Made available in DSpace on 2016-04-26T18:11:15Z (GMT). No. of bitstreams: 1 Josenilde Silva Souza.pdf: 6248944 bytes, checksum: fa63aabbb890022265048d0cdbb95c6d (MD5) Previous issue date: 2011-10-20 / This work analyzes to what extent the choice of a certain city space for the performance of fashion shows is decisive to establish a new plastic and semantic configuration. In the transition of the conventional space formed by an indoor room to an outdoor and unconventional space for example, a viaduct, a street or a garden we investigate the fashion show s ways of organizations in different spaces and in what ways they modify their structuring and at the same time they redefine the city. In these modalities organizations the parameters of public and private spaces significantly intervene as much as the engagements of these poles with the basic category open vs. closed space. The narrative semiotics of Algirdas Julien Greimas and the postulations of Eric Landowski are the theoretical and methodological frameworks used to handle the problem of how the presence modes of the fashion show in the urban space act in the production of visuality, visibility and identity, as well as on the performances communicative and interactive processes. A set of fashion shows was analyzed from the hypothesis: 1) the fashion shows compose syncretic processes that articulate heterogeneous languages distinctly in order to generate communicational developments promoted by the aesthetic arrangement of the expression plan by accomplishing the semantic investments of the content; 2) the discursive constructions build new visuality, visibility and identity modes of the fashion creators and their brands; 3) the city places unfolds produce sensible and intelligible apprehensions in the public inserted in the discourse and 4) these enunciative choices define the identity of the fashion creator and the brand, as much as its user and the city. Photographic records of the researcher outlined the imagetic corpus of four fashion shows observed in the period between 2005 and 2010: Maria Garcia (SPFW Winter/2010), Cavalera (SPFW Summer/2010), Fashion Mob (Casa dos Criadores/2010) and Karla Girotto (Fashion Rio, Summer/2005). The object of this research results from the researcher s direct observation of the performances, highlighting the criteria for analysis - the experience of aesthetic and aesthesic order that the types of interaction produced in the spaces build among brand, fashion creator and public. The analytical conclusion allowed the elaboration of four description categories and the analysis of this construction that make the fashion show, the creator and the brand exist, which will be able to be reoperated in other communicational processes / Este trabalho analisa em que medida a escolha de um dado espaço da cidade para a realização dos desfiles de moda é determinante para instaurar uma nova configuração plástica e semântica. Na mudança do desfile de espaço convencional, constituído por uma sala fechada, para um espaço aberto e não convencional por exemplo, um viaduto, uma rua ou um jardim , investigamos os modos de organização dos desfiles em distintos espaços, e de que maneira estes modificam a sua estruturação, ao mesmo tempo em que redefinem a cidade. Nessas modalidades de organização, intervêm significativamente os parâmetros de espaço público e privado, assim como combinatórias desses pólos com a categoria de base espaço fechado vs. espaço aberto. A semiótica narrativa de Algirdas Julien Greimas e as conceituações de Eric Landowski são o arcabouço teórico e metodológico para dar conta do problema de como os modos de presença do desfile no espaço urbano agem na produção da visualidade, da visibilidade e da identidade, bem como nos processos comunicativos e interativos das performances. Um conjunto de desfiles foi analisado a partir das seguintes hipóteses: 1) os desfiles constituem processos sincréticos que articulam distintamente linguagens heterogêneas, a fim de gerar desdobramentos comunicacionais promovidos pelo arranjo estético do plano da expressão ao concretizar os investimentos semânticos do conteúdo; 2) as construções discursivas edificam modos de visualidade, de visibilidade e de identidade dos criadores de moda e das marcas; 3) os desdobramentos dos lugares da cidade produzem apreensões sensíveis e inteligíveis no público inserido no discurso e 4) essas escolhas enunciativas são definidoras da identidade do criador de moda e da marca, assim como do usuário e da cidade. Registros fotográficos da pesquisadora delinearam o corpus imagético de quatro desfiles de moda, observados no período compreendido entre 2005 e 2010: Maria Garcia (SPFW, inverno/2010), Cavalera (SPFW, verão/2010), Fashion Mob (Casa dos Criadores/2010) e Karla Girotto (Fashion Rio, verão/2005). O objeto deste trabalho resulta da observação direta da pesquisadora das apresentações, destacando, entre os critérios de análise, a experiência de ordem estética e estésica que os tipos de interação produzidos nos espaços montam entre marca, criador de moda e público. Como conclusão analítica, chegou-se à elaboração de quatro categorias de descrição e análise dessa construção que faz ser o desfile, o criador de moda e a marca, as quais poderão ser reoperadas em outros processos comunicacionais

