The specific point of view of Educational Sciences on literacy learning and teaching If we wonder what the human sciences research tells us on emergent literacy, we'll find an abundant literature in cognitive psychology. These studies are interested exclusively in the way in which the learner deals with written information and try to explain the cognitive processes implied in reading and writing. That's why, in the majority of the articles, it is noticeable that the conditions under which the studied children carry out their learning are not specified: the description of the social and teaching contexts is often summarised with two lines. The conclusions of these researches thus present the cognitive development of learners like an autonomous process, independent of the social, cultural and interpersonal contexts. Then, the modelling proposed suggest that the children would become readers and writers through a similar way without any determining influence of the environment or the pedagogy. Face to this position, which finally summarised the learning of reading and writing as the acquisition of technical skills, thanks to the only cognitive activity of the child, the research undertaken in our laboratory try to see in what the learning of the written language is a social learning. The theoretical framework is the socio-constructivism where learning results from the cognitive activity of the child but varies according to the contexts in which it is carried out. This point of view, which can seem banal, is however not dominating in this field where many psychogenetic theories minimise the influence of the teacher. To learn, the reflexive activity of the child play of course an essential part, but the weight of the environmental factors undoubtedly makes illusory any attempt at modelling the learning of the written language like a single course being common to all.Since several years, the Research in Education and Didactic University Team (the Equipe Universitaire de Recherche en Education et Didactique is one of the component of the CREFI) has been interested in the privileged role of the teaching practices, while varying methodologies employed. Ecological researches made it possible to show that emergent literacy, or more exactly the representations built by the children, vary according to the way in which the written language is presented to them. Experimental studies made it possible to specify the effects of some didactic practices. And finally, the research-action gave the opportunity to us to work directly with the actors of literacy learning and teaching i.e. teachers and pupils. This presentation aims at distinguishing these three types of research, according to their various purposes and the epistemological position adopted. The specific point of view of Educational Sciences on systems of training and systems of education The systems of Education and the systems of training are action, intervention and research fields that our laboratory, EVASEF ( Evaluations, Valorisation, Audit, Actions de formations, Accompagnement des Systèmes Education Formation ) studies.Educational establishments, training centres, integration and professionnalisation devices, The Civil Service, the local commuties and entreprises are considered as systems which can ask us social requests. We analyse these systems and their emergence conditions, their contents and their forms. We consider differents interventions forms as answers to these requests like: institutionnal evaluations, expertise, consulting, audit, help to decision-making...The purpose of our research is contributing to their characterization and their conceptualisation. with taking into differents elements account. What are their determiners? What methods and references are used? What is the meaning of the intervention? How an intervention can contribute to changes or adaptations in studied systems? What actors, partnerships, conflicts, representations and cultures can we find? Problematics and theoretical references come within: The Socioeconomic field is considered as an establishing system which makes rapports educational and training system with economic and politic areas, which forms ways and nature of social requests and we allow to understand socioeducational systems developments for example. Systemic and institutionnal approaches allow us to study how does this organization form, what rapports are between individual dimension and collective one… And finally, the cultural and intercultural approaches which take an interest in interaction between situations and relations between groups and representations. Moreover, it allows to study the dynamic of the transmission and the contruction of identity and cultures. The analysis of changes and their conditions in the systems of education and training necessitates studies of partnership practices between social groups which have contradictory interests and also examinations of documents (laws, reports, requirements, terms and conditions, research reports, etc.). Differents elements of this analysis constitute mediation forms which require knowledges from theory and practise. In our communication, we will present, two examples of researchs which have been made in our research team EVASEF, a component of CREFI. The specific point of view of Educational Sciences on professional representations and involvement The REPERE component of CREFI focuses on forming and transformation of social representations and the relation they have with the involvement in changing processes. Usually, social representations and involvement are matters of social psychology. This presentation will deal with the specifity of the point of view of Educational Sciences on these concepts and how there are used to study professionalisation processes.The study of social representations in various professional fields (teaching, social work, medical works, sociocultural activities, etc…) has allowed to specify a particular category of representations. These representations, called professional ones (BATAILLE & al., 1997), concern few objects, specific of the considered professional fields. In agreement with the anchorage theory (DOISE, PALMONARI, 1986), these representations differ from each other according to actors' positions (PIASER, 1999). Recent experimentations show that subjects can activate different representations of a single object according to the professional or social context of its evocation. Thanks to these researches, we can define, in a professional field, a specific representational system. In social psychology, involvement is treated like the equivalent of behavioural engagement (KIESLER, 1971; BEAUVOIS & JOULE, 1993) and/or attitudinal one (Becker, 1960), or like a "degree of concerning" for a social object (ROUQUETTE, 1997). For us, it is more important to specify the professional involvement like a way of being and a way to be absorbed in a professional field. The model suggested by MIAS (1998) is a triptych build up with the following dimensions:Ø Sense: "it is the signification giving by professional to their practices. Sense is related to values and policies orientations in the considered field." Ø Marks: "Marks can be defined as a collective and operational implicit. It is partly a system of professional representations shared by the group members".Ø Feeling of control: "This represents the action capacity (perceived or real) and the freedom given to actors in their professional contexts."Theoretical and methodological aspects of these concepts will be described and illustrated with research results and praxeological applications in the field of professional trainings.Bibliography:BATAILLE M, BLIN J.F., MIAS C., PIASER A., (1997), Représentations sociales, représentations professionnelles, système des activités professionnelles dans L'Année de la recherche en Sciences de l'éducation, Paris, P.U.F.BEAUVOIS & JOULE, (1993), Petit traité de manipulation à l'usage des honnêtes gens, Grenoble : PUG.BECKER H.S., (1960), Notes on the concept of commitment, American Journal of Sociology, Vol 66, n 1, 32- 42.DOISE W., PALMONARI A., (1986), Les représentations sociales : définition d'un concept, Lausanne : Delachaux et Niestlé.KIESLER C.A., (1971), The psychology of commitment, Academic Press: New York.MIAS C., (1998), L'implication professionnelle dans le travail social, Paris : L'Harmattan.PIASER A., (1999), Représentations professionnelles à l'école. Particularités selon le statut : enseignant, inspecteur, thèse de doctorat en Sciences de l'éducation, Université de Toulouse-Le Mirail.ROUQUETTE M.L., (1997), La chasse à l'immigré. Violence, mémoire et représentations, Liège : Mardaga.