processus émotion-nels complexes en marqueurs sociaux, garantissant que le doute et l’incertitude possèdent droit de cité derrière le respect des codes. C’est cette place d’intermédiaire que doit sans doute trouver l’école, entre respect des sujets et garantie des places, à une époque où nos sociétés ont à faire cohabiter plusieurs générations en situation de décider et d’agir, c’est-à-dire inventer ce que pourrait être une égalité réelle et néanmoins respectueuse de la filiation.

This paper is aimed at to attempt to understand features of family relations with schools in territories with greater social vulnerability. To do this, interviews with mothers living in the district of São Miguel Paulista, who are served by the Projeto Ação Família [Family Action Project], were assessed. By highlighting these mothers' voices, an attempt is made to understand the meanings that they attribute to school, in terms of values, significance and practices, based on the relationship of the family with the territory, presented in the opposition between the school and the street, as well as their own academic experiences and their experiences as mothers of students. This paper shows that for these mothers, school is more than a chance to learn: it is the only way out to "achieve a better life." For them, when their children are placed within the academic context, they have the opportunity to overcome the failures that have marked their trajectories. O objetivo do artigo é buscar compreender características das relações de famílias de territórios maior vulnerabilidade social com a escola. Para isso, analisa entrevistas realizadas com mães moradoras do distrito de São Miguel Paulista e atendidas pelo Projeto Ação Família. Ao destacar as vozes das mães, procura-se compreender os sentidos que elas atribuem à escola, em termos de valores, de significados e de práticas, a partir da relação da família com o território, apresentada na oposição entre a escola e a rua, bem como de suas próprias experiências escolares e daquelas que elas têm como mães de alunos. O artigo demonstra que para essas mães a escola é mais que uma possibilidade de aprender:, é a única saída para se “ter uma vida melhor”. Para elas, quando seus filhos estão inseridos no contexto escolar, têm a possibilidade de superar os fracassos que marcaram suas trajetórias.

International audience; This article presents a collective investigation which studies the relation with knowledge of young pupils who are studying in an institute specialized for children with diffi- culties. We asked the way where the psychical breaks are circulating between the different protagonists (pupils, educators, research workers) and show the difficulty, but not the impossi-bility, for those teen-agers, to delimit their own psychical space, which is however a necessity for their self-construction.; Le présent article s’appuie sur une recherche collec-tive portant sur le rapport au savoir de jeunes scolarisés dans un ITES (institut thérapeutique éducatif et scolaire). Il interroge la façon dont les effractions psychiques circulent entre les différents protagonistes (jeunes, éducateurs et éducatrices, équipe de recherche) pour montrer la difficulté, mais pas l’impossibilité, pour ces adolescents, à délimiter un espace psychique propre pourtant nécessaire à la construction d’une capacité de pensée.

Este artigo apresenta os resultados de uma investigação que teve como objetivo identificar e analisar os elementos considerados determinantes, por biólogos e graduandos em Ciências Biológicas, na escolha de seu curso de graduação, apontando para as raízes formais e, principalmente, informais desta escolha. Os dados, coletados mediante à realização de 20 micro-entrevistas, foram analisados em termos da relação com o saber, proposta por Charlot (2000). Pôde-se detectar um predomínio de raízes informais, como a identificação com os temas relacionados à Biologia; a influência de familiares, amigos e do cotidiano do entrevistado. Por sua vez, a identificação com as disciplinas de Ciências/Biologia e com seus respectivos professores são determinantes importantes para aqueles que apresentam uma raiz formal para a opção por esse curso. This paper presents the results of a research whose objective was to identify and analyze the elements considered determinants, by biologists and undergraduating students in Biological Sciences, in the choice of his course, pointing to the formal and mainly informal roots for that option. The data were collected by means of 20 micro interviews, that were analyzed in terms of the relationship with the knowledge, proposed by Charlot (2000). It was detect a predominance of informal roots, for example, the identification with the issues related to biology, the influence of family, friends and daily life of the interviewee. In turn, the identification with the disciplines of Science/Biology and with their teachers were important determinants for those who had a formal root for the choice of this course.

This article is based upon different research by the author concerning relation with knowledge and interactions between teachers and pupils. It is centred on the notion of pedagogical meeting, that is to say the meeting, with a knowledge to get and in a precise moment, of several people carrying their own experience, which bring them to interpret informations taken from each other in terms of waiting and hope. In a double view of formation and of research, the author tries on one hand to see how this meeting is negotiated, and on the other hand to show what could make it easier. A partir de diferentes pesquisas em torno da relação com o saber dos alunos e das interações professor/aluno, a autora focaliza aqui a noção do encontro pedagógico, isto é, de encontro em torno de um saber a ser adquirido num dado momento, de vários indivíduos portadores, cada um, de uma história e de uma vivência que os conduz a interpretar, em termos de expectativas e esperanças, as informações recebidas do outro. Numa dupla perspectiva de pesquisa e de formação, ela se esforça, por um lado, em identificar alguns indicadores do modo como se negocia esse encontro e, por outro, em compreender o que poderia facilitá-lo.

