El Invierno Chileno Et Le Printemps Érable : Coalitions Contestataires, Cadrages Et Politiques Publiques (2011-2012)

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El Invierno Chileno Et Le Printemps Érable : Coalitions Contestataires, Cadrages Et Politiques Publiques (2011-2012) El invierno chileno et le printemps érable : Coalitions contestataires, cadrages et politiques publiques (2011-2012) Mémoire Sebastián Vielmas Maîtrise en science politique Maître ès arts (M.A.) Québec, Canada © Juan Sebastián Vielmas Rodríguez, 2019 El invierno chileno et le printemps érable : Coalitions contestataires, cadrages et politiques publiques (2011-2012) Mémoire Sebastián Vielmas Sous la direction de : Diane Lamoureux, directrice de recherche Résumé Le printemps érable de 2012 et l’hiver chilien (Invierno chileno en espagnol) de 2011 ont commencé comme de « simples » manifestations étudiantes contestant des augmentations de frais de scolarité et le manque d’accessibilité à l’enseignement supérieur. Après des semaines de mobilisation, ils sont devenus des coalitions contestataires qui ont critiqué la marchandisation des droits sociaux et la démocratie restreinte, tout en proposant des solutions de rechange. Basée sur un dialogue entre ces deux cas, cette recherche montre comment, malgré des différences marquées entre les sociétés chilienne et québécoise, les mouvements ont partagé des similitudes dans leurs tactiques et leurs stratégies d’action collective. Dans un cas comme dans l’autre, l’élargissement de ces mouvements n’a pas eu lieu par hasard : les organisations étudiantes ont appris des expériences passées et elles ont préparé le terrain avant que les mouvements ne soient visibles dans la sphère publique, notamment en tissant des liens avec le mouvement syndical et des organisations de la société civile. Un facteur du succès a été l’élaboration soignée des stratégies de communication et des pratiques de cadrage (framing) par les organisations étudiantes. Enfin, le mépris de leurs gouvernements respectifs et la répression policière à laquelle les mouvements ont été confrontés ont renforcé leur détermination et leur positionnement dans l’opinion publique. Ces coalitions larges ont suscité un débat public au Chili et au Québec à propos du droit à l’éducation, des droits sociaux et de la notion même de démocratie. Il y a eu des impacts à court terme concernant les politiques publiques d’éducation et des impacts à long terme sur l’échiquier politique avec l’émergence et la consolidation de nouveaux projets politiques générationnels. Mots-clés : Mouvement étudiant ; Printemps érable ; Hiver chilien ; Chili ; Québec ; coalitions contestataires. ii Abstract The 2012 Quebec Maple Spring (printemps érable, in French) and the 2011 Chilean Winter (Invierno chileno, in Spanish) began as ‘simple’ demonstrations of students contesting tuition-fee increases and lack of accessibility to higher education. After weeks of mobilization, they became broad social movement coalitions that criticized the commodification of social rights and a restricted democracy, while proposing alternatives. Based on a dialogue between these two cases, this research illustrates how, despite marked differences between Chilean and Quebec societies, the movements nevertheless shared similarities in their collective action tactics and strategies. In both cases, the explosion of these movements was not happenstance: student organizations learnt from prior experiences and prepared the ground to make visible their movements in the public sphere by forging links with the trade unions and civil society organizations. The careful communications strategies and framing developed by student organizations successfully linked various social actors to the mobilization. Finally, government contempt and police repression faced by the movements proved to strengthen their resolve and their plight in public opinion. These broad social movement coalitions have sparked public debate in Chile and Quebec about the right to education, social rights and the very notion of democracy. There have been short-term impacts on public education policies and long-term impacts on the political spectrum with the emergence and consolidation of new generational political projects. Keywords: Student movement; Maple Spring; Chilean Winter; Quebec; Chile; Social movement coalitions. iii Resumen La Primavera de Arce (printemps érable, en francés) de Quebec, en 2012 y el Invierno chileno de 2011 comenzaron como "simples" manifestaciones de estudiantes que desafiaban los aumentos de los aranceles universitarios y la falta de acceso a la educación superior. Después de semanas de movilización, se convirtieron en coaliciones amplias de movimientos sociales que criticaron la mercantilización de los derechos sociales y la democracia limitada, al tiempo que proponían alternativas. Esta investigación, basada en un diálogo entre estos dos casos, ilustra cómo, a pesar de las