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A certain number of serious errors in our reading of the Testament of Francois Villon have led critics, over two centuries, to transform this remarkable poem into an autobiographical document, and hence to constitute a largely fictional biography of the author. Villon studies have thus been shifted away from the poetry, following a tendency in modern criticism due partly to the pervasive influence of Sainte-Beuve who, as Proust remarked, reads all poetry as if it were anecdotal prose. Even with the errors revealed since 1967, editors of Villon have persisted in clinging to this tendency, with dire results for the reading of all our poetry.

The 19th century novel accords an attention to the monetary object that goes beyond simple episodic evocation: aware of the affective and metaphysical charge it conveys, the novelist describes the concrete reality of the general equivalent, he questions its potentialities and its symbolic strength. In The Human Comedy, metallic money plays a decisive role in the financial transactions that take place between the characters. But the role of paper money is just as significant. The coexistence of metal and paper conveys the idea of a multifaceted vitality of wealth and that of a multiple relationship to the materiality of money. Captured in its mass or in its apparent insignificance, Balzacian money becomes a sensory element, a fetish that triggers desire. Dissociated from its exchange value, the monetary object comes to life and turns paradoxically into a symbol of contestation of the economic order.

Based on two studies, our objective is to promote an approach to professionalization in terms of activity. The first study analyzes, via a biographical approach, the dynamics of transformation linked to entry into the commercial professions of an automotive subsidiary. The second study focuses on the acquisition of formalized know-how by agricultural trainers through a support system, via a clinical approach to the activity. Aimed extensively or intensively, this way of apprehending professionalization is variable. By combining the results of the studies, professionalization appears to be centered on the experience and autonomy of the individuals, who develop their own goals and above all engage in socio-reflective acts. Finally, such an analysis can produce effects on professionalization and on work.

Keywords: Activity, Activité, Biographical interviews, Autoconfrontations, Professionalization, Démarche clinique, Reflexivity, Entretiens biographiques, Professionnalisation, Réflexivité

The interview is a privileged methodological research tool. We applied it in the context of our doctoral work to shed light on the temporalities in the construction of the professional identity of trainee teachers. If the research interview has a heuristic aim for the researcher, what impact does it have on the interviewee? The discourse produced during the interviews enabled us to gain access to the experiences of the work-study students in the process of professionalization and shed light on the way in which they articulated work and training. Because our results indicate that the exchanges also brought out the meaning of certain situations for the trainees, we hypothesise that the research interview thus contributed to their professional development.

Keywords: Research interview, Entretien de recherche, professional identity, Enseignants stagiaires, Rapports travail/formation, Trainee teachers, Work/training relationships, Développement professionnel, Identité professionnelle, Professional developement, Professional identity

In this theoretical essay, we identify the specificities of the second career teachers’ entry process into schools by proposing a reflection and a conceptualization that define it as a process of learning through and at work, or more specifically as a work socialization process. In this sense, this paper contributes to the reflections on the links between work, training, and professionalization by proposing a case study in which training and professionalization processes are fundamentally situated in the work activity itself. Learning, training, and professionalization, therefore, occur “on the job”, in the same temporality, which in this case is the first steps of second career teachers in their new work environment.

Keywords: Second career teachers, Enseignants de deuxième carrière, Professionalization, Professionnalisation, Socialisation au travail, Work socialization, Professional development, Développement professionnel, Professional integration, Insertion professionnelle

This article presents a method used in the context of a participative approach under the shape of a research-action led for two years in a city of 12 000 inhabitants in French-speaking Switzerland. Elements of the theoretical framework, the process and the methodology of organized intervention are clarified. We also present the implementation plan as well as the interactive activities developed to collect data in a participative diagnosis and we communicate some recommendations delivered to the politicians who sponsored this research. We conclude by a reflection on the conditions of a real citizen participation and on the way of setting up devices allowing it.

Keywords: Investigación-acción, Research-action, Recherche-action, quality of life, qualité de vie, calidad de vida, diagnostic territorial, territorial diagnosis, diagnóstico territorial, Suisse, Suiza, Switzerland

The question of the relations between generations in and out of the family’s sphere expanded these last years. This article is interested in the intergenerational relation in the urban public place. In this perspective, the author studied an educational process proposed to students in social work in their third year of undergraduate cursus. The key concepts used lean on the theoretical dimensions of generation/intergeneration and public place, as well as on the disciplinary aspects such as sociocultural community development. This analysis thus examined the passage which leads from the very abstract cursus engineering to practical applications. The actual apprenticeship of the students in this process was also taken into account. As result, we present the model of this praxis, the strengths and the weaknesses of this pedagogy which wants to bind theory and practice and the anchoring of this teaching in its wide institutional context.

Keywords: generación/intergeneración, Génération/intergénération, generation/intergeneration, espacio público urbano, espace public urbain, urban public place, sociocultural community development, animación sociocultural, animation socioculturelle, pedagogía, pédagogie, pedagogy

The participation to cultural projects seems to offer numerous profits, but it is not defined always clearly. Recognizing that the arts are not neutrals from a social point of view, our search took into account the specificities of the artistic creation, to study pupils’ participation of the primary sector to a project of creation with artists, in particular these effects on the pupils, the artists and the teachers. Of ethnographical type, this research exploited the analysis of semi-directive interviews with pupils, artist and teacher and observations realized during the various stages of the project of creation with the pupils. The interpretation of its results questions how the participation in artistic activities can activate a project of emancipation by a sharing of the sensitive by developing author’s posture.

Keywords: Participación, Participation, Participation, artists’ residence, résidence d’artistes, residencia de artistas, école primaire, primary school, escuela primaria, émancipation, emancipación, emancipation