Journal articles on the topic 'Associations – Sociologie – France'

Purpose – There exists a significant literature detailing the role of voluntary associations as important actors in mitigating forms of marginalisation under austerity. However, neglected in this literature is the role that such voluntary associations can play in forming and deploying “symbolic power” to fight post-colonial, cultural forms of marginalisation. This is important, especially given conditions where material forms of fighting marginalisation are limited by austerity. The paper aims to discuss these issues. Design/methodology/approach – This paper employs a case study analysis, drawing on data collected during fieldwork and through archival research in France. This methodology allows for the investigation of the multitude of ways by which this association utilises post-colonial symbols to fight marginalisation. Findings – This paper finds that under conditions of austerity, the case study of this association demonstrates three important themes of analysis. First, the association, while not receiving funds outright from municipal authorities, actually is granted privileged access to municipal resources and is given significant personal support from local politicians. This support facilitates the second and third inter-related themes of analysis – namely the abilities to fight marginalisation using history and public culture. Originality/value – This paper seeks to clarify this role of voluntary associations in the important field of “symbolic power” (Bourdieu, 1990) through the use of cultural and historical symbols from a colonial/post-colonial repertoire in France.

RésuméEn France, comme dans la plupart des pays occidentaux, la figure de l’immigré est fortement associée à celle du délinquant, dans les représentations collectives et dans les discours médiatico-politiques sur l’« insécurité ». Cette association se scinde en deux problématiques : la délinquance des étrangers et celle des « jeunes issus de l’immigration ». Cet article se propose de faire une synthèse critique des connaissances sur ces deux questions, à partir des données administratives et des travaux sociologiques de nature quantitative et qualitative. L’examen rigoureux des statistiques policières ne permet pas de mesurer la délinquance des étrangers. Il invite toutefois à distinguer une délinquance professionnelle des étrangers non résidents d’une délinquance d’étrangers résidents qui s’apparente aux vols et aux violences physiques classiquement observés dans les couches les plus pauvres de la population. Les travaux sociologiques permettent ensuite de mettre en évidence le fait qu’une sur-représentation des jeunes issus de l’immigration africaine dans la population délinquante juvénile peut être observéelocalementmais non de façon uniforme sur le territoire national. Ce constat amène alors à rechercher les effets de contextes locaux qui favorisent le développement de cette spécificité, dans une perspective tant sociologique que psychosociologique.

Depuis maintenant plusieurs décennies, les transformations de l’État providence associées à une précarisation croissante de la société ont profondément redessiné les contours du travail social. Ces évolutions exposent les professionnels concernés à des difficultés nouvelles qui mettent en tension la dimension éthique de leurs interventions. L’accompagnement des familles migrantes en situation irrégulière est particulièrement concerné par ces enjeux. À partir d’une enquête sociologique réalisée dans une association assurant l’hébergement de ces familles, cet article expose les limites d’une forme d’action sociale qui consiste à venir en aide à une population à laquelle on refuse le droit de séjourner en France. Ce mandat, pour le moins paradoxal, soumet les intervenants à des contradictions fortes qui les amènent à repenser les modalités de leur engagement auprès du public. Au croisement d’enjeux politiques, éthiques et institutionnels se dessine alors une nouvelle économie morale de l’intervention sociale, à l’aune de laquelle se construit le sens de l’action et se recompose la pratique professionnelle.

Following the attempted terrorist attack at the friendly match between France and Germany at the Stade de France on November 13, 2015, this article draws on the response of 1,500 association football fans to the threat of terrorism in the world’s most popular sport. Its primary focus was to ask fans to reflect on their own experiences of security and surveillance and what extent the attempted attack on the Stade de France will have on the management of football crowds. Drawing on the themes of surveillance devised by Michel Foucault, the results outline how some fans accept additional measures of security and surveillance as a means of protecting their safety but others resist this as overly excessive and intrusive and argue it negatively affects their match-day experience. The article concludes by reflecting on the management of football crowds given the response by fans and the changes already taking place since November 2015.

Abstract Concrete utopias have received little international comparison. In order to contribute to a comparative sociology of such social experiments, this article is interested in the case of France and the United States in the 19th century. To mirror concerns that were important at that time in both of these countries (the “social question” and the “question of women”), attention is focused on local experiments where work and gender were the subject of some notable innovations. After highlighting the form, importance and dynamics of abstract and concrete utopias in France and the United States, two communities inspired by C. Fourier are compared: the Familistère de Guise (France), and the Oneida Association (United States). If both learn about the Fourierist utopia, they put it into practice differently, in particular because of issues specific to each of the two countries.

This article explores a controversy that struck the French family association in the Moroccan town of Oujda in 1948. In 1941, the French administration introduced a wide array of family benefits designed to support French families and encourage French population growth in the protectorate. Initial attempts at maintaining the racially-exclusive character of this policy did not last long. Due to legal reforms introduced in France, Algerians who migrated to Morocco could claim these family benefits and hold leadership positions in family associations due to their status as French citizens. This situation became particularly contentious in the border town of Oujda where, it was alleged, a local communist managed to take over the local family association by recruiting Algerians from across the border with promises of family benefits and securing their support in return. When French officials disbanded the organization, the disgraced president contested this decision, turned the scandal into a fight for Algerian rights and denunciation of French imperialism, and then disappeared under mysterious circumstances. The scandal involving the AFF in Oujda is revealing of ongoing concerns about shifting demographics, clandestine movement across the Algerian border, demands for rights, and concerns about communism in the years prior to decolonization.

AbstractIn the second half of the twentieth century, the transnational ‘Third World’ concept defined how people all over the globe perceived the world. This article explains the concept’s extraordinary traction by looking at the interplay of local uses and global contexts through which it emerged. Focusing on the particularly relevant setting of France, it examines the term’s invention in the context of the Cold War, development thinking, and decolonization. It then analyses the reviewPartisans(founded in 1961), which galvanized a new radical left in France and provided a platform for a communication about, but also with, the Third World. Finally, it shows how the association Cedetim (founded in 1967) addressed migrant workers in France as ‘the Third World at home’. In tracing the Third World’s local–global dynamics, this article suggests a praxis-oriented approach that goes beyond famous thinkers and texts and incorporates ‘lesser’ intellectuals and non-textual aspects into a global conceptual history in action.

This paper addresses the issue of contact centres, which have evolved to address the needs of children and parents affected by separation and divorce. The author notes the emergence of contact services in Australia and the establishment of the Australian and New Zealand Association of Children’s Contact Services (ANZACCS). The bulk of the paper outlines the development of children contact centres in France, summarises findings from the evaluation of 10 centres, and describes examples of three different French contact centre models. Brief summaries are also included of the situation in the UK and the USA. Some suggestions for Australian services are made, including the need for multi-disciplinary working parties in each State and Territory to advise programs.

The article devoted to the problem of Muslim immigration in France in the 20th century. The focus is on the causes of Muslim immigration, its cycles, specificity and consequences for modern French society. Based on a comparison of various statistical data, it stated that Muslim immigration is an integral part of three large waves of immigration flows that took place from the end of the 19th to the end of the 20th centuries. The article notes the correlation of the number of Muslim immigrants in France with the global numbers of immigrant arrivals to the country. However, if in the first two waves their number depended on the economic needs of the French economy (Muslims came to earn money), then during the third wave other factors came into play — the creation of stable communities, family reunification, going on stage second and third generations of immigrants, social problems of their arrangement and adaptation to French legal norms and customs. The article notes the specificity of the geographical concentration of the Muslim population, which takes place either near large industrial centers and cities (which makes it easier to find work and social protection), or in places of proximity to their native countries (southern France). Special attention paid to the problem of the evolution of state policy in the admission and integration of immigrants, when various methods tired from assimilation, the adoption of quotas to the policy of flexible regulation of immigration and expulsion of illegal immigrants from the country. The article analyzes the position of the Muslim community in France, the role of Muslim associations in its life, the impact on the socio-cultural life of the French. It can stated that Islam has become the second religion in France, which determines its position — a stable presence in socio-economic life (employment, the spread of the social protection system to immigrants), political (the right to vote, the possibility of creating associations, manifestations), religious (the possibility of worship), cultural (the formation of a specific immigrant subculture).

