Essa pesquisa tem por objetivos acompanhar e analisar, à luz dos Estudos Interculturais de linha francesa, o processo inicial de adaptação de um grupo de estudantes brasileiros em viagem de estudos à França, bem como discutir a formação suscetível de facilitar o desenvolvimento de uma competência intercultural. Os sujeitos da pesquisa são alunos da Escola Politécnica da Universidade de São Paulo, participantes do Programa de Duplo Diploma com as Grandes Ecoles francesas no período de 2006-2008. A metodologia de trabalho empregada é de caráter qualitativo-descritivo e a interpretação dos dados obtidos por meio de questionários escritos aplicados ao grupo foi realizada segundo a proposta de avaliação do capital de mobilidade de Murphy-Lejeune (2003). Os resultados manifestados sob a forma de reflexões decorrentes de nossa análise visam não apenas tornar mais visível o tema da mobilidade estudantil, ainda tão pouco estudado no Brasil, como também contribuir para a formação de professores e a criação de programas de Língua Estrangeira que preparam grupos de estudantes para experiências de mobilidade no exterior. / The objectives of this study are to use the French line of Intercultural Studies to follow up on and analize the initial adaptation process of a group of Brazilians studying in France, as well as to discuss the formation which will facilitate the development of some intercultural competence. The study subjects are students of the Escola Politécnica of Universidade de São Paulo participating in the Duplo Diploma (Double Diploma) Program in the French Grandes Ecoles from 2006 to 2008. The work metodology used is qualitative-descriptional and the data, acquired by means of questionnaires, was interpreted as per Murphy-Lejeunes evaluation of mobility capital (2003). The results, in the form of reflexions of our analysis, have as objective not only to focus attention into student mobility, a field of study still to be explore, but also to contribute to the formation of facilitators and the formulation of Foreign Language programs, which will prepare groups of students to mobility experience in other countries.

Made available in DSpace on 2016-03-15T19:46:25Z (GMT). No. of bitstreams: 1 Lilian Rudolf.pdf: 1070646 bytes, checksum: 353b21ba0b0d8588740b0c01d4b97ee0 (MD5) Previous issue date: 2015-02-06 / This work joins the learning line of research of foreign languages, focusing on English language and the role of interculturalism in the student mobility programs, highlighting the high school program (High School) offered by non-profit organization AFS Intercultural Programs (formerly American Fields Service) based in the United States of America . The main objective of the study is to understand the experience of intercultural acquired an exchange program in the host country, in which the exchange student will live with a native family, will attend a community school, study subjects related to High School; highlight that context living with a new culture for school through, club, family that will host him and new friendships that he will make. Discuss beyond intercultural concepts, the binomial language - culture, the relationship between language, culture and identity, intercultural communication and intercultural competence. The authors examine the impact that the exchange program has on lives of the participants to return to their country of origin, Brazil, in the choice of occupation, in the labor market, in relation to personal, academic and professional issues as well as on items such as maturity, tolerance, leadership, respect, independence, organization, cultural background and development of intercultural competence. The theoretical framework that supports the study focuses on key concepts for language -related work, culture, identity, intercultural communication and intercultural competence as well as student mobility. Scholars such as: Kramsch, Hall, Byram, Fleming, Valdes, Signorini, Laraia, Hertsgaard, Nye Junior, Hanna, Chauí , among others. To achieve our results we'll search to be drawn from a questionnaire administered to a group of AFS Intercultural Programs of students from different regions of Brazil that made the exchange in the United States at different times. The questionnaire will be answered by e-mail containing multiple choice questions , with the exception of the last three open