O presente estudo tem por objetivo discutir as possibilidades das relações contratuais entre professores e alunos da periferia urbana, a partir do diálogo entre as experiências da autora e de uma investigação de caráter etnográfico realizada em uma escola municipal de Porto Alegre, a escola Restinga. A temática deste trabalho se direciona para o contrato pedagógico, entendido como pacto entre professores e alunos visando à "mobilização para o saber", conceito do pesquisador Bernard Charlot (2000). Através de diferentes dimensões do convívio institucional em sala de aula e na escola, funda-se o estabelecimento de regras, expectativas, permissões e sanções que envolvem não só as normas disciplinares, como também, as práticas pedagógicas. A relação com o saber dos alunos foi considerada abordando alguns aspectos de sua experiência extra-escolar, como a vida no bairro e sua opinião sobre a escola. Na análise das interações em sala de aula e de documentos da escola, foi identificado que as práticas que envolvem a negociação sem a deserção da autoridade do professor, que mantém a racionalidade na construção das regras, a reciprocidade nas sanções e a significação sobre os saberes, mostram-se mais facilitadoras do contrato pedagógico. The present study aims to discurs the possibilities on the contractual relations among teachers and students from the suburbs, coming from the dialog between the experiences of the author and an investigation of the ethnographic characteristic made in a municipal school in Porto Alegre, the Restinga school. The theme of this work is directed to the pedagogical contract understood as a pact among teachers and students, viewing the "mobilization to knowledge", concept of the researcher Bernard Charlot. Through the different dimensions of the institucional experience in class and at school, the establishment of the rules is founded expectations, permissions and sanctions that envolve not only the disciplinary norms, but also the pedagogical practices. The relation with the knowledge of the students was considered approaching some aspects of their experience extra scholar, such as the life in the neighborhood and their opinion about school. In the analisis of the interaction in class and school documents, it was identified that the practices that envolve the negotiation without the desertion of the authority of the teacher, that mantains the racionality in the construction of the rules, the reciprocity in the sanctions and signification about the knowledges, seem to be more facilitators of the pedagogical contract.

This article is based upon different research by the author concerning relation with knowledge and interactions between teachers and pupils. It is centred on the notion of pedagogical meeting, that is to say the meeting, with a knowledge to get and in a precise moment, of several people carrying their own experience, which bring them to interpret informations taken from each other in terms of waiting and hope. In a double view of formation and of research, the author tries on one hand to see how this meeting is negociated, and on the other hand to show what could make it easier., à partir de ses différentes recherches autour du rapport au savoir des élèves et des interactions enseignant-e-s/ élèves, l’auteure se centre ici sur la notion de rencontre pédagogique, c’est-à-dire de rencontre, autour d’un savoir à acquérir et à un instant donné, de plusieurs individus porteurs chacun, d’une histoire et d’un vécu qui les amènent à interpréter en termes d’attentes et d’espérances les informations prises chez l’autre. Dans une double perspective de recherche et de formation, elle s’efforce d’une part de repérer quelques indicateurs de la façon dont se négocie cette rencontre, d’autre part de comprendre ce qui pourrait la faciliter., Hatchuel Françoise. Pour une anthropologie clinique de la rencontre pédagogique. In: Spirale. Revue de recherches en éducation, n°31, 2003. Anthropologie de l’éducation et de la formation, sous la direction de Francis Danvers et Régis Malet. pp. 91-103.

Fil: Delgado, Patricia Malena. Universidad Nacional del Nordeste. Facultad de Humanidades; Argentina. En el artículo se presentan resultados de una investigación cuyo objeto de estudio son las percepciones y valoraciones de estudiantes de Ciencias de la Educación de la Universidad Nacional del Nordeste (UNNE) acerca de las prácticas de enseñanza de sus profesores. Se trabajó desde un abordaje cualitativo, con una muestra intencional de doce estudiantes avanzados de la licenciatura y el profesorado utilizando técnicas como las entrevistas en profundidad y los grupos focales. Los datos obtenidos permitieron realizar una caracterización de las prácticas de enseñanza de los profesores desde la perspectiva de los alumnos, e interpretar en sus discursos los significados atribuidos al conocimiento, la enseñanza y el aprendizaje. Como argumento central, se sostiene que las percepciones y valoraciones de los estudiantes se modifican a lo largo de la carrera, en un proceso de formación que va configurando el modo en que significan la experiencia de ser alumno universitario, y junto con ella, los significados atribuidos al conocimiento, la enseñanza y el aprendizaje. Las prácticas de enseñanza y otras prácticas institucionales, instituyen sentidos para estos objetos de significación, pero cada sujeto hace una apropiación de esos significados, mediada por el tipo de relación con el saber que construye. In the article the results of a research are submitted, which purpose of study are the perceptions and valuations of students of the School of Education Sciences of the UNNE over the practices of teaching of its professors. The work was based on a qualitative approach, with an intentional sample of twelve advanced students of the Degree Course and the teaching course using techniques as in-depth interviews and focus groups. The data gathered allowed to perform a featuring of the teaching practices of the professors from the student’s perspective, and construe in its speeches, the meanings allocated to the knowledge, the teaching and the learning. As core argument, it is stated that the perceptions and valuations of the students are modified throughout the career, in a process of formation, that configures the way in which the experience of being a University student and together with it, the meanings allocated to knowledge, teaching and learning. The teaching practices and other institutional practices constitute senses for these objects of meaning, but each person elaborates his own appropriation of those meanings, mediated by the type of relation with the knowledge that it builds.