Le nombre de familles monoparentales dirigées par des pères isolés atteint un niveau record non seulement en France mais aussi dans la majorité des pays occidentaux. Dans le cadre de la présente recherche doctorale, nous nous intéressons à la consommation familiale assurée par des pères en situation de cumul de rôles, celui du père et de la mère. Nous nous interrogeons sur la façon dont les pères isolés assurent et éprouvent l’achat familial et la sphère domestique traditionnellement perçue comme féminine. Nous identifions trois types de pères isolés selon leurs stratégies d’assurer et/ou de déléguer le rôle de la mère. Notre recherche montre que l’achat familial, les tâches domestiques ainsi que le soin des enfants constituent des éléments constructifs de l’identité paternelle de ces pères. Le shopping et la consommation familiale contribuent à la (re)construction du rôle du père. En outre, notre recherche montre que la consommation contribue à la construction d’une nouvelle famille à travers notamment la création de nouvelles relations entre les pères isolés et leurs enfants. / Nowadays, a record number of households are runned by single fathers not only in France but also in most of western societies. Our research aims to explore how single fathers experience the domestic sphere, a traditionally feminized field, while accomplishing their role of fathers. These fathers are living a situation of cumulating roles: the role of the father and the role of the mother. We identify three main categories of single fathers depending on their strategies to copy and/or delegate the role of the mother. Household duties such as shopping, cooking and housekeeping in addition to the nurturing role are experienced by many of the respondents as constructing elements of their fatherhood. Moreover, we identify the role of the marketplace and consumption in building a new family, particularly by creating new relationships between single fathers and their children.

Cette recherche s’intéresse à la Formation Professionnelle Continue des adultes. Elle questionne la portée de la dynamique qui se crée pendant qu’ils apprennent et se perfectionnent à l’occasion de stages de courte durée. Notre recherche a été réalisée auprès de 24 professionnels du secteur sanitaire et médico-social qui ont suivi au moins un stage entre les années 2008 et 2011. Nous les avons rencontrés dans le cadre d’un entretien semi-directif dont le guide a été élaboré à partir d’un modèle permettant de considérer l’attitude et le comportement en référence au Soi (Hamel et al., 1999). A partir d’un cadre épistémologique socioconstructiviste, l’analyse a contribué à relever non seulement, nombre d’idées forces corroborant la nécessité des stages comme espaces d’acquisition de compétences, mais aussi certaines indiquant des « transformations silencieuses » (Jullien, 2009) intervenant sur la « croissance de la vie adulte » (Bédard, 1987). Nous avons tenté de modéliser en quoi la FPC participe potentiellement de la construction identitaire du sujet. / This research focuses in training adults. We question the impact of the dynamics developed while they learn together. Our research was conducted with 24 people who followed at least one internship between 2008s and 2011. We met the participants within the framework of a semi-directive interview. This technique was developed from a model which consider attitude and behavior in respect to the Self (Hamel, et al., 1999). The analysis made in a socioconstructivist epistemological frame, has contributed to underline a number of ideas which supports the necessity of the internships as a space for the acquisition of skills, and other ideas which indicate that " silent transformations " (Jullien, 2009) can occur on the " growth of adult life " (Bédard, 1987) also thanks to the internships. The diverse elements of our research allowed us to show that the training potentially contributes to the construction of identity of the subject.

Made available in DSpace on 2016-04-28T18:22:13Z (GMT). No. of bitstreams: 1 Sandra Helena Goncalves Nogueira.pdf: 2563411 bytes, checksum: 48a4db08444370d884e9047759981273 (MD5) Previous issue date: 2010-10-15 / Secretaria da Educação do Estado de São Paulo / This thesis focuses on the study of reading comprehension of literary texts by means of the practice of group think-aloud (Zanotto, 1998), thus allowing for the creation of room for critical reading to take place by students of the 8th grade Elementary School in Sao Paulo. Since literary texts often present metaphors, and considering that a number of Brazilian public schools do not train students on such reading abilities (Kleiman, 1998), I sought deeper theoretical background on the new view of conceptual metaphor (Lakoff & Turner,1989) with the aim of contributing to the development of reading comprehension of literary texts. The research carried out followed the critical action research methodology (Kincheloe, 1997), within the qualitative research paradigm, interpretative in nature (Bortoni-Ricardo, 2008). The investigation focused on my own actions as a mediator of the students voices whilst these were thinking aloud in groups on the subjects of the literary texts being interpreted in the classroom. The instruments used to collect data were the technique of group think aloud as well as reflective diaries. Data analysis investigated the paths taken by the students of this Elementary School class, considering the importance of metaphors as revealing instances of the human aptitude for making sense (Steen, 1994), and taking into account that the reader, within their cultural context, has the subjective freedom to understand the metaphoric effect. The school universe, stage of great cultural diversity, is the appropriate environment for the development of the social, cultural and identity nature of the students. Results show the mechanisms employed by the readers to understand and interpret the texts that develop the students critical reading. Results also show that the group think-aloud fostered spaces for the argumentation of ideas, besides stimulating the reflection of aspects of identity, and facilitating the understanding of the metaphors found in the literary texts / Este trabalho está centrado no estudo da leitura e da interpretação de textos literários por meio da prática do pensar alto em grupo (Zanotto, 1998), propiciando, assim, espaços de leitura crítica feita por alunos da 8ª série do Ensino Fundamental. Como os textos literários apresentam muitas metáforas e boa parte das escolas públicas brasileiras não capacita seus alunos para as habilidades de leitura (Kleiman, 1998), busquei um maior aprofundamento da nova visão da metáfora conceptual (Lakoff & Turner,1989) com o objetivo de contribuir para o desenvolvimento da leitura e compreensão de textos literários. Desenvolvi a pesquisa-ação crítica (Kincheloe, 1997) com metodologia qualitativa, de natureza interpretativista (Bortoni-Ricardo, 2008), focalizando minha ação como mediadora das vozes do alunos pensando alto, em grupo, sobre a interpretação de textos literários em sala de aula. Os instrumentos utilizados para a coleta de dados foram a técnica do pensar alto em grupo e o diário reflexivo. A análise de dados investigou o caminho percorrido pelos alunos do Ensino Fundamental, considerando a importância da metáfora como uma instância reveladora da capacidade humana de fazer sentido (Steen, 1994), levando em conta que o leitor inserido em um contexto cultural possui liberdade subjetiva para compreender o efeito metafórico. O universo escolar, palco de grande diversidade cultural, é o ambiente propício para o desenvolvimento da natureza social, cultural e identitária dos alunos. Os resultados mostram os mecanismos usados pelos leitores para a compreensão e interpretação dos textos que colaboraram no desenvolvimento da leitura crítica dos alunos no qual o pensar alto em grupo propiciou espaços para a argumentação de ideias, estimulou a reflexão de aspectos identitários e facilitou a compreensão das metáforas contidas nos textos literários

台灣自1980年代以來，興起了一波波的社會運動風潮，在這樣的歷史脈絡下，族群運動成為其中的一環。客籍菁英有感於自身語言文化所處的不利地位，乃透過社會運動的方式，提出訴求。二十多個年頭過去了，這些運動所造成的後果，可見的部分是官方族群政策的擬定與執行，不可見的部分則在於對於客家族群認同的文化要求。這類的文化期待隱含著血緣與認同的合一性，並且對於「怎麼做才合乎客家族群身份」，也有著本質化的想像。首當其衝的便是面對這些要求的客家年輕人。 　　然而，本文並不預設客家年輕人「天生」就應該有客家認同，或者應該要對客家「建立」認同感，而是以一種社會建構的觀點，試圖去理解已經觀察到的經驗現象：社會中對於客家的文化想像，是如何被建構起來的？而時常被這些客家文化框架要求的後生客家人，作為被框架要求的主體，他們如何去理解自身的客家經驗？透過本研究，我們發現後客運世代的客家人正處於某種歷史現實之中。他們的客家身份或輕或重地對他們的生活產生不等的影響，而他們的客家文化認同，也沿著世代、地域的軸線而產生分歧，然而，他們現階段所面對的客家文化期待，除了是一種同質化的文化要求，同時也是一種強調傳統卻又包含突兀創新的客家建構。這些要求所形成的文化框架，脫離了日常生活的層次，也窄化了人們對於客家的想像。因此，本文認為，唯有對客家抱持著開放性的文化想像，將差異納入思考，對於後生客家人也才能有更為務實的理解。 / There have been a lot of discussions about the ways how “the Hakka” or “Hakkaness” could be or should be understood and performed ever since the Taiwan Hakka Cultural Movement occurred in the late-1980s. It is implied that, with certain cultural imaginations, the Hakka would develop a new form of ethnic identity. Consequently, members of the Hakka people, especially those of the younger generation, have often been required to live a life that meets these imaginations and expectations. 　　This thesis aims to examine the historical-cultural process whereby the identity of “Hakkaness” has been culturally and socially constructed and to explore how the younger Hakka members born after the Hakka Cultural Movement have been interacting with these constructions. A contrast between the lifestyle expected or suggested in accordance with “Hakkaness” on the one hand and the life world experienced by the post-movement generation on the other is highlighted. Regional and generational differences of the “imagined” Hakka communities are discussed as well.