questions. / O presente trabalho se filia à linha de pesquisa de aprendizado de línguas estrangeiras, com foco na língua inglesa e no papel da interculturalidade nos programas de mobilidade estudantil, destacando o programa de High School (Ensino Médio) oferecido pela Organização sem fins lucrativos AFS Intercultural Programs (antigo American Fields Service) sediada nos Estados Unidos da América. O objetivo principal do estudo é o de compreendermos a experiência da interculturalidade adquirida num programa de intercâmbio, no país receptor, em que o intercambista conviverá com uma família nativa, frequentará uma escola da comunidade, estudará disciplinas relacionadas ao Ensino Médio; destacamos naquele contexto o convívio com uma nova cultura por intermédio da escola, do clube, da família que irá hospedá-lo e das novas amizades que fará. Abrdaremos além dos conceitos de interculturalidade, o binômio língua-cultura, a relação entre língua, cultura e identidade, comunicação intercultural e competência intercultural. Pretendemos examinar o impacto que o programa de intercâmbio exerce na vida dos participantes ao regressar ao país de origem, o Brasil, na escolha da profissão, no mercado de trabalho, no que se refere a questões pessoais, acadêmicas e profissionais tanto quanto em itens como amadurecimento, tolerância, liderança, respeito, independência, organização, bagagem cultural e desenvolvimento da competência intercultural. O referencial teórico que dá suporte ao estudo concentra-se em conceitos essenciais para o trabalho relacionados à língua, cultura, identidade, comunicação intercultural e competência intercultural além de mobilidade estudantil. Estudiosos como: Kramsch, Hall, Byram, Fleming, Valdes, Signorini, Laraia, Hertsgaard, Nye Júnior, Hanna, Chauí, entre outros. Para atingirmos nossos resultados faremos uma pesquisa que será elaborada a partir de um questionário aplicado a um grupo de estudantes do AFS Intercultural Programs de diversas regiões do Brasil que realizou o intercâmbio nos Estados Unidos em diferentes épocas. O questionário será respondido por meio de e-mails contendo questões de múltipla escolha, com exceção das três últimas questões abertas.

Après le bac, la majorité des jeunes mahorais poursuit leurs études en métropole, une mobilité favorisée par le manque de formation supérieure sur l’île. Le taux d’échec très important par rapport à la moyenne nationale en première année a suscité notre intérêt à ce sujet. Pourquoi ce public serait-il plus touché par ce phénomène d’échec que les autres ? Quelles enétaient les causes ? Notre objectif a dès lors été, dans un premier temps de définir l’état de la situation en étudiant une cohorte donnée et en la comparant aux résultats nationaux et ensuite trouver les causes de cet échec à partir des résultats de la cohorte étudiée et des entretiens réalisés auprès d’étudiants mahorais. Bien qu’ils aient reçu les mêmes enseignements que leurs camarades métropolitains, le contexte de vie et d’études complexe dans lequel ils déroulent leurs scolarités antérieures impactent grandement leurs résultats scolaires dans le supérieur et les défavorise en termes de compétitivité. La différence socioculturelle très marquée qui les assimile aux étudiants étrangers en mobilité limite leur intégration sociale et académique. / After graduating from high school, a majority of young Mahorais keep on studying in mainland France. This mobility is triggered by the lack of higher education on the island. The very high failure rate compared to the national average in the first year has attracted our interest. Why would this audience be more affected by this phenomenon of failure than others? What were the causes? Our aim has therefore been, first, to define the state of the situation by studying a given cohort and comparing it with national results, and then to find the causes of this failure from the results of the study cohort and the interviews carried out withMahorais students. Though they have received the same teachings as metropolitan students, the complex context of life and study in which they conduct their previous schooling greatly affects their academic performance in higher education and puts them at a competitive disadvantage. The very marked socio-cultural difference that assimilates them to foreign students in mobility limits their social and academic integration.