This article questions the relevance of the use of participatory democracy, in order to build a new theoretical frame for the understanding of the government of French cities. The nature of local actors, the way they are organized and deal with common issues, will be assumed to challenge the spreading of participatory democracy. The analysis will consider the problem of the adoption of the word “governance” from corporate and development patterns to urban ones, the structural shackles due to French municipal organization, and some special weaknesses in the way associations try to get involved in urban government.

The COVID-19 disease was first identified in Wuhan, China, in December 2019, having since spread rapidly across the world. The infection and mortality rates of the disease have forced governments to implement a wave of public health measures. Depending on the context, these range from the implementation of simple hygienic rules to measures such as social distancing or lockdowns that cause major disruptions in citizens’ daily lives. The success of these crucial public health measures rests on the public's willingness to comply. However, individual differences in following the official public health recommendations for stopping the spread of COVID-19 have not yet to our knowledge been assessed. This study aims to fill this gap by assessing the sociodemographic and psychological correlates of implementing public health recommendations that aim to halt the COVID-19 pandemic. We investigate these associations in the context of France, one of the countries that has been most severely affected by the pandemic, and which ended up under a nationwide lockdown on March 17. In the next sections we describe our theoretical expectations over the associations between sociodemographics, personality, ideology, and emotions with abiding by the COVID-19 public health measures. We then test these hypotheses using data from the French Election Study.

This article traces the history of the Bulletin of Sociological Methodology ( BMS) from 1983 – the date of the publication of the first issue – to today. It emphasises the long-term collaboration between the four members of the original editorial team: Karl M. van Meter, Philippe Cibois, Marie-Ange Schiltz and Lise Mounier. It evokes the institutional difficulties encountered and the solutions found, in France and abroad; the partnership established with the methodology section of the International Sociology Association; and the incorporation of the journal into the SAGE journals catalogue.

AbstractThis paper aims to clarify the scope and limitations of the ideals of Pan-Maghrib nationalism as developed by the Association of North African Muslim Students in France (AEMNAF) in the 1930s. The AEMNAF members’ inclination toward sciences and technology and their emphasis on conserving their mother culture made them consider Arabism and Islam their most important identity markers. Moreover, the AEMNAF created a sense of solidarity among Maghribi students in France and extended its social influence by cooperating with French and Mashriqi opinion leaders in Europe. However, the AEMNAF's narrow definition of Muslim-ness and its elitist nature led to the exclusion of Maghribis with French citizenship from the organization. The dualistic view of technology and culture in Maghribi nationalist thought also contributed to prioritizing Francophones over Arabophones, Muslims over non-Muslims, men over women, and students in the sciences over those in humanities.

This article will investigate the ‘political crisis’ in France (Amable, 2017) to highlight two aspects often set aside in public and academic discussions: 1) the technocratic, neoliberal character of the European Union (EU) that limits democratic debate about political economic issues and 2) the socio-economic context the parties operate in. Using this perspective, I add to the debate on the inherent theoretical/conceptual tension between representative democracy and populism (Taggart, 2002) by showing how the ‘new economic governance’ increases the democratic problems of the EU by limiting the discursive space. Representative liberal democracy has particularly marginalised anti-capitalism at EU and national level. My analysis shows that the EU's discursive strategies are aligned to those of governing parties and the employers’ association. Left-wing actors and the Front National (FN) oppose the EU's discourse not necessarily for reasons of sovereignty but for political reasons concerning the politico-economic trajectory of France.

Résumé.L'étude des discours des «pères fondateurs» du Canada moderne révèle qu'ils étaient ouvertement antidémocrates. Comment expliquer qu'un régime fondé dans un esprit antidémocratique en soit venu à être identifié positivement à la démocratie? S'inspirant d'études similaires sur les États-Unis et la France, l'analyse de l'histoire du mot «démocratie» révèle que le Canada a été associé à la «démocratie» en raison de stratégies discursives des membres de l'élite politique qui cherchaient à accroître leur capacité de mobiliser les masses à l'occasion des guerres mondiales, et non pas à la suite de modifications constitutionnelles ou institutionnelles qui auraient justifié un changement d'appellation du régime.Abstract.An examination of the speeches of modern Canada's “founding fathers” lays bare their openly anti-democratic outlook. How did a regime founded on anti-democratic ideas come to be positively identified with democracy? Drawing on the examples of similar studies carried out in the United States and France, this analysis of the history of the term “democracy” in Canada shows that the country's association with “democracy” was not due to constitutional or institutional changes that might have justified re-labelling the regime. Instead, it was the result of the political elite's discursive strategies, whose purpose was to strengthen the elite's ability to mobilize the masses during the world wars.

This article discusses Roger Brubaker's contribution to a new sociology of the state, which considers the state not as a strategic actor or a territorial organization but as a culturally bounded membership association. After pointing out the novelty of Brubaker's approach in light of previous theories of the state, I address some of its shortcomings—a formalistic concept of citizenship, an exclusive focus on elites, a mechanistic fashioning of the relationship between ideas and interests, and no mention of the pending Europeanization of citizenship.

‘My first guideline is this: willing and active cooperation between independent sovereign states is the best way to build a successful European Community. To try to suppress nationhood and concentrate power at the centre of a European conglomerate would be highly damaging. … Europe will be stronger precisely because it has France as France, Spain as Spain, Britain as Britain, each with its own customs, traditions and identity.’ Margaret Thatcher, British Prime Minister, speech to College of Europe in Bruges, 20 September 1988. ‘The nation state was the twin of the industrial society, and like industrial society it is becoming outworn. … The evolution of Europe in the next decades will be shaped by the phasing in of the information society to replace the industrial culture and industrial technology which have served us so well for almost two hundred years. Poul Schluter, Danish Prime Minister, speech to the America–European Community Association, London, 20 September 1988. ‘Nations are not everlasting. They have a beginning, they will have an end. Probably a European confederation will replace them.’ Ernest Renan, Qu'est-ce qu'une nation? Lecture to Sorbonne, Paris, 11 March 1882. ‘Both the nation state and integration appear as fortunate accidents of the time, fundamentally contradictory tendencies, which nevertheless in promoting economic growth fortuitously complemented each other.’ Alan Milward, The European Rescue of the Nation State (London, Routledge, 1992), p. 24.

Policymakers are understandably concerned about the integration of migrants into labor markets. This article draws on retrospective data from the MAFE-Senegal (Migration between Africa and Europe) survey to show that the effect of legal status on Senegalese migrants’ labor market participation in France, Italy, and Spain differs for men and women because of gendered immigration policies. We find that there is little association between Senegalese men’s legal status and their labor force participation. For Senegalese women, however, those who legally migrate to these countries for family reunification are more likely to be economically inactive upon arrival than women with other legal statuses. Family reunification does not preclude labor market participation entirely, however, as some of these women eventually transition into economic activity.