marcadas diferencias entre las sociedades chilena y quebequense, los movimientos compartieron similitudes en sus tácticas y estrategias de acción colectiva. Tanto en un caso como en el otro, la expansión de estos movimientos no sucedió por casualidad: las organizaciones estudiantiles aprendieron de experiencias pasadas y prepararon el terreno para que el movimiento fuera visible en la esfera pública, en particular mediante la creación de vínculos con sindicatos y organizaciones de la sociedad civil. Un factor de éxito de lo anterior, lo constituyó el desarrollo cuidadoso de estrategias de comunicación por parte de las organizaciones estudiantiles. De este modo, la formulación de los mensajes permitió vincular a diversos actores sociales con la movilización. Finalmente, el desprecio de sus respectivos gobiernos y la represión policial que enfrentaron los movimientos, reforzaron su determinación y su posicionamiento en la opinión pública. Estas coaliciones de movimientos sociales provocaron un debate público en Chile y en Quebec sobre el derecho a la educación, los derechos sociales y la noción misma de democracia. Se produjeron impactos a corto plazo en las políticas de educación pública e impactos a largo plazo en el espectro político con el surgimiento y la consolidación de nuevos proyectos políticos generacionales. Palabras clave: movimiento estudiantil; Printemps Érable; Invierno chileno; Chile; Quebec; coaliciones de movimientos sociales. iv Table des matières Résumé ................................................................................................................................... ii Abstract .................................................................................................................................. iii Resumen ................................................................................................................................ iv Table des matières .................................................................................................................. v Dédicaces .............................................................................................................................. vii Remerciements .................................................................................................................... viii Avant-propos ......................................................................................................................... ix Introduction ............................................................................................................................ 1 Pertinence de la recherche : deux mouvements qui ont ébranlé le Chili et le Québec ....... 3 Pourquoi la comparaison ? Synchronie, circulation des stratégies et des personnes .......... 6 Méthodologie et questions de recherche ............................................................................. 8 Chapitre 1 : La création des coalitions contestataires : apprentissages et convergences ..... 11 1.1 L’état du mouvement étudiant avant 2011-2012 : mémoire et apprentissage ............ 11 1.1.1 Chili : de la dictature à la participation étudiante dans les années 2000 ............. 12 1.1.2 Québec : des années 1980 jusqu’aux grèves de 2005 et 2007 ............................. 13 1.1.3 Des « échecs » qui nourrissent la réflexion : des apprentissages collectifs ......... 16 1.2 De nouveaux leaders au sein du mouvement étudiant ................................................ 17 1.2.1 Les organisations étudiantes comme objet d’étude ............................................. 17 1.2.2 Les « pragmatiques » de l’ASSÉE ....................................................................... 21 1.2.3 La CONFECH et les nouveaux leaders des fédérations étudiantes ..................... 22 1.3 Vers la création des coalitions contestataires : le Manifeste et le Congreso .............. 24 1.3.1 La Manifeste de l’université québécoise et la TPU ............................................. 25 1.3.2 Le Congreso Nacional de la Educación Chilena ................................................ 27 1.3.3 Les fondements discursifs des coalitions ............................................................ 28 1.4 Conclusion du chapitre ............................................................................................... 31 Chapitre 2 : Le déroulement des mobilisations et les défis de la communication politique 34 2.1 L’irruption publique des mouvements ........................................................................ 37 2.1.1 Le contexte politique ........................................................................................... 38 2.1.2 Communiquer pour mobiliser .............................................................................. 40 v 2.1.3 Le jour J : 12 mai 2011 et 10 novembre 2011 ..................................................... 47 2.2 Mobilisation
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