本研究旨在探討影響國際學生流動的拉力因素構面，並找出台灣大學院校對大陸學生的主要拉力因素為何，以做為未來政策制定和大學院校招生之參考。經過文獻探討之後發現國際學生流動的拉力因素有八個構面，分別是學校機構、留學政策、國際競爭力、地理環境、經濟、社會文化、家庭與體制因素。研究方法的部分，利用專家問卷進行問卷試題的適切性評估，再使用因素分析與信度分析法，確立問卷各因素構面試題並取得良好的信度，並利用網路問卷調查法進行正式問卷施測，共計386位填答者，有效填答有286位。研究分析使用描述性統計、獨立樣本t考驗和單因子變異數分析，來探討我國大學院校對於大陸學生的拉力因素排序情形與不同背景變項間的差異程度。根據分析結果，歸納出本研究之結論如下： 一、留學政策的制定是台灣吸引陸生的最主要拉力。 二、台灣的文化與大學特色是吸引陸生的重要拉力。 三、男性在留學政策因素上認同度高。 四、商業管理的學生在留學政策因素上的認同度較農業及醫藥學的學生高。 五、有來台經驗的學生在學校機構與體制因素上的認同度較高。 六、經濟因素會因學生是本科生或研究生而有所差異。 最後，根據本研究之結論，對於台灣大學院校、教育行政主管機關和未來研究提出建議，以制定相關招生策略、政策規定或是未來研究方向。 / The purpose of this study is to explore the dimension of the pull factors of international student mobility, and discover the main pull factors of Taiwan higher educational institutes, in order to make proper future policies and strategies for recruiting students from mainland China. Through literature review, this study finds that there are eight dimensions of pull factors which are dimension of educational institutes, dimension of study-abroad policy, dimension of international competitiveness, dimension of environment, dimension of economics, dimension of socio-culture, dimension of family, and dimension of national system. As for research methods, using expert questionnaire, factor analysis and reliability analysis to ensure all questions are well-stated and get good degree of reliability, and then using web-based questionnaire to do the survey. In this study, there are 386 respondents, and 286 of them are valid. By means of descriptive statistics, independent t-test and one-way ANOVA, the order of the pull factor and the differences between every background variables are found. According to the results, the main conclusions are as follows: 1.The making of study-abroad policy is the main pull factor of Taiwan for students from mainland China. 2.The characteristics of Taiwanese culture and universities are important pull factors. 3.Male shows higher degree of agreement in the dimension of study-abroad policy factors. 4.Students of business and management show higher degree of agreement in the dimension of study-abroad policy factors than students of agriculture and medical science. 5.Students who have experiences in Taiwan show higher degree of agreement in the dimension of educational institutes and national system factors. 6.Undergraduate students and graduate students show different degree of agreement in the dimension of economics factors. In the end, based on the conclusion of this study, some suggestions had been proposed to Taiwan educational institutes, educational administration authority and future research, in order to make appropriate policies, strategies, or research direction.

Since the mid-1990s, New Zealand has become a popular study destination for international students. In its neo-liberal knowledge economy policies including an export education policy, international education agenda, and skilled immigration policy, international students are conceptualised as ideal policy subjects: free, rational and self-interested knowledge consumers and globally available human resources. International postgraduates are expected to contribute to New Zealand’s knowledge economy with their knowledge and skills. However, both the statistics and empirical research suggest that these students’ experiences do not always coincide with the policy expectations owing to the involvement of multiple political and non-political factors and actors including international students themselves. Cultural differences in particular, generate extra challenges for these policies to recruit and serve international students and retain international graduates from non-Western cultural backgrounds including those from Mainland China. The gap between the policy intentions and these students’ experiences draws our attention to the roles of multiple regimes of government and individual students as active agencies in overseas study and raises the question of how the two aspects can converge to achieve a ‘good’ overseas study in a complicated culture-crossing policy environment. This thesis takes a post-structuralist approach and uses an adapted Foucauldian conceptual framework that develops the concept of governmentality to explore the experiences of a group of postgraduate Chinese international students studying at two New Zealand universities. It combines documentary research, an online survey and 56 in-depth interviews for data collection with culturally informed discursive, Foucauldian descriptive statistical and Foucauldian narrative analyses of data. The findings show that the convergence between New Zealand’s knowledge economy policies and Chinese students’ experiences of ‘good’ overseas study is not straightforward. This thesis argues that Chinese international students are not made and governed by a singular political power like the New Zealand Government but by multiple regimes of practices through which these students are assembled. Chinese cultural mechanisms such as filial piety, reciprocity and loyalty, play a crucial role in constituting the field of international education and assembling regimes of subjectification. Moreover, these cultural mechanisms are not only embodied in governmental technologies themselves as technical means, but also activated through the coexistence of multiple rationalities, the hybridisation of regimes of subjectification and cross-cultural applications of these technologies. This thesis helps explain both ways in which Chinese students get ‘made into’ subjects who are willing to constitute themselves as international students obliged to come to New Zealand and contribute to the knowledge economy and also the constellations of factors motivating them to move away from on-going, constant and regular engagement with New Zealand as a knowledge economy. With its findings, the thesis attempts not only to provide valuable policy recommendations but also to contribute to sociological understandings of the global governance of border-crossing population movements and comparative studies in the sociology of education.