Among other things, the revolutionary period in France is notorious for two practices: the development of a civil religion and a project of linguistic standardization. The substitution of republican for religious symbols, the creation of public space for republican worship, the hostility towards intermediary bodies, all of this sought to ground a more direct relationship between the citizen and the republic. At the same time, the new order sought to consolidate its control of the church. An oath of loyalty to the republic was required from priests, as part of a plan to make priests functionaries of the state. The protest evoked, and its association with counterrevolution, however, produced equivocation on the part of regimes until the Concordat, which acknowledged the place of Catholicism in French society, without providing official recognition as the state religion, and which sought to monitor the activity of the clergy.

At a roundtable at the American Political Science Association annual meeting in September 2009, congressional scholars took on a challenge uncommon to the discipline: scenario planning. As chair of the roundtable “Congress and the 21st Century: Future Challenges and Development,” I asked each participant to identify factors to take into account if one were to project what Congress would look like as an institution in 2030. I am pleased to introduce the following articles that resulted from this effort. The authors are Frances E. Lee, University of Maryland; Matthew N. Green, Catholic University of America, with coauthor Daniel Burns; Kathryn Pearson, University of Minnesota; and Colleen J. Shogan, Congressional Research Service.

This essay employs a state-structuralist approach to explain the emergence of social concertation as a policy mechanism to facilitate democratization and economic liberalization in post-Franco Spain. Concertation emphasizes the institutionalization of consultation and cooperation on macroeconomic policy involving peak representation from the state, employers' associations, and the organized labor movement. The author demonstrates how state structures and institutional legacies played the critical role in fashioning a favorable strategic environment for the adoption of concertation during the restoration and consolidation of democracy in Spain. In doing so, this research departs from conventional approaches to the study of the making of concertation that emphasize either the strength of the bargaining agents from capital and labor or the social democratic composition of the government. Moreover, it reveals a significant role for state institutions in charting a successful path to democracy and the market economy.

This article interrogates the role of tragedy within the work of International Relations theorists including Michael Dillon, Mervyn Frost, Richard Ned Lebow and Hans Morgenthau. It argues that a tragic sensibility is a constituent part of much thinking about politics and the international, and asks what the reasons for this preoccupation might be. Noting that a number of diverse theoretical appeals to tragedy in International Relations invoke analytically similar understandings of tragic-political subjectivity, the article problematises these by building on Michel Foucault’s intermittent concern with the genre in his Collège de France lecture series. It proposes that a genealogical consideration of tragedy enables an alertness to its political associations and implications that asks questions of the way in which it is commonly conceived within the discipline. The article concludes by suggesting that International Relations theorists seeking to invoke tragedy must think carefully about the ontological, epistemological, ethical and political claims associated with such a move.

The early 1960s in Spain saw the beginnings of a cycle of protest against the dictatorship of Francisco Franco that would end by rendering its continuity unviable after the dictator’s death in 1975. The process of building democracy was undertaken bidirectionally, both from ‘above’ and from ‘below’, and it involved multiple actors. This article pays special attention to those ‘democratizing agents’ in civil society who acted in the cultural and educational spheres, as teachers, students, protest singers or members of the cultural centres and neighbourhood associations that emerged at that time, especially in rural Andalusia. It argues that through day-to-day micro-conflicts and micro-mobilizations, those actors acquired and transmitted civic–democratic guidelines and values.

The 1940 Franco-Thai border conflict coincided with the beginning of a four-year campaign to weaken the Catholic Church's position in Thailand. The government closed down schools, confiscated property and imprisoned clergy. Angry mobs looted and burned churches, while the local populace boycotted businesses owned by Catholic Thais. The state-led persecution was part of a broad effort to deal with the legacy of western imperialism in Thailand. Catholicism's strong association with French colonialism, combined with France's decline, made the Church the ideal target for anti-imperialist forces. This overlooked incident provides strong evidence that Phibun Songkhram's strategy was not simply to survive the war, as historians have often claimed. The anti-Catholic campaign, which complicated the country's post-war status, was part of an attempt to re-position the country vis-à-vis the West and provide complete independence for Thailand.

AbstractAccording to the jurisprudence of the judicial bodies of the Council of Europe, association and financial laws has considerable influence on the fiscal status of religious activities. To a certain extent, it conditions the choice of statutes and juridical structures by religious institutions. At the national level, the tax system in consequence submits the activities in question to particular regulations which have led many religious institutions to opt for elaborate fiscal and legal arrangements, compartmentalized into distinct sectors or into separate structures. Such is the case with the activities of the religious economy sector: publishing, agricultural and vinicultural production, tourism services which require recourse to complex legal and fiscal organizational schemas. A series of examples related to the taxation of religious bodies can demonstrate the extent of some contradictions: – differences of treatment by the national Administrations in refusing tax exemptions or denying religious status to certain movements; – recourse to fiscal controls or audits as a “tactical weapon”. In many countries the debate continues today due to changes in the financial regulations affecting religious activities and discriminatory applications of the principle of equality of religions before the law. This debate is based on the never-ending questions about criteria relying on the historical presence, representative nature and social utility of religions, issues that have been the object of legal distinctions.

With the aim of understanding the insertion of higher education into a new context of organization of society and State, which is managed according to the New Public Management, this work presents a comparative historical study of the organization of French and Brazilian higher education. It is concluded that the French adherence to the New Public Management is based on the knowledge economy, while the Brazilian one is based on State size reduction along the lines of the Washington Consensus; in addition, higher education institutions in both countries are organized to participate in competitions: in France, the international competition promoted by rankings, and in Brazil, the market competition.ResumoCom o objetivo de compreender a inserção do ensino superior dentro de um novo contexto de organização da sociedade e do Estado, gerido pela Nova Gestão Pública, o trabalho apresenta um estudo histórico comparativo da organização do ensino superior brasileiro e o francês. Conclui-se que a adesão francesa à Nova Gestão Pública tem como norte a economia do conhecimento, e a brasileira, a redução do Estado nos moldes do Consenso de Washington; e que as instituições de ensino superior nos dois países são organizadas para participarem de concorrências: na França, a internacional promovida pelos ranqueamentos, no Brasil, a mercantil.Palavras-chave: Ensino superior brasileiro, Ensino superior francês, Nova gestão pública, Universidade.Keywords: Brazilian higher education, French higher education, New public management, University.ReferencesAEBISCHER, S. Réinventer l'école, réinventer l'administration. Une loi pédagogique et managériale au prisme de ses producteurs. Politix, n. 98, n.2 p. 57-83 2012/2.AERES. Repères historiques. Agence d’évaluation de la recherche et de l’enseignement supérieur. Disponível em: <www.aeres-evaluation.fr/Agence/Presentation/Reperes-historiques>. Acesso em: 17 nov. 2016.AMARAL, N. C. O vínculo avaliação-regulação-financiamento nas IES brasileiras: desafios para a gestão institucional. Revista Brasileira de Política e Administração da Educação, v.27, n.1 p. 95-108, jan./abr. 2011.ATTALI, J. Rapport Pour un modèle européen d’enseignement supérieur. Paris: Ministère de l'éducation nationale, de la recherche et de la technologie, 1998.AUST, Jérôme ; CRESPY, Cécile, Napoléon renversé ? Institutionnalisation des Pôles de recherche et d'enseignement supérieur et réforme du système académique français. Revue française de science politique : Paris 2009/5 (Vol. 59), p. 915-938.BARREYRO, G. B.; ROTHEN, J. C. Para uma história da avaliação da educação superior brasileira: análise dos documentos do PARU, CNRES, GERES e PAIUB. Avaliação. Campinas - Sorocaba/SP, v.13, n.1, p. 131-152, mar 2008.BARREYRO, G. B.; ROTHEN, J. C. O Nupes e a avaliação da educação superior: concepções, propostas e posicionamentos públicos. In: CATANI, A. M.; SILVA JR., J. R.; MENEGHEL, S. A cultura da universidade pública brasileira. São Paulo: Xamã, 2011.BARROSO, H. M.; FERNANDES, I. R. Mantenedoras educacionais privadas: Histórico, organização e situação jurídica. Rio de Janeiro: Observatório Univesitário, 2007.BEZES, P. Réinventer l’État: Les réformes de l’administration française (1962-2008). Paris: Presses Universitaires de France, 2009.BOLTANSKI, L.; CHIAPELLO, È. Le nouvel esprit du capitalisme. Paris: Gallimar, 2011.BRESSER-PEREIRA, L. C. A crise da América Latina: consenso de Washington ou crise fiscal? Pesquisa e Planejamento Econômico. Brasília, v. 21. n.1, p. 3-23, abr 1991.BRESSER-PEREIRA, L. C. Plano Diretor da Reforma do Aparelho do Estado. Brasília. 1995.BRUNETIÈRE, J.-R. Les indicateurs de la loi organique relative aux lois de finances (LOLF): une occasion de débat démocratique? Revue française d'administration publique, v. 117 n. 1, p. 95-111, 2006/1.CALLON, M. Éléments pour une sociologie de la traduction la domestication des coquilles Saint-Jacques et des marins-pêcheurs dans la baie de Saint-Brieuc. L’année sociologique, v. n. 36, p. 170-208, 1986.CASTRO, A. M. D. A.; PEREIRA, R. L. D. A. Contratualização no ensino superior: um estudo à luz da Nova Gestão Pública. Acta Scientiarum. Maringá, v. 36, n. 2, p. 287-296. jul.- dez. 2014.CATANI, A. M.; HEY, A. P.; GILIOLI, R. D. S. P. PROUNI: democratização do acesso às Instituições de Ensino Superior? Educar. Curitiba, n. 28, p. 125-140, 2006.CDEFI, Conférence de Directeurs des Écoles Françaises. Les écoles Françaises d’ingénieurs: trois siècles d’histoire, sd. Disponível em: <www.cdefi.fr/files/files/Historique%20des%20%C3%A9coles%20fran%C3%A7aises%20d%27ing%C3%A9nieurs.pdf.>. Acesso em: 11 octobre 2016.CHARLE, C. Les Universités entre démocratie et élites de la IIIe à la V République. In: LEMIÈRE, J. L’université: situation actuelle. Paris: L’Harmattan, 2015.CHARLE, C.; VERGER, J. Histoire des universités: XIIe – XXIe siècle. Paris: PFU, 2012.CIP, Comité d’initiative et de propositions. Rapport des Etats Généraux de la recherche. Paris, 2004.CNPQ. A criação. Disponível em www.cnpq.br/web/guest/a-criacao/ acesso 10/10/2017CONVERT, B. ; GUGENHEIM, F. ; JACUBOWSKI, S.. La « professionnalisation » de l’université, trente ans avant la loi LRU : l’exemple de l’université de Lile. in Thierry Chevaillier et Christine Musselin (dir.), Réformes d’hier et réformes d’aujourd’hui : l’enseignement supérieur recomposé. Rennes : Presses Universitaires de Rennes, 2014. P. 61 – 80.CONSEIL EUROPEEN. Conseil Européen Lisbonne 23 et 24 mars 2000: conclusions de la présidence. Lisbone, p. 41. 2000.CROCHE, S. Qui pilote le processus de Bologne? Education et sociétés, v.18, n. 2, p. 203-217, 2006.CROCHE, S. Évolution d'un projet d'Europe sans Bruxelles: Le cas du processus de Bologne. Education et sociétés, v. 24, n. 2, p. 11-27, 2009.CUNHA, L. A. A universidade brasileira nos anos oitenta: sintomas de regressão institucional. Em aberto. Brasília, ano 8, n 43, p. 3-9, jul./set. 1989.CUNHA., L. A. A universidade temporã: o ensino superior da Colônia à Era de Vargas. Rio de Janeiro: Civilização Brasileira, 1980.DÉCLARATION DE BOLOGNE. L’espace européen de l’enseignement supérieur. Bologne. 1999.DEROUET, J. L. Entre la récupération des savoirs critiques et la construction des standards du management libéral : bougés, glissements et déplacements dans la circulation des savoirs entre recherche, administration et politique en France de 1975 à 2005. Revue Française de Pédagogie, Paris, v. n. 154, p. 5-18, jan/fev 2006.DURHAM, E. Educação superior pública e privada. São Paulo: NUPES, 2003.ENQA. European Association for Quality Assurance in Higher Education. Standards and Guidelines for Quality Assurance in the European Higher Education Area. 3ed. Helsinki. 2009.EUR-LEX. Glossaire des synthèses: Méthode ouverte de coordination. Disponível em: <http://eur-lex.europa.eu/summary/glossary/open_method_coordination.html?locale=fr>. Acesso em: 21 out. 2017.EYRAUD, C.; MIRI, M. E.; PEREZ, P. Les enjeux de quantification dans la LOLF. Le cas de l'enseignement supérieur. Revue Française de Socio-Économie, 2011. p. 147-168. vol. 7, no. 1, p. 147-168, 2011,FÁVERO, M. D. L. D. A. A universidade brasileira: em busca de sua identidade. Petrópolis: Vozes, 1977.FIFA. Status de la FIFA. Zurich: FIFA, 2016.FRANCE. Loi relative à la création de l'Université, 10 mai 1806. Disponível em: <www.inrp.fr/edition-electronique/lodel/dictionnaire-ferdinand-buisson/document.php?id=3762 >. Acesso em: 07 jun. 2016.FRANCE. Loi relative à la constitution des universités. 10 Juillet 1896. Disponível em: <fr.wikisource.org/wiki/Loi_du_10_juillet_1896_relative_%C3%A0_la_constitution_des_universit%C3%A9s >. Acesso em: 06 out. 2016.FRANCE. Loi n.84-52 sur l’enseignement supérieur. 26 Janvier 1984. Disponível em: <www.legifrance.gouv.fr/affichTexte.do?cidTexte=JORFTEXT000000692733>>. Acesso em: 13 ago. 2016.FRANÇE. Loi n°89-486 d'orientation sur l'éducation. 10 juillet 1989. Disponível em: <www.education.gouv.fr/cid101274/loi-d-orientation-sur-l-education-n-89-486-du-10-juillet-1989.html>. Acesso em: 17 nov 2016.FRANCE. Code de la recherche Modifications du code de la recherche prenant en compte le Projet de loi de programme pour la recherche. Texte définitif adopté le 4 avril 2006. 2006. Disponível em: <www.sg.cnrs.fr/daj/textes/reglementation/docs/code_recherche_consolide_0504.pdf >. Acesso em: 17 nov 2016.FURTADO, C. Formação econômica do Brasil. São Paulo: Nacional, 1972.GERMANO, J. W. Estado Militar e educação no Brasil: 1964-1965. 2ª. ed. São Paulo: Cortez, 1994.GOULARD, F. L’enseignement supérieur en France, état des lieux et propositions. La Documentation française. Paris: Ministère de l'enseignement supérieur et de la recherche, 2007.GUILLAUME, J. Université – Les universités de l’ancien régime. In: BUISSON, F. Nouveau dictionnaire de pédagogie et d’instruction primaire. 1911. Disponível em: <www.inrp.fr/edition-electronique/lodel/dictionnaire-ferdinand-buisson/document.php?id=3764>. Acesso em: 07 jun. 2016.JANET, M. Le Gouvernement des universités au Québec et en France : Conceptions de l’autonomie et mouvements vers un pilotage stratégique. In: CHEVAILLIER, T.; MUSSELIN, C. Réformes d’hier et réformes d’aujourd’hui, l’enseignement supérieur recomposé. Rennes: Presses Universitaires de Rennes, 2014. p. p. 21-49.LEHER, R. Projetos e modelos de autonomia e privatização das universidades públicas. Revista da ADUEL. Londrina, p. 7-20 set. 2003.LEITE, R. D. R. Análise do Conflito entre a Norma Constitucional (artigo 217) e Norma Internacional (artigo 61, Estatuto FIFA). 2008. Disponível em https://universidadedofutebol.com.br/analise-do-conflito-entre-a-norma-constitucional-artigo-217-e-norma-internacional-artigo-61-estatuto-fifa/ acesso em 20/10/2017MELLO, J. M. C. D. O capitalismo tardio: contribuição à revisão crítica da formação e desenvolvimento da economia brasileira. São Paulo: Brasiliense, 1998.MUSSELIN, C. La longe marche des universités françaises. Paris: Presses Universitaires de France, 2001.NORMAND, R. The Changing Epistemic Governance of European Education: The fabrication of the Homo Academicus Europeanus, Cham (ZG)/Switzerland: Springer, 2016. 247 p.OGIEN, Al. « La valeur sociale du chiffre. La quantification de l'action publique entre performance et démocratie », Revue Française de Socio-Économie. Paris, 2010/1 (n° 5), p. 19-40.PAIN, A. Por uma universidade no Rio de Janeiro. In: SCHWARTZMAN, S. Universidades e Instituições Científicas no Rio de Janeiro. Brasília: CNPq, 1982.PECRESSE, V. Opération Campus: rénovation de 10 projets de campus. Communiqué - 6.02.2008. Disponível em: <www.enseignementsup-recherche.gouv.fr/cid20924/operation-campus-renovation-de-10-projets-de-campus.html>. Acesso em: 21 out. 2017.PICARD, J. F.; PRADOURA. La longue marche vers le CNRS (1901 – 1945). Cahiers pour l’histoire du CNRS (1988 - 1), 2009. Disponível em: <www.histcnrs.fr/pdf/cahiers-cnrs/picard-pradoura-88.pdf>. Acesso em: 21 out. 2017.PROST, A. Éducation société et politiques: une histoire de l’enseignement en France, de 1945 à nous jours. Sueil: Paris, 1992.RAMUNI, G. Le CNRS : principal enjeu de la politique scientifique. La revue pour l’histoire du CNRS, Paris, n. 1, nov. 1999. 1-21.RAVINET, P. La coordination européenne « à la bolognaise »: réflexions sur l'instrumentation de l'espace européen d'enseignement supérieur. Revue française de science politique, V. 61 n. 1, p. 23-49, 2011.ROMANELLI, O. D. O. História da educação no Brasil: 1930-1973. 3a. ed. Petrópolis/RJ: Vozes, 1982.ROTHEN, J. C. O vestibular do Provão. Avaliação. Campinas, v. 8 n 1, p. 27-37, 2003.ROTHEN, J. C. Funcionário intelectual do Estado: um estudo de epistemologia política do Conselho Federal de Educação. 2004. 270f. Tese (Doutorado em Educação) - Unimep. Piracicaba.ROTHEN, J. C. A universidade brasileira na Reforma Francisco Campos de 1931. Revista Brasileira de História da Educação, v. 17, p. 141-160, mai/out 2008.ROTHEN, J. C. et al. A divulgação da avaliação da educação na imprensa escrita: 1995-2010. Avaliação. Campinas: Sorocaba, v. 20, n. 3, p. 634-664, nov. 2015.SALEM, T. Do Centro D. Vital à Universidade Católica. In: SCHWARTZMA, S. Universidades e Instituições Científicas no Rio de Janeiro. Brasília: CNPq, 1982.SAMPAIO, H. O setor privado de ensino superior no Brasil: continuidades e transformações. Revista Ensino Superior Unicamp. Campinas, n. 4, p. 28-43, out. 2011.SARKOZY, Nicolas. Lettre de mission de M. Nicolas Sarkozy, Président de la République, adressée à Mme Valérie Pécresse, ministre de l'enseignement supérieur et de la recherche, sur les priorités en matière d'enseignement supérieur et de recherche, le 5 juillet 2007. Disponible en discours.vie-publique.fr/notices/077002458.html.SAVIANI, D. Ensino público e algumas falas sobre universidade. São Paulo: Cortez, 1984.SGUISSARDI, V. A avaliação defensiva no “modelo CAPES de avaliação” – É possível conciliar avaliação educativa com processos de regulação e controle do Estado? Perspectiva. Florianópolis, v. 24, n. 1, p. 49-88, jan/un. 2006a.SGUISSARDI, V. Universidade no Brasil: dos modelos clássicos aos modelos de ocasião? In: MOROSINI, M. A universidade no Brasil: concepções e modelos. Brasília: INEP, 2006b.SGUISSARDI, V. Estudo diagnóstico da política de expansão da (e acesso à) educação superior no Brasil. 2002-2012. OEI. Brasília, p. 191. 2014.SILVA JR., J. D. R.; KATO, F. B. G.; FERREIRA, L. R. O papel da CAPES e do CNPq após a reforma do Estado Brasileiro: Indução de pesquisa e da produção de conhecimento. In: ALMEIDA, M. D. L. P. D.; CATANI, A. M. Educação superior iberoamericana: uma análise para além das perspectivas mercadológicas da produção de conhecimento. Buenos Aires: CLACSO, 2015.VASCONCELLOS, M. Enseignement supérieur en France. Paris: La découverte, 2006.VIE PUBLIQUE. Les autorités administratives indépendantes, 2012. Disponível em: <http://www.vie-publique.fr/decouverte-institutions/institutions/administration/organisation/etat/aai/qu-est-ce-qu-autorite-administrative-independante-aai.html>. Acesso em: 21 out. 2017.

Abstract In Marxist circles it is common to refer to Karl Marx’s The Civil War in France for a theoretical analysis of the historical significance of the Paris Commune, and to Prosper-Olivier Lissagaray’s History of the Commune of 1871 for a description of the facts surrounding the insurrection of the Paris workers and its repression by the National Assembly led by Adolphe Thiers. What is less well-known is that Marx himself oversaw the German translation of Lissagaray’s book and made numerous additions to it. In this article we describe Marx’s addenda to Lissagaray’s work, showing how they contribute to concretising his analysis of the Paris Commune and how they relate to the split in the International Working Men’s Association between Marxists and anarchists that took place after the Commune’s defeat. We also show how Marx’s additions to the German version of Lissagaray’s book were linked to his involvement with the recently created Socialist Workers’ Party of Germany and to his criticism of the programme it had adopted at the congress celebrated in the city of Gotha.

Language is an important but often neglected aspect of the political process, this chapter gives a brief overview of the main phases of the past thousand years of European history in terms of language choice and shift, showing how communities of communication developed in tandem with political power centres. This history reveals that all political associations develop the communication solutions which promote and serve their political ambition and that new ways of organising society are accompanied by new language practices. In this context it is unlikely that the European Union will prove an exception. Europeanisation is not happening within a vacuum. Political power is also leaking away from state governments to relocate at global and regional level. The growing use of English as a global lingua franca and the renaissance of languages eclipsed in the period of nation building are further factors that affect the community of communication which is developing in Europe. Since the European project is developing in tandem with these other societal changes, the communication solutions it provokes will not be simple cause and effect relationships. Nonetheless, we can be sure that, if European integration progresses, new language practices will evolve to facilitate the circulation of information and ideas, the construction of democratic governance and individual access to centres of power. If they do not, then European integration will find itself halted at the level of a common market and a technocratic bureaucracy.