<p>Abstract</p><p>During the last decade many female writers of British decent have focused on identity construction and coming of age. These writers have been especially interested in exploring how people living in the diaspora are trying to cope with their ambivalent feelings towards their mixed cultural heritage. Helen Oyeyemi's <em>The Icarus Girl</em> is one of these novels. The novel depicts a young girl's struggle with the dualism within her, being both British and Nigerian, that threatens to dissolve her self-identity. This essay will explore how <em>The Icarus Girl</em> deals with the theme “double consciousness” (imposed binaries) and how the narrative's structure and stylistic devices enable the story to be read (interpreted) from two different perspectives, thus the narrative's structure offers an ambiguous double reading that corresponds to Jessamy's unresolved doubleness. The first reading suggests that the traumatic experience of “double consciousness“ is left in a status quo, or even being fatal, which in the essay is called the Western reading. The second reading suggests a recovery, i.e. that the young protagonist comes to terms with her mixed cultural heritage, the so-called West-African reading. In pursuing this aim I discuss how “double consciousness” in this novel is a traumatic state of mind transferred from mother to daughter, but also how stylistic devices, belonging to the genre of the fantastic, are used to emphasize the theme and make possible the two different readings.</p>

Föreliggande avhandling har som syfte att belysa, analysera och diskutera hur unga människor berättar om sina erfarenheter av att tvingas bryta upp från sitt hemland och börja om i ett nytt land under sin skolgång. Åtta unga vuxna, fyra kvinnor och fyra män, deltog i livsberättelseintervjuer kring detta tema. Den teoretiska referensramen innefattar begreppen identitet i det senmoderna samhället, identitet som berättelse samt globaliseringens olika villkor i form av kategorierna turister och vagabonder, där de förstnämnda har tillgång till världen och de sistnämnda stängs ute. Vidare tas upp begreppet livschanser, vilket berör relationen mellan människors mål och ambitioner och deras möjligheter att realisera desamma. Resultatet presenteras dels i en tematiserad del, dels i en del där tre av deltagarnas berättelser presenteras som profiler. Den tematiserade delen presenterar hur deltagarna berättar om att komma till Sverige, om att börja skolan, och om att skapa ett liv här. Huvudresultaten i denna del rör upplevelser av den första tiden i Sverige, språket som en nyckel, skolans roll, familj, vänskap och identitet samt deltagarnas förhållningssätt till dessa aspekter i berättelserna. Ur några av deltagarnas berättelser uttolkas också mer tydliga strategier, och dessa fokuseras tillsammans med identitet ytterligare i den andra resultatdelen genom tre profiler, vilka har benämnts utanförskap som identitet, en kluven identitet och aktivitet som identitet. I avhandlingens diskussion behandlas metodologiska överväganden, därefter vidtar en resultatdiskussion vilken fokuserar på aspekter av uppbrottets konsekvenser i relation till de teoretiska begreppen livschanser, vagabonder, risk/tillit och identitet. Här behandlas också olika verktyg för identitetsskapande i berättelserna samt hur identiteter berättas i materialet.   Den övergripande slutsatsen är att det inte är fruktbart att betrakta invandrare eller flyktingar som en homogen grupp. Deltagarna i föreliggande studie liknar varandra i stor utsträckning, och det finns likheter mellan deras berättelser, men de berättar också om skilda erfarenheter, förhållningssätt och identiteter. Detta ger liv åt, och empiriskt grundat stöd för, det slitna uttrycket ”vi måste se till individen”, också när det gäller barn och ungdomar med erfarenheter av att kommit till Sverige som flyktingar. / The purpose of this doctoral thesis is to illuminate, analyze and discuss life stories told by young Swedes about their experiences of being up-rooted and forced to leave their home countries and make a new start in a new country during their school years. Eight young adults participated in life story-interviews around this theme. The theoretical framework entails the terms identity in late modernity, identity as story, and the conditions of globalization here represented by the categories tourists and vagabonds, where the first have access to the world and the latter are left out. Furthermore the concept of life chances is used, which is concerns the relation between people’s goals and ambitions and their possibilities to realize these goals. The findings of the study are presented in two chapters. The first is a thematic analysis and the main findings here are experiences of the first meetings with Swedish society, language as a key, the role that school plays, family, friendship and identity and how the participants relate to these aspects in their stories. Some of the stories are interpreted as having more clear strategies, and these are focused along with identity in the second findings chapter.  Here, three profiles are presented as being an outsider as identity, a torn identity and activity as identity. The discussion of the thesis addresses certain methodological considerations and then turns to discuss the findings. This discussion focuses on aspects of the consequences of being up-rooted in relation to the theoretical concepts life chances, vagabonds, risk/trust and identity. Different tools for the construction of identities in the stories are also discussed, as well as how identity can be seen as synonym to telling a story.   The overall conclusion is that it is not fruitful to talk about immigrants or refugees as a homogeneous group. The participants in this study are alike in many ways, and while their stories have mutual traits, they also tell the tale of differing experiences, approaches and identities. This gives life, and empirically grounded support, to the worn out phrase “every child is an individual”, also when it concerns children and young people who have experienced arriving in Sweden as refugees.

The purpose of this paper is to understand how national identity is discursively constructed by Hizbullah at a time of national crisis, and to shed light on its potential effects on the social world. The critical discourse analysis focuses on how difference and otherness are constructed on Hizbullah’s television channel Al-Manar. It illuminates Hizbullah’s discursive construal of a national in-group and an ‘enemy’ out-group, and identifies the main discourses that Hizbullah draws upon. The backdrop is the violent events in the Lebanese town of Arsal, erupting in early August 2014 and soon amounting to a national crisis. How Hizbullah, one of the main political actors in Lebanon and the region, constructs the world discursively does arguably have impact on the social world. The analysis identifies an order of discourse that on the one hand is permeated by pluralism and inclusion and on the other hand influenced by an exclusionary discourse connecting the out-group to terrorism. The author suggests that the Western discourse of ‘war on terrorism’ has been recontextualised by Hizbullah, and argues that there are reasons to pay close attention to the potentially harmful socially constructive effects of this discourse. Nevertheless, a cross-confessional national unity is simultaneously highlighted in Hizbullah’s discourse.