La migration internationale d’étudiants est un investissement couteux pour les familles dans beaucoup de pays en voie de développement. Cependant, cet investissement est susceptible de générer des bénéfices financiers et sociaux relativement importants aux investisseurs, tout autant que des externalités pour d’autres membres de la famille. Cette thèse s’intéresse à deux aspects importants de la migration des étudiants internationaux : (i) Qui part? Quels sont les déterminants de la probabilité de migration? (ii) Qui paie? Comment la famille s’organise-t-elle pour couvrir les frais de la migration? (iii) Qui y gagne? Ce flux migratoire est-il au bénéfice du pays d’origine? Entreprendre une telle étude met le chercheur en face de défis importants, notamment, l’absence de données complètes et fiables; la dispersion géographique des étudiants migrants en étant la cause première. La première contribution importante de ce travail est le développement d’une méthode de sondage en « boule de neige » pour des populations difficiles à atteindre, ainsi que d’estimateurs corrigeant les possibles biais de sélection. A partir de cette méthodologie, j’ai collecté des données incluant simultanément des étudiants migrants et non-migrants du Cameroun en utilisant une plateforme internet. Un second défi relativement bien documenté est la présence d’endogénéité du choix d’éducation. Nous tirons avantage des récents développements théoriques dans le traitement des problèmes d’identification dans les modèles de choix discrets pour résoudre cette difficulté, tout en conservant la simplicité des hypothèses nécessaires. Ce travail constitue l’une des premières applications de cette méthodologie à des questions de développement. Le premier chapitre de la thèse étudie la décision prise par la famille d’investir dans la migration étudiante. Il propose un modèle structurel empirique de choix discret qui reflète à la fois le rendement brut de la migration et la contrainte budgétaire liée au problème de choix des agents. Nos résultats démontrent que le choix du niveau final d’éducation, les résultats académiques et l’aide de la famille sont des déterminants importants de la probabilité d’émigrer, au contraire du genre qui ne semble pas affecter très significativement la décision familiale. Le second chapitre s’efforce de comprendre comment les agents décident de leur participation à la décision de migration et comment la famille partage les profits et décourage le phénomène de « passagers clandestins ». D’autres résultats dans la littérature sur l’identification partielle nous permettent de considérer des comportements stratégiques au sein de l’unité familiale. Les premières estimations suggèrent que le modèle « unitaire », où un agent représentatif maximise l’utilité familiale ne convient qu’aux familles composées des parents et de l’enfant. Les aidants extérieurs subissent un cout strictement positif pour leur participation, ce qui décourage leur implication. Les obligations familiales et sociales semblent expliquer les cas de participation d’un aidant, mieux qu’un possible altruisme de ces derniers. Finalement, le troisième chapitre présente le cadre théorique plus général dans lequel s’imbriquent les modèles développés dans les précédents chapitres. Les méthodes d’identification et d’inférence présentées sont spécialisées aux jeux finis avec information complète. Avec mes co-auteurs, nous proposons notamment une procédure combinatoire pour une implémentation efficace du bootstrap aux fins d’inférences dans les modèles cités ci-dessus. Nous en faisons une application sur les déterminants du choix familial de soins à long terme pour des parents âgés. / International migration of students is a costly investment for family units in many developing countries. However, it might yield substantial financial and social return for the investors, as well as externalities for other family members. Furthermore, when these family decisions aggregate at the country-level, they affect the stock of human capital available to the origin country. This thesis addresses primarily two aspects of international student migration: (i) Who goes? What are the determinants of the probability of migration? (ii) Who pays? How does the family organize to bear the cost of the migration? Engaging in this study, one faces the challenge of data limitation, a direct consequence of the geographical dispersion of the population of interest. The first important contribution of this work is to provide a new snowball sampling methodology for hard-to-reach population, along with estimators to correct selection-biases. I collected data which include both migrant and non-migrant students from Cameroon, using an online-platform. A second challenge is the well-documented problem of endogeneity of the educational