Determining the speakers and arguments that dominate the news has long been a core task of media sociology. Yet systematic evidence linking the two—who says what or nothing at all—is lacking in news analysis, especially on the important issue of immigration. In this article, we analyze quoted sources and issue frames in U.S., French, and Norwegian news coverage of unauthorized immigration during 2011 and 2012. Supporting claims of transnational media homogenization, we find most quotes are “frameless,” that is, do not contain any substantial arguments addressing the problems, causes, or solutions associated with immigration. Of those quotes that do offer frames, problem frames are far more common than causes and solutions. Across nations and media types, government sources dominate the news, focusing on problems for society, while pro-immigration associations and unaffiliated individuals help account for overall greater attention to problems for immigrants. On the other hand, providing limited support for structural variation, less narrative-driven French media featured fewer frameless quotes and also tended to offer more cause and solution frames than U.S. or Norwegian media; dominant frames varied notably across nations; and elite right newspapers were more likely to quote anti-immigration speakers and emphasize problems for society than other types of outlets. We also find that the mediated immigration “debate” is often only a series of opposed monologues; even ideologically diverse groups such as unaffiliated citizens tend to be linked to a small range of frames, suggesting that “who says what” is not a reflection of society, but rather the outcome of journalistic practices and sources’ rhetorical tactics.

AbstractSince the turn of the millennium, French society has become the theatre of a noticeable Black agency. Few previous events have ignited the media's interest in a Black French agenda more than the Collectif Égalité-led “March for the dignity of Black peoples” and the formation of the Conseil Représentatif des Associations Noires (CRAN). Through these newly-founded organizations, French activists of African descent have been challenging the hegemonic ideology of color-blindness, and heralding the claims, problems, and expectations of postcolonial African-descended people.Informed by this ideology of so-called color-blindness, the academic literature in France has been slow to account for this new form of political expression. Moreover, as this article will argue, postcolonial African-descended people have not been recognized as political agents in the French literature. Few studies have attempted to correct this myopic view by analyzing the current political dynamic of postcolonial African-descended people. Due to the state-centered or institutionalist approach, these studies are more concerned with highlighting external and structural factors, such as racial discrimination, at the expense of endogenous determinants. They focus on what postcolonial African-descended people are denied in the French society instead of investigating the qualities these citizens actually possess that enable them to organize collectively. This article is intended to contribute to this new literature. It will pinpoint the different transformations that postcolonial African-descended people have undergone from the 1960s through the 1990s, examine the resources and skills under these actors' control, and gauge the contribution of these resources and skills to the emergence of a Black collective voice.

ResumoO contributo de diferentes ramos da ciência no desenvolvimento do conhecimento e no seu ensino em múltiplas áreas disciplinares é incontestável. No caso da Enfermagem de Saúde Infantil e Pediátrica, numa lógica de similitude, associamo-la à medicina, particularmente ao ramo da Pediatria. Cedo percebemos que essa associação é reducionista. A história mostra-nos que o seu desenvolvimento também se deve a ciências como biologia, antropologia, filosofia, psicologia, sociologia e ciências da educação entre outras. Este entendimento conduz-nos ao conhecimento do contexto histórico da definição de infância e adolescência, dois conceitos indissociáveis da necessidade de se ensinar enfermagem e medicina específicas para estes grupos etários. Até ao século XII era desconhecida a representação de crianças em obras de arte e segundo Aries (1981)1 tal deve-se à pouca importância dada a estes seres. Nos séculos seguintes operaram-se modificações. As mais consistentes datam dos séculos XVII e XVIII. É inegável o contributo de Rousseau (1762)2 com Émile não só pelo impacto cultural, mas pelas consequências daí resultantes quando explorados os aspetos filosóficos e pedagógicos da obra. Com a Revolução Industrial tiveram início medidas de proteção da criança contra trabalhos insalubres e para satisfazer as suas necessidades de saúde. Em França surgiram os primeiros conceitos e trabalhos sobre puericultura que se expandiram a outros países da Europa. Querendo aprofundar o conhecimento, através de análise bibliográfica, sobre a evolução do ensino de Enfermagem de Saúde Infantil e Pediátrica e das implicações de diferentes ramos da ciência na mesma, procurámos refletir sobre o contributo que, ao longo dos anos, as diferentes áreas científicas deram para esta área disciplinar. Palavras chave: Ensino; Enfermagem pediátrica. Abstract The contribution of different branches of science to the development of knowledge and its teaching in multiple subject areas is undeniable. In the case of Infant Health and Pediatric Nursing, in a logic of similarity, we associate it with medicine, particularly the branch of Pediatrics. We soon realize that this is a reductionist association. History shows us that its development is also due to sciences such as biology, anthropology, philosophy, psychology, sociology and the educational sciences, among others. This understanding leads us to the knowledge of the historical context of the definition of childhood and adolescence, two concepts inseparable from the need to teach nursing and medicine specific to these age groups. Until the 12th century the representation of children was unknown in works of art and according to Aries (1981)3 this is due to the little importance given to these beings. In the following centuries modifications took place. The most consistent date from the seventeenth and eighteenth centuries. Rousseau's (1762)4 contribution with Émile is undeniable, not only for its cultural impact, but also for the consequences resulting from the examination of the work’s philosophical and pedagogical aspects. With the Industrial Revolution, measures began to protect children against unhealthy work and to meet their health needs. In France came the first concepts and works on childcare that expanded to other countries in Europe. Wanting to increase knowledge, through literature review, about the evolution of the Infant Health and Pediatric Nursing teaching and the implications of different branches of science in it, we tried to reflect on the contribution that these have made to this subject area over the years. Keywords: Teaching; Pediatric nursing

This article is about a work developed between 2013 and 2015 within the Sociological Observatory of Student Life at the Federal University of Viçosa –UFV – (Brazil), a research group that produces and disseminates knowledge about students from working classes’ university life. This work aimed at creating possibilities for poor students do an intellectual affiliation to the public university. First, eighteen pedagogy female students developed a self-analysis of their own school trajectories and academic experiences, describing them reflexively based on Bourdieu ideas. Then, projects and researches were done about the themes that emerged from the self-analysis stage. The method used to generate the data was the biographical stories, and, most of those who were investigated were UFV’s students, consequently, it was possible to do a connection between the knowledge from the students as researchers and as research subjects. Among the results of this work was the fact that the self-analysis enabled the students to interpret principles, which engendered their practices and the incorporation and/or updating of favorable dispositions, which constituted the academic quality of their trajectories. It also showed that the trajectories may promote the intellectual affiliation to the public university and that it can face up the effects that social origin may have on the academic trajectories. The association of self-analysis, as an interpretive work of dispositions and practices, with the research development, and the connection of knowledge among students, with affinities of habitus, made possible the constitution sociability networks and permanence at UFV.ResumoO artigo trata de um trabalho realizado nos anos de 2013 a 2015, no âmbito do Observatório Sociológico da Vida Estudantil da Universidade Federal de Viçosa – UFV – (Brasil), instância formativa, de produção e de divulgação do conhecimento sobre a vida estudantil de universitários das camadas populares. O objetivo do trabalho foi criar possibilidades para a afiliação intelectual de estudantes pobres à universidade pública. Na primeira etapa, dezoito universitárias, do curso de Pedagogia, realizaram autoanálises das trajetórias escolares e vivências acadêmicas, tendo como referência o pensamento bourdieusiano, e fzeram a descrição reflexiva delas. Na segunda etapa, foram elaborados projetos e desenvolvidas pesquisas sobre temas que emergiram dessas autoanálises. O método de geração de dados foi o relato biográfico, e os investigados, em sua maior parte, eram estudantes da UFV, o que, juntamente com as autoanálises realizadas, viabilizou a conexão de saberes entre as estudantes na condição de pesquisadoras e os sujeitos investigados. Dentre os resultados desse trabalho há o fato de que as autoanálises permitiram às estudantes a interpretação dos princípios que engendram suas práticas e a incorporação e/ou atualização de disposições favoráveis à constituição de percursos acadêmicos de qualidade e se mostraram uma forma de promover a afiliação intelectual à universidade pública e de enfrentamento dos efeitos que a origem social possa ter nos percursos acadêmicos. A associação da autoanálise, como um trabalho interpretativo das disposições e práticas, com a realização de pesquisas, e a conexão de saberes entre estudantes com afinidades de habitus, engendrou a constituição de redes de sociabilidade e a permanência na UFV.Keywords: Access to higher education, Sociology of Education, Socio-educational inequalities.Palavras-chave: Acesso à educação superior, Sociologia da Educação, Desigualdades socioeducacionais.ReferencesARIOVALDO, Thainara Cristina de Castro. O Sistema de Seleção Unificada e a escolha pelas Licenciaturas na Universidade Federal de Viçosa. 2018, 117 p. Dissertação (Mestrado em Educação) – Universidade Federal de Minas Gerais, Belo Horizonte, 2018.BOURDIEU, Pierre. Reprodução cultural e reprodução social. In: BOURDIEU, Pierre. A economia das trocas simbólicas. 3. ed. São Paulo: Perspectiva, 1992. p. 295-336.BOURDIEU, Pierre. Esboço de uma teoria da prática. In: ORTIZ, Renato. Pierre Bourdieu. 2. ed. São Paulo: Ática, 1994. p. 46-81.BOURDIEU, Pierre. É possível um ato desinteressado? In: BOURDIEU, Pierre. Razões práticas: sobre a teoria da ação. Campinas: Papirus, 1996. p. 137-162.BOURDIEU, Pierre. Os excluídos do interior. In: BOURDIEU, Pierre. (Coord.) A miséria do mundo. Petrópolis/RJ : Vozes, 1997, p. 481-487.BOURDIEU, Pierre. Violência simbólica e lutas políticas. In: BOURDIEU, Pierre. Meditações pascalianas. Rio de Janeiro: Bertrand Brasil, 2001, p. 199-233.BOURDIEU, Pierre. Esboço de auto-análise. São Paulo: Cia. das Letras, 2005.CARVALHO, Josiane das Graças. A formação por alternância na Licenciatura em Educação do Campo da UFV: experiências e representações sociais dos educandos. 2017. 133 p. Dissertação (Mestrado em Educação) – Universidade Federal de Viçosa, Viçosa, 2017.COULON, Alain. Reprodução e filiação. In: COULON, Alain. Etnometodologia e educação. Petrópolis, Vozes, 1995, p. 147-166.COULON, Alain. A condição de estudante. A entrada na vida universitária. Salvador/BA: EDUFBA, 2008.LACERDA, Wânia Maria Guimarães. Famílias e filhos na construção de trajetórias escolares pouco prováveis: o caso dos iteanos. 2006. 416 p. Tese (Doutorado em Educação) – Universidade Federal Fluminense (UFF), Rio de Janeiro, 2006.LACERDA, Wânia Maria Guimarães. Famílias e filhos na construção de percursos escolares pouco prováveis. In: SANTOS, Georgina Gonçalves dos; SAMPAIO, Sônia Maria Rocha (Orgs.). Observatório da vida estudantil. Estudos sobre a vida e cultura universitárias. Salvador/BA: EDUFBA, 2012, p. 87-130.LACERDA, Wânia Maria Guimarães. Professores em formação e hierarquias simbólicas: o caso de estudantes de Pedagogia da UFV. In: BRAÚNA, Rita de Cássia de Alcântara; BARCELOS, Ana Maria Ferreira (Orgs.). Demandas contemporâneas na formação de Professores. Viçosa/MG: Editora UFV, 2013, p.12-43.LACERDA, Wânia Maria Guimarães. De escolas públicas estaduais ao Instituto Tecnológico de Aeronáutica (ITA). In: PIOTTO, Débora Cristina (Org.). Camadas Populares e universidades públicas. Trajetórias e experiência escolares. São Carlos: Pedro & João Editores, 2014, p. 45-88.LAHIRE, Bernard. O ponto de vista do conhecimento. In: LAHIRE, Bernard. Sucesso escolar nos meios populares: as razões do improvável. São Paulo: Ática, 1997. p. 17-46.LUCAS, S. R. Effectively Maintained Inequality: education transitions, track mobility, and social background effects. The American Journal of Sociology, v. 106, n. 6, p. 1642-1690, maio 2001.MONT’ALVÃO, A. A dimensão vertical e horizontal da estratificação educacional. Teoria e Cultura. Programa de Pós-Graduação em Ciências Sociais – UFJF, v. 11, n. 1 jan/jun. p. 13-20, 2016.PAIVANDI, Saeed. A qualidade da aprendizagem dos estudantes e a pedagogia na universidade. In: SANTOS, Georgina Gonçalves dos; SAMPAIO, Sônia Maria Rocha (Orgs.). Observatório da vida estudantil. Estudos sobre a vida e cultura universitárias. Salvador/BA: EDUFBA, 2012, p. 31-59.PAIVANDI, Saeed. A avaliação do ensino pelo estudante, a pedagogia universitária e o ofício de professor. In: SANTOS, Georgina Gonçalves dos; SAMPAIO, Sônia Maria Rocha (Orgs.). Observatório da vida estudantil. Universidade, responsabilidade social e juventude. Salvador/BA: EDUFBA, 2013, p. 319-352.PAIVANDI, Saeed. Que significa o desempenho acadêmico dos estudantes? In: SANTOS, Georgina Gonçalves dos; SAMPAIO, Sônia Maria Rocha; CARVALHO, Ava. (Orgs.). Observatório da vida estudantil. Avaliação e qualidade no ensino superior: formar como e para que mundo? Salvador/BA: EDUFBA, 2015, p. 23-60.PASSERON, Jean-Claude. A encenação e o corpus: biografias, fluxos, itinerários, trajetórias. In: ______. O raciocínio sociológico: o espaço não-popperiano do raciocínio natural. Petrópolis: Vozes, 1995. p. 204-227.PEREIRA, Aline Juliana de Souza. Três famílias de camadas populares e a escolarização dos filhos: entre estabelecimentos de ensino públicos e privados. 2016. 119 p. Dissertação (Mestrado em Educação) – Universidade Federal de Viçosa, Viçosa, 2016.PORTES, Écio Antônio. Trajetórias e estratégias escolares do universitário das camadas populares. 1993. Dissertação (Mestrado em Educação) – Faculdade de Educação, Universidade Federal de Minas Gerais, Belo Horizonte, 1993.PORTES, Écio Antônio. Trajetórias escolares e vida acadêmica do estudante pobre na UFMG – um estudo a partir de cinco casos. 2001. Tese (Doutorado em Educação) – Faculdade de Educação, Universidade Federal de Minas Gerais, Belo Horizonte, 2001.PORTES, Écio Antônio. A vida universitária de estudantes pobres na UFMG: possibilidades e limites. In: PIOTTO, Débora Cristina (Org.). Camadas Populares e universidades públicas. Trajetórias e experiência escolares. São Carlos: Pedro & João Editores, 2014, p. 167-238.RIBEIRO, Carlos Antônio Costa; SCHLEGEL, Rogério Estratificação horizontal da educação superior no Brasil (1960 a 2010). In: ARRETCHE, Marta (Org.). Trajetórias das desigualdades: como o Brasil mudou nos últimos cinquenta anos. São Paulo: Editora UNESP, 2015, p. 133-162.SANTOS, Georgina Gonçalves dos; SAMPAIO, Sônia Maria Rocha (Orgs.). Observatório da vida estudantil. Estudos sobre a vida e cultura universitárias. Salvador/BA: EDUFBA, 2012.SANTOS, Georgina Gonçalves dos; SAMPAIO, Sônia Maria Rocha (Orgs.). Observatório da vida estudantil. Universidade, responsabilidade social e juventude. Salvador/BA: EDUFBA, 2013.SANTOS, Georgina Gonçalves dos; SAMPAIO, Sônia Maria Rocha; CARVALHO, Ava. (Orgs.). Observatório da vida estudantil. Avaliação e qualidade no ensino superior: formar como e para que mundo? Salvador/BA: EDUFBA, 2015.SILVA, Sabrina Lopes Nogueira. A formação de professores e o Programa de Licenciaturas Internacionais (PLI): experiências de licenciandos em Letras da UFV. 2017. 239 p. Dissertação (Mestrado em Educação) – Universidade Federal de Viçosa, Viçosa, 2017.SOARES, José Francisco. Qualidade da Educação. In: DAYRELL, Juarez et al. (Orgs.). Família, escola e juventude. Olhares cruzados Brasil-Portugal. Belo Horizonte: Editora da UFMG, 2016, p.231-251.TEIXEIRA, Ana Maria Freitas. A universidade entre as palavras de jovens de origem popular. In: SANTOS, Georgina Gonçalves dos; SAMPAIO, Sônia Maria Rocha (Orgs.). Observatório da vida estudantil. Estudos sobre a vida e cultura universitárias. Salvador/BA: EDUFBA, 2012, p. 163-185.TEIXEIRA, Ana Maria Freitas. Aprendendo a ser estudante universitário: uma relação entre o campo disciplinar e a construção de si. In: SANTOS, Georgina Gonçalves dos; SAMPAIO, Sônia Maria Rocha (Orgs.). Observatório da vida estudantil. Universidade, responsabilidade social e juventude. Salvador/BA: EDUFBA, 2013, p. 99-119.TEIXEIRA, Ana Maria Freitas; COULON, Alain. Interiorização do ensino superior público e afiliação: e se eu conseguir uma vaga, como é que vai ser? In: SANTOS, Georgina Gonçalves dos; SAMPAIO, Sônia Maria Rocha; CARVALHO, Ava. (Orgs.). Observatório da vida estudantil. Avaliação e qualidade no ensino superior: formar como e para que mundo? Salvador/BA: EDUFBA, 2015, p. 209-230.TERRAIL, J. P. L’issue scolaire: de quelques histories de transfuges. In: TERRAIL, J. P. Destins ouvriers. La fin d’une classe? Paris: Presses Universitaires de France, 1990. p. 223-258.VIANA, Maria José Braga. Longevidade escolar em famílias de camadas populares: algumas condições de possibilidades. In: NOGUEIRA, Maria Alice; ROMANELLI; Geraldo, ZAGO, Nadir. Família & escola: trajetórias de escolarização em camadas médias e populares. Petrópolis: Vozes, 2000. p. 45-60.VIANA, Maria José Braga. As práticas socializadoras familiares como locus de constituição de disposições facilitadoras de longevidade escolar em meios populares. Educação e Sociedade, Campinas, v. 26, n. 90, p. 107-125, jan.-abr. 2005.VIANA, Maria José Braga. Longevidade escolar em famílias populares. Algumas condições de possibilidade. Goiânia: Editora da UFG, 2007.

« Tourisme gastronomique », « tourisme culinaire », « agritourisme »… Depuis une dizaine d’années les qualificatifs fleurissent pour désigner l’association entre tourisme et alimentation. Cette association bien qu’ancienne fait, plus récemment, l’objet de multiples recherches en sciences sociales et humaines. Ces recherches centrées sur l’analyse des enjeux sociaux, économiques ou environnementaux tentent de saisir les dimensions de l’expérience gastronomique en vacances. Comment penser cet objet croisé, articulant fait touristique et fait alimentaire ? À partir d’une enquête menée dans le Sud-Ouest de la France, cet article s’intéresse à l’émergence d’un champ de recherche situé à la croisée de la sociologie de l’alimentation et du tourisme. La réflexion s’amorce avec l’analyse des différents statuts de l’alimentation en vacances. Quelles motivations pèsent sur les choix alimentaires et les activités autour de l’alimentation durant le séjour ? En quoi les modèles alimentaires des touristes conditionnent-ils le statut de l’alimentation durant leurs vacances ? L’article s’attache finalement à définir « le bien manger » en vacances et à caractériser l’expérience alimentaire dans le parcours du touriste. Comment l’alimentation s’intègre-t-elle aux différents temps des vacances, depuis les préparatifs du voyage jusqu’au souvenir rapporté ?

In France, occupational exposure related to asbestos has been responsible for nearly 200,000 deaths, leading to a massive scandal in the 1990s. In this article, I report the results of a qualitative empirical study, based on 50 interviews with victims, of how those affected by asbestos exposure interacted with two types of compensation mechanism: a compensation fund – a public administrative system subsidized by employers’ taxes – and the courts. Several scholars have asserted that, given that the employers are not judged to be guilty in this instance, compensation through such funds does not carry any moral meaning. In contrast to these arguments, I show that victims attribute a diversity of normative meanings to these mechanisms. The analysis highlights, in particular, how three factors affect the ability of victims to attribute normative meanings to compensation processes: the career paths of the victims; the trust of victims in their employer; and the type of legal intermediaries they meet – namely, doctors or victims’ associations. The article encourages scholars to analyze the role of these legal intermediaries in order to understand how victims make sense of a particularly complex public health scandal.

Abstract In the last few years, a wave of Islamist-related terrorist attacks took place in Western Europe, mainly in France and Belgium but with relevant episodes also in the United Kingdom whereas so far Italy did not suffer any attack of this kind. Each of these countries hosts a large number of Muslim immigrants and communities, participated in military missions in the Middle East, and has been repeatedly threatened by ISIS (Islamic State of Iraq and Syria) or other Islamist-related radical groups. What then explains the difference in the number and intensity of Islamist-related terrorist attacks in Western European countries? Using qualitative cross-case comparison case studies and relying on the Global Terrorism Database (GTD) and the Association of Religion Data Archive (ARDA), I argue that countries directly discriminating toward Islamic communities are more likely to suffer these kinds of attacks because this discrimination causes grievances against the host state within the discriminated minority. This effect is higher in the presence of religious and cultural networks where these grievances can be brought at the center of the public debate and be connected together because of the presence of large audiences, resulting in the possible development of more radicalized positions of small portions of the discriminated community. This is particularly true for highly secular states like France, where the interpretation of secularism makes accommodation for religious minorities extremely challenging, also resulting in laws that regulate religious behavior of minorities, therefore increasing outrage and frustration of the minority group.