Depuis 1981, les jeunes du primaire et secondaire sont sensibilisés à la danse par des enseignants qui l’offrent au sein du curriculum de la formation générale des jeunes. Les enseignants de la danse en milieu scolaire (EDMS) du Québec, bénéficient d’une formation universitaire à la fois disciplinaire, pédagogique et pratique qui développe leurs compétences tant artistiques que professionnelles. Au sein de cette formation initiale, commence le développement de l’identité professionnelle de l’enseignant (Lessard et Tardif, 2003) qui continue à se développer durant toute la carrière. Toutefois, la construction identitaire de l’EDMS n’a pas fait l’objet d’une étude approfondie car l’enseignement de la danse en milieu scolaire est une profession relativement nouvelle, non-traditionnelle et méconnue. Ainsi, dans le cadre d’une approche sociologique constructiviste, nous nous penchons sur les tensions et stratégies identitaires inhérentes aux trajectoires biographiques et aux représentations professionnelles de praticiens dans le but de mieux connaître qui ils sont. Nous cherchons à comprendre le sens qu’ils donnent, dans leur construction identitaire, à leur parcours de formation, à leur travail, à leurs relations dans le travail, aux savoirs, et aux institutions en élaborant les rapports qu’ils entretiennent avec autrui ainsi que la perception de leurs rôles, statuts et fonctions artistiques et éducatifs. Un cadre conceptuel nous a permis de faire un portrait sociologique des sphères de négociations identitaires inhérentes à la construction de l’identité professionnelle grâce à l’analyse de la double transaction biographique et relationnelle, un concept de Dubar (1991). Les données de cette étude, recueillies auprès de dix-huit EDMS, proviennent d’un questionnaire sociodémographique ainsi que d’un questionnaire et d’entretiens sur leurs représentations professionnelles, leurs héritages et sur les incidents critiques de leurs trajectoires biographiques. L’analyse inductive des données par l’approche de théorisation ancrée, vérifiée par quinze participantes, a permis de dégager six sphères internes et externes de négociations identitaires communes à la construction de l’identité professionnelle d’EDMS : Devenir, Se réaliser, Se projeter, Faire sa place, Rencontrer l’autre et Agir. Ces sphères se présentent comme des espaces d’identification dans lesquelles l’EDMS construit son identité professionnelle en se positionnant par rapport aux identités héritées, acquises, prescrites, réelles et projetées. Cependant, les écarts entre les logiques opposées, les postures complémentaires et les rôles à jouer pour soi et pour autrui dans la pratique peuvent engendrer des tensions identitaires intrasubjectives et intersubjectives que nous avons identifiées. Pour réduire les écarts entre les représentations polaires et pour apaiser les zones d’incertitudes identitaires, l’EDMS mobilise des stratégies temporelles et spatiales. Neuf ont été relevées: conversion, conciliation, différenciation, implication multiple, maintien identitaire, défense, promotion, alternance des rôles et formation continue. Cette étude expose des façons d’EDMS de se définir pour soi et pour autrui qui permettent d’accéder aux référents identitaires des sphères par des exemples concrets issus des verbalisations de participantes sur le terrain. L’interprétation de nos résultats nous conduit à décrire six profils identitaires provisoires. Nos résultats offrent des retombées possibles en formation initiale et continue. / Since 1981, primary and secondary school students have been sensitized to dance education by dance teachers who offer the discipline within the curriculum. The dance teachers in the school environment (DTSE) of Quebec benefit from a university formation which is at once disciplinary, pedagogical and practical and which develops their artistic as well as professional competencies. It is within this initial formation that the development of the professional identity of the teacher begins (Lessard et Tardif, 2003) and continues to develop throughout their entire career. Nevertheless, the identity construction of the DTSE has not been made the subject of a thorough study, since the teaching of dance in the school environment is a relatively new, non-traditional and unfamiliar profession. Thus, within the framework of a sociological constructivist approach, we study the tensions and identity strategies inherent in the biographical trajectories as well as in the professional representations of the DTSE with the aim of knowing better who they are. We seek to understand the meaning which they give, in their identity construction, to their formative path, to their work, to their relations in work, to knowledge, and to institutions by elaborating the relations maintained with others, and their perceptions of their artistic and educational roles, status and functions. A conceptual framework enabled us to make a sociological portrait of the spheres of identity negotiations inherent in the construction of their professional identity thanks to the analysis of the double biographical and relational transaction, a concept of Dubar (1991). The data collected from eighteen DTSE was generated from a socio-demographic questionnaire as well as from a questionnaire and interviews on their professional representations, their backgrounds and on the turning points of their biographical trajectories. The inductive analysis of the data, using the grounded theory approach, was verified by fifteen participants, and reveals six internal and external spheres of identity negotiation common to the identity construction of the DTSE: To become, To achieve, To project oneself, To make one’s place, To encounter the other and To act. These spheres represent identification fields within which the identity construction process of the DTSE develops in relation to the various identities inherited, acquired, prescribed, real, and projected. However the intervals between the opposing logics, the complementary postures and the roles to be played in practice for oneself and for others could provoke intrasubjective and intersubjective identity tensions which we have identified. In order to reduce the intervals between the polar representations and to alleviate the zones of identity uncertainties, the DTSE employs certain temporal and spatial strategies. We have identified nine such strategies: Conversion, conciliation, differentiation, multiple implication, identity preservation, defence, promotion, alternation of roles, and continuing education. This study exposes DTSE manners of defining oneself for oneself and for others which give access to the identity referents of the various spheres by concrete examples resulting from the verbalisations of participants in the field. Our interpretation of the results conducts us to describe six provisional identity profiles. Our results offer possible consequences in initial and continuing formation.