attainment. I take advantage of recent advances in the treatment of identification problems in discrete choice models to solve this issue while keeping assumptions at a low level. In particular, validity of the partial identification methodology does not rest on the existence of an instrument. To the best of my knowledge, this is the first empirical application of this methodology to development related issues. The first chapter studies the decision made by a family to invest in student. I propose an empirical structural decision model which reflects the importance of both the return of the investment and the budgetary constraint in agent choices. Our results show that the choice of level of education, the help of the family and academic results in secondary school are significant determinant of the probability to migrate, unlike the gender which does not seem to play any role in the family decision. The objective of the second chapter is to understand how agents decide to be part of the migration project and how the family organizes itself to share profits and discourage free riding-behavior. Further results on partial identification for games of incomplete information allow us to consider strategic behavior of family. My estimation suggests that models with a representative individual suit only families which consist of parent and child, but are rejected when a significant extended family member is introduced. Helpers incur a non-zero cost of participation that discourages involvement in the migration process. Kinship obligations and not altruism appears as the main reason of participation. Finally, the third chapter presents the more general theoretical framework in which my models are imbedded. The method presented is specialized to infinite games of complete information, but is of interest for application to the empirical analysis of instrumental variable models of discrete choice (Chapter 1), cooperative and non-cooperative games (Chapter 2), as well as revealed preference analysis. With my co-authors, we propose an efficient combinatorial bootstrap procedure for inference in games of complete information that runs in linear computing time and an application to the determinants of long term elderly care choices.

No contexto de Internacionalização da Educação Superior buscou-se analisar as contribuições da mobilidade estudantil para a formação dos estudantes de graduação da UFRGS participantes Programa ESCALA/AUGM e, identificar de que maneira as experiências vividas podem contribuir para ampliar as concepções de América Latina e para a consolidação de um lugar de mobilidade no MERCOSUL. O estudo qualitativo incluiu análise de documentos e entrevistas que possibilitaram a construção de um estudo de caso. Foram analisados documentos e materiais UNESCO, OECD, AUGM, Programa ESCALA/AUGM e Relinter/UFRGS. Os dados sobre expectativas, experiências, dificuldades e reflexões sobre a mobilidade vivenciada pelos estudantes foram obtidos através de entrevistas semiestruturadas realizadas antes e depois de sua estada no exterior. Os dados coletados foram submetidos à análise de conteúdo (Roque Moraes) e de prosa (Marli André). O suporte teórico-conceitual privilegiou autores latino-americanos como Axel Didrikson, Walter Mignolo, Nestor Garcia Canclini, Hugo Aboites, Marília Morosini, José Dias Sobrinho e Pedro Goergen e outros, como Boaventura de Sousa Santos, Jane Knight, Catheryne Walsh e Hannah Arendt. Os dados e informações resultantes permitem inferir que tanto as expectativas quanto as contribuições individuais da mobilidade para os estudantes superaram as profissionais e acadêmicas. As experiências vivenciadas fizeram com que eles desenvolvessem um novo olhar sobre si, sobre a universidade e sobre a sociedade. Dentre os principais desafios enfrentados pelos estudantes foram identificados: a falta de domínio da língua espanhola, questões referentes à bolsa de estudos, tais como o baixo valor, atraso no pagamento e insuficientes informações sobre a mesma, bem como sobre os documentos necessários para a mobilidade e sobre o local de residência no país de destino. Considerando que historicamente a América Latina foi e é compreendida dentro de um contexto de subalternidade, os resultados da pesquisa indicam que a mobilidade de estudantes, realizada a partir do Programa ESCALA/AUGM na UFRGS, amplia a formação de graduação contribuindo para criar um novo olhar sobre a América Latina e suas universidades. A mobilidade na região e a opção dos estudantes pela América Latina podem ser compreendidas como uma alternativa que permite dar visibilidade às experiências do Sul, possibilitando uma viagem de (auto)descobrimento de “si” enquanto “ser latino-americano” e de resignificação das concepções sobre educação superior. / In the context of Internationalization of Higher Education, the aim was to analyze the contributions of student mobility for the training of graduate students from UFRGS participant, ESCALA/AUGM Program, and identify how their experiences can contribute to enlarge the conceptions of Latin America and to consolidate a place of mobility in MERCOSUR. The qualitative study included analysis of documents and interviews enabled the construction of a case study. Documents and materials from UNESCO, OECD, AUGM, ESCALA/AUGM Program and Relinter/UFRGS were analyzed. The data on expectations, experiences, reflections, and difficulties about the mobility experienced by the students were obtained through semi-structured interviews done before and after their stay abroad. The collected data were subjected to content (Roque Moraes) and prose analysis (Marli André). The theoreticalconceptual support privileged Latin American authors like Axel Didrikson, Walter Mignolo, Nestor Garcia Canclini, Marilia Morosini, José Dias Sobrinho and Peter Goergen, and others as Boaventura de Sousa Santos, Jane Knight, Catheryne Walsh, and Hannah Arendt. As a result of the data and information, it can be inferred that both the expectations and the individual contributions of mobility for students exceeded the academic and professional. Their experiences made them develop a new look over themselves, the university, and the society. Among the main challenges faced by students were identified: lack of command of the Spanish language and issues about the scholarship, such as low-value, late payment and insufficient information about it, as well as the required documents for mobility and about the place of residence in the destination country. Considering that historically Latin America was and is understood within a context of subordination, the survey results indicate that the mobility of students, held from ESCALA/AUGM Program, expands the formation of graduation helping to create a new look on Latin America and its universities. The mobility in the region and the students’ choice for Latin America can be understood as an alternative that allows profiling the experiences of the South, enabling a voyage of discovery of "self" as "being Hispanic" and reframing of concepts on higher education. / En el contexto de la Internacionalización de la Educación Superior se ha buscado analizar los aportes de la movilidad estudiantil para la formación de estudiantes de posgrado de la UFRGS participantes en el Programa ESCALA/AUGM y identificar cómo las experiencias pueden contribuir a ampliar las concepciones de América Latina y la consolidación de un lugar de la movilidad en el MERCOSUR. El estudio cualitativo incluyó el análisis de documentos y entrevistas que permitieron la construcción de un estudio de caso. Se analizaron los documentos y materiales de la UNESCO, la OCDE, AUGM, Programa ESCALA/AUGM y Relinter/UFRGS. Los datos sobre las expectativas, experiencias y reflexiones sobre las dificultades experimentadas por los estudiantes de movilidad se obtuvieron a través de entrevistas semi-estructuradas antes y después de su estancia en el extranjero. Los datos obtenidos fueron sometidos a análisis de contenido (Roque Moraes) y la prosa (Marli André). El aporte teorético-conceptual ha privilegiado autores latinoamericanos como Axel Didrikson, Walter Mignolo, Néstor García Canclini, Marilia Morosini, José Dias Sobrinho y Peter Goergen y otros, como Boaventura de Sousa Santos, Jane Knight, Catheryne Walsh y Hannah Arendt. De los datos y informaciones resultantes se puede deducir que tanto las expectativas como las contribuciones individuales de movilidad para estudiantes han superado las profesionales y académicos. Las experiencias vividas los llevaran a desarrollar una nueva mirada acerca de sí mismos, de la universidad y de la sociedad. Entre los principales desafíos que enfrentaran los estudiantes, fueron identificados: la falta de dominio del idioma español, cuestiones acerca de la beca, como su bajo valor, la morosidad y la falta de información acerca la misma, así como los documentos necesarios para la movilidad y el lugar de residencia en el país de destino. Mientras que históricamente América Latina fue y es entendido en un contexto de subordinación, los resultados de la encuesta indican que por medio de la movilidad de los estudiantes, que tuvo lugar del ESCALA/Programa de AUGM se amplía la formación de pregrado ayudando a crear una nueva imagen en América Latina y sus universidades. La movilidad en la región y la elección de los estudiantes de toda América Latina se puede entender como una alternativa que permite perfilar las experiencias del Sur, lo que hace posible un viaje de (auto)descubrimiento del "yo" como "ser latinoamericano" y re-encuadre de las concepciones de la educación superior.

La thèse porte sur le rapport à l’écrit scientifique en français langue étrangère et seconde. Notre objectif est de proposer une approche des littéracies universitaires en FLE/FLS, de décrire et de comprendre le rapport à l’écrit en FLE/FLS du groupe enquêté, en l’occurrence des doctorants syriens étudiant en France. Notre démarche est sociodidactique aussi bien dans la problématique que dans la méthodologie adoptée. Ainsi, notre recherche s’est construite autour de trois axes principaux : un cadre contextuel et théorique comprenant à la fois une étude socioculturelle, sociolinguistique, éducative et institutionnelle du contexte d’origine (la Syrie) et des modalités de la mobilité étudiante. Nous y approfondissons les notions et les théories traitant de la question du rapport à l’écrit en FLE/FLS ainsi que des littéracies universitaires. Le deuxième axe constitue une démarche qualitative accordant une priorité au terrain. Enfin, le troisième axe tourne autour l’élaboration de l’approche des littéracies universitaires.Pour mener à bien notre recherche, nous avons réalisé des enquêtes sur le terrain au sein de dix-neuf pôles universitaires en France à l’aide d’un questionnaire soumis à cent sept doctorants syriens inscrits dans sept disciplines de Sciences Humaines et Sociales : Sciences du Langage, Psychologie, Histoire, Géographie, Sciences de l’Éducation, Sciences Économiques et Sciences Juridiques. Nous avons également réalisé sept entretiens avec des doctorants inscrits dans les disciplines susmentionnées.Notre travail de thèse a abouti à distinguer deux types de difficultés que les doctorants allophones ont à surmonter : méthodologiques (de niveau micro et macro) et disciplinaires ainsi qu’à définir le rôle primordial de la culture éducative et de l’habitus académique et méthodologique dans toute formation à l’initiation de recherche pour les doctorants étrangers. Ces résultats nous ont permis de contribuer aux premières ébauches d’une didactique des littéracies universitaires en français langue étrangère et seconde. / The thesis focuses on the relation to academic writing in French as a foreign and second language (FFL/SL). Our objective is to propose an approach of academic literacy in FFL/SL, to describe and to understand the relation to writing in FFL/SL of the group investigated, in this case, of Syrian PhD students in France. Our approach is socio-didactic in the research problem as well as in the adopted methodology. Thus, our research was built on three main axes: a contextual and theoretical framework comprising simultaneously socio-cultural, sociolinguistic, educational and institutional study of the original context (Syria) and the modalities of student mobility. In the same direction, we also explore the notions and theories dealing with the question of the relation to writing in FFL/SL as well as the academic literacy. The second axis is a qualitative approach giving priority to the field. Finally, the third axis revolves around the development of the approach to academic literacy.Concerning the practical part, we carried out field surveys in nineteen university poles in France. Indeed, we administered a questionnaire to 107 PhD students registered in seven disciplines of Humanities and Social Sciences: Language Sciences, Psychology, History, Geography, Educational Sciences, Economics and Legal Sciences. We also conducted seven interviews with PhD students enrolled in these disciplines.Our thesis work has resulted in distinguishing two types of difficulties that allophone PhD students have to overcome: methodological (micro- and macro level) and disciplinary, as well as to define the primordial role of the educational culture and the academic and methodological habitus in any training at the initiation of research for foreign doctoral students. These results allowed us to contribute to the first drafts of teaching academic literacy in French as a foreign and second language.

No contexto de Internacionalização da Educação Superior buscou-se analisar as contribuições da mobilidade estudantil para a formação dos estudantes de graduação da UFRGS participantes Programa ESCALA/AUGM e, identificar de que maneira as experiências vividas podem contribuir para ampliar as concepções de América Latina e para a consolidação de um lugar de mobilidade no MERCOSUL. O estudo qualitativo incluiu análise de documentos e entrevistas que possibilitaram a construção de um estudo de caso. Foram analisados documentos e materiais UNESCO, OECD, AUGM, Programa ESCALA/AUGM e Relinter/UFRGS. Os dados sobre expectativas, experiências, dificuldades e reflexões sobre a mobilidade vivenciada pelos estudantes foram obtidos através de entrevistas semiestruturadas realizadas antes e depois de sua estada no exterior. Os dados coletados foram submetidos à análise de conteúdo (Roque Moraes) e de prosa (Marli André). O suporte teórico-conceitual privilegiou autores latino-americanos como Axel Didrikson, Walter Mignolo, Nestor Garcia Canclini, Hugo Aboites, Marília Morosini, José Dias Sobrinho e Pedro Goergen e outros, