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The article based on the analysis of historical, pedagogical, sociological, philosophical and psychological literature describes the stages of formation and development of socio-pedagogical work in France. Analyzed the role of state and non-state institutions and public organizations in the implementation of such work. Analyzed interesting and useful (for a deep rethinking of the role of socio-pedagogical work in Ukraine) long-term positive experience of France for the development and implementation of socio-pedagogical work. It is proved that the education of the citizen of the French society is based primarily on principles for the development of human values and the recognition of the leading role of the team in the development of personality. The present article shows that the main responsibility of the socio- educational work is the responsibility of the State through an extensive system of social and educational institutions at the regional , departmental and municipal social policy performs France. Describes the main features of the (complex organizational structure, the existence of a large number of professions, a significant amount of related stakeholders, and the like), characteristic of the French model of social-pedagogical work and the features of socio-pedagogical work in France. Special attention is paid to the role of government agencies, associations , federations , confederations and the voluntary sector in the conduct of socio-pedagogical work. ; Le présent article aborde le problème du développement du travail social en particulier du travail socio-pedagogique en France. L'analyse de la littérature historique, sociologique, philosophique et psychologique consacrée à la question abordée en montre les moments clés et les étapes historiques. L'auteur de l'article détermine les enjeux principaux de chaque période de l'évolution de ce sujet; il envisage les tendances politiques et économiques qui ont influencé ce développement. Les caractéristiques de base (structure organisationnelle complexe, ...

The article based on the analysis of historical, pedagogical, sociological, philosophical and psychological literature describes the stages of formation and development of socio-pedagogical work in France. Analyzed the role of state and non-state institutions and public organizations in the implementation of such work. Analyzed interesting and useful (for a deep rethinking of the role of socio-pedagogical work in Ukraine) long-term positive experience of France for the development and implementation of socio-pedagogical work. It is proved that the education of the citizen of the French society is based primarily on principles for the development of human values and the recognition of the leading role of the team in the development of personality. The present article shows that the main responsibility of the socio- educational work is the responsibility of the State through an extensive system of social and educational institutions at the regional , departmental and municipal social policy performs France. Describes the main features of the (complex organizational structure, the existence of a large number of professions, a significant amount of related stakeholders, and the like), characteristic of the French model of social-pedagogical work and the features of socio-pedagogical work in France. Special attention is paid to the role of government agencies, associations , federations , confederations and the voluntary sector in the conduct of socio-pedagogical work. ; Le présent article aborde le problème du développement du travail social en particulier du travail socio-pedagogique en France. L'analyse de la littérature historique, sociologique, philosophique et psychologique consacrée à la question abordée en montre les moments clés et les étapes historiques. L'auteur de l'article détermine les enjeux principaux de chaque période de l'évolution de ce sujet; il envisage les tendances politiques et économiques qui ont influencé ce développement. Les caractéristiques de base (structure organisationnelle complexe, spécialisation particulière des agents de ce travail, un grand nombre d'acteurs liés) spécifient le modèle français du travail socio-pedagogique. Une attention particulière a été accordée au rôle des agences gouvernementales dans la réalisation de ce travail. L'étude des particularités du bon fonctionnement du travail socio-pedagogique en France (ayant en vue l'expérience positive de sa réalisation) est intéressante et utile pour la modification profonde du travail socio-pedagogique en Ukraine ; У статті на основі аналізу історичної, педагогічної, соціологічної, філософської та психологічної літератури розглянуто етапи становлення та розвитку соціально-педагогічної роботи у Франції, висвітлено основні напрями та історичні етапи такої роботи подано. Проаналізовано цікавий та корисний для глибокого переосмислення ролі соціально-педагогічної роботи в Україні багаторічний позитивний досвід Франції щодо розвитку та впровадженню соціально-педагогічної роботи. Доведено що виховання справжнього громадянина французької спільноти базується, насамперед, на принципах розвитку загальнолюдських цінностей та визнанні провідної ролі колективу у становленні особистості. Розглянуто основні риси (складна організаційна структура, існування великої кількості галузійних професій, значна кількість суміжних суб'єктів діяльності, тощо), характерні для французької моделі соціально-педагогічної роботи та окреслено особливості соціально-педагогічної роботи у Франції. Особлива увага приділена ролі державних установ у проведенні соціально-педагогічної роботи.

Through the exhaustive studying of texts, studies and official reports published between the years 1981 and 2000, a temporality of national priority education policy is revealed. It is confronted with the policies followed by state decentralized services (Education Offices, School Inspectorate), in three metropolitan departments (Eure-et-Loir, Ille-et-Vilaine, Seine-Saint-Denis) with very contrasted socio-demographic and academic characteristics. Three monographs favor the comprehension of ZEP policy management at local level, as well as the role played by supervision authorities, the evolution of middle schools and the impact of education offer. The affirmative action policy was the first step of the education system reform wanted by Alain Savary; it allowed for the progressive introduction of new paradigms : autonomy of the schools, increased actors' awareness of their responsibilities, zone project, partnership, relations between primary and secondary education, contractualization, and assessment. The comparison of the three territories with regards national framework uncovers the outstanding elements. The question of means and the evolution of the map, which is considerably expanding however in disparate ways, are brought out ; but other themes appear : effects of sectorization, presence of private education, lack of mixed populations from different social backgrounds, urban segregation, and links with the city policy. The role of educational militants as well as that of CRESAS and OZP confirms that behind educational priority policy, the democratization of scholar success within the framework of mandatory school is actually questioned. ; A travers l'étude exhaustive des textes, études et rapports officiels parus entre 1981 et 2000, une temporalité de la politique nationale d'éducation prioritaire apparaît nettement. Elle est mise en regard avec les politiques suivies par les services déconcentrés de l'Etat (rectorats, inspections académiques), dans trois départements métropolitains (Eure-et-Loir, ...

In recent years, artisanal cheeses have attracted the attention of researchers, governments, producers, and consumers of these delicacies in Brazil. The reasons for this awakening are related to a number of factors, such as : the contemporary crises in the agrifood sector; the valorization of the rural, as a synonym of the past, the traditional, nature, etc.; the (re) appreciation of traditional know-how seized as a possibility of access to safe food, when compared to industrialized products; and the perspective of territorial development. In this context of changes, the main objective of the research was to analyze the policy of Geographical Indications (GIs) in Brazil, focusing on the challenges related to the certification of artisanal cheeses, in particular the Cheeses of Serro and Canastra in Minas Gerais and of Marajo in Para. The research has a qualitative-quantitative approach in which bibliographic, documentary and field research were used, with application of semi-structured interview script. The theoretical reference was based on discussions on geographical indications, (re) territorialization and territorial development. As a result, the research identified that the lack of an adequate legal framework, the lack of understanding about GIs and the lack of a federal public policy for artisanal cheeses are the major challenges for this segment in Brazil.

Through the exhaustive studying of texts, studies and official reports published between the years 1981 and 2000, a temporality of national priority education policy is revealed. It is confronted with the policies followed by state decentralized services (Education Offices, School Inspectorate), in three metropolitan departments (Eure-et-Loir, Ille-et-Vilaine, Seine-Saint-Denis) with very contrasted socio-demographic and academic characteristics. Three monographs favor the comprehension of ZEP policy management at local level, as well as the role played by supervision authorities, the evolution of middle schools and the impact of education offer. The affirmative action policy was the first step of the education system reform wanted by Alain Savary; it allowed for the progressive introduction of new paradigms : autonomy of the schools, increased actors' awareness of their responsibilities, zone project, partnership, relations between primary and secondary education, contractualization, and assessment. The comparison of the three territories with regards national framework uncovers the outstanding elements. The question of means and the evolution of the map, which is considerably expanding however in disparate ways, are brought out ; but other themes appear : effects of sectorization, presence of private education, lack of mixed populations from different social backgrounds, urban segregation, and links with the city policy. The role of educational militants as well as that of CRESAS and OZP confirms that behind educational priority policy, the democratization of scholar success within the framework of mandatory school is actually questioned. ; A travers l'étude exhaustive des textes, études et rapports officiels parus entre 1981 et 2000, une temporalité de la politique nationale d'éducation prioritaire apparaît nettement. Elle est mise en regard avec les politiques suivies par les services déconcentrés de l'Etat (rectorats, inspections académiques), dans trois départements métropolitains (Eure-et-Loir, Ille-et-Vilaine, Seine-Saint-Denis), aux caractéristiques sociodémographiques et scolaires très contrastées. Trois monographies permettent d'appréhender le pilotage local de la politique ZEP et le rôle des autorités de tutelle, l'évolution des collèges classés, l'impact de l'offre de formation. La politique de discrimination positive était la première étape de la rénovation du système éducatif voulue par Alain Savary ; elle a permis d'introduire progressivement de nouveaux paradigmes : autonomie des établissements, responsabilisation des acteurs, projet de zone, partenariat, liaisons interdegrés, contractualisation, évaluation. La comparaison des trois territoires au regard du cadrage national met au jour des points saillants. La question des moyens et l'évolution de la carte, en expansion considérable mais disparate, ressortent fortement mais d'autres thèmes apparaissent : effets de la sectorisation, présence de l'enseignement privé, absence de mixité sociale, ségrégation urbaine, liens avec la politique de la ville. Le rôle des militants pédagogiques, celui du CRESAS et de l'OZP, confirment que derrière la politique d'éducation prioritaire, c'est bien la question de la démocratisation de la réussite scolaire dans le cadre de la scolarité obligatoire qui est réinterrogée.

Through the exhaustive studying of texts, studies and official reports published between the years 1981 and 2000, a temporality of national priority education policy is revealed. It is confronted with the policies followed by state decentralized services (Education Offices, School Inspectorate), in three metropolitan departments (Eure-et-Loir, Ille-et-Vilaine, Seine-Saint-Denis) with very contrasted socio-demographic and academic characteristics. Three monographs favor the comprehension of ZEP policy management at local level, as well as the role played by supervision authorities, the evolution of middle schools and the impact of education offer. The affirmative action policy was the first step of the education system reform wanted by Alain Savary; it allowed for the progressive introduction of new paradigms : autonomy of the schools, increased actors' awareness of their responsibilities, zone project, partnership, relations between primary and secondary education, contractualization, and assessment. The comparison of the three territories with regards national framework uncovers the outstanding elements. The question of means and the evolution of the map, which is considerably expanding however in disparate ways, are brought out ; but other themes appear : effects of sectorization, presence of private education, lack of mixed populations from different social backgrounds, urban segregation, and links with the city policy. The role of educational militants as well as that of CRESAS and OZP confirms that behind educational priority policy, the democratization of scholar success within the framework of mandatory school is actually questioned. ; A travers l'étude exhaustive des textes, études et rapports officiels parus entre 1981 et 2000, une temporalité de la politique nationale d'éducation prioritaire apparaît nettement. Elle est mise en regard avec les politiques suivies par les services déconcentrés de l'Etat (rectorats, inspections académiques), dans trois départements métropolitains (Eure-et-Loir, Ille-et-Vilaine, Seine-Saint-Denis), aux caractéristiques sociodémographiques et scolaires très contrastées. Trois monographies permettent d'appréhender le pilotage local de la politique ZEP et le rôle des autorités de tutelle, l'évolution des collèges classés, l'impact de l'offre de formation. La politique de discrimination positive était la première étape de la rénovation du système éducatif voulue par Alain Savary ; elle a permis d'introduire progressivement de nouveaux paradigmes : autonomie des établissements, responsabilisation des acteurs, projet de zone, partenariat, liaisons interdegrés, contractualisation, évaluation. La comparaison des trois territoires au regard du cadrage national met au jour des points saillants. La question des moyens et l'évolution de la carte, en expansion considérable mais disparate, ressortent fortement mais d'autres thèmes apparaissent : effets de la sectorisation, présence de l'enseignement privé, absence de mixité sociale, ségrégation urbaine, liens avec la politique de la ville. Le rôle des militants pédagogiques, celui du CRESAS et de l'OZP, confirment que derrière la politique d'éducation prioritaire, c'est bien la question de la démocratisation de la réussite scolaire dans le cadre de la scolarité obligatoire qui est réinterrogée.

International audience ; The launch in Rome, in November 1927, of the International Institute for Educational Cinematography presents, from the outset, a particular challenge: how can an organization put at the service of the League of Nations and of its pacifistic ideal deal with the control of an authoritarian regime – the Benito Mussolini's government – and its expansionist ambitions? This paper intends to explore how this contradiction run through the ten years of existence of the Roman Institute, in order to show how, although subject to continuous economic and political controversies, it succeeded in developing an historical action in favor of educational cinematography in the service of internationalist movement. ; L'ouverture à Rome, en novembre 1927, de l'Institut International du cinéma éducatif pose à la base un problème de fond : un organisme mis au service de la Société des Nations et de son idéal pacifiste peut-il s'accommoder de la tutelle d'un régime totalitaire – le gouvernement de Benito Mussolini - et de ses ambitions expansionnistes ? Cet article entend explorer la façon dont cette contradiction à traversé les dix années d'existence de l'Institut romain, afin de montrer comment, quoique soumis à d'incessantes controverses économiques et politiques, il est parvenu à développer une action historique en faveur de la cinématographie éducative pensée au service de l'idéal internationaliste.