L’objet de cette recherche est la communication institutionnelle que le conseil général des Pyrénées-Orientales - rebaptisé depuis 2015 « conseil départemental » - a mis en circulation à partir de 1998, et qui reste aujourd’hui encore en vigueur dans le département. Depuis les lois dites de décentralisation (1982), les acteurs politiques locaux qui gouvernent les collectivités territoriales ont bien saisi l’importance des enjeux - tout autant économiques/touristiques que symboliques et politiques - d’une patrimonialisation favorisant la construction d’une identité territoriale. Pour les collectivités dont le territoire recouvre une entité sociolinguistique (socio-historique et linguistique), cette construction identitaire va pouvoir s’ancrer à la langue minorée, qui devient "le vecteur [privilégié] du patrimoine culturel immatériel" (UNESCO, 2003) « local ».La communication-marketing du conseil général des P.O. opte donc pour le concept-clé de « la Catalanité ». La campagne promotionnelle crée des supports médiatiques spécifiques, qui mettent en scène et affichent une « Catalanité » offrant à la collectivité territoriale et à son président la garantie d’un label.Mais ce marketing politique s’inscrit dans la situation de conflit diglossique franco-catalan. S’il a à cœur d’afficher une spécificité identitaire catalane pour promouvoir l’attractivité du territoire, il construit/reconstruit l’interdiscours dominant en s’appuyant immanquablement sur des représentations sociolinguistiques qui l’inscrivent dans la dynamique conflictuelle diglossique. En partant d’observations très « micro », qui examinent les moyens verbaux et les stratégies discursives mises en œuvre par cette parole institutionnelle, on rejoint la perspective « macro » sociolinguistique en montrant qu’ils participent de fonctionnements diglossiques et contribuent à l’idéologisation du conflit diglossique franco-catalan.L’analyse s’inscrit au carrefour de la sociolinguistique « périphérique » et de l’analyse argumentative du discours ; elle emprunte certains de ses outils à la linguistique praxématique. Cependant la spécificité pluridisciplinaire de l’objet d’étude l’a conduite à un « bricolage » scientifique intégrant également les approches de la science politique, de l’économie-marketing, des sciences de l’information et de la communication ou encore de la psychologie sociale. / The purpose of this research is the institutional communication that the "conseil général" of Eastern Pyrenees – renamed since 2015 « departmental council » - initiated from 1998 and still valid today in the department. Since the Decentralization Acts (1982), the local political actors who rule the territorial collectivities fully grasped the importance of the challenges - which are both economic/touristic and symbolic/political - related to patrimonialization supporting the construction of a territorial identity. For the communities which territory includes a sociolinguistic entity (socio-historical and linguistic), this identity construction will base itself on the undervalued language. It then becomes the local “[privileged] immaterial cultural heritage vector” (UNESCO, 2003). The marketing policy of "Conseil général" of the Eastern Pyrenees thus chooses the key-concept of “la Catalanité”.The promotion campaign creates specific media tools, which display a “Catalanité” concept providing the territorial collectivity and its president the warranty of a label. But this political marketing fits into the "franco-catalan" diglossic conflict situation. If it’s eager to display a specific Catalan identity to promote an attractive territory, it builds/rebuilds the dominant interdiscourse inevitably resting over sociolinguistic representations. They register it within diglossic conflict dynamics. From very “micro” observations, examining the verbal means and the discursive strategies activated by this institutional discourse, one gets to the “macro” sociolinguistic prospect by showing their part in diglossic operations and also in the diglossic ideologization of the "franco-catalan" conflict. The analysis is located at the crossroads of the “peripheral” sociolinguistics and of the argumentative discourse analysis; it borrows some of its tools from praxematic linguistics. However the multi field specificity of the object of study led it to a scientific “making up”. It also integrates the approaches of political science, marketing-economics, social psychology or communication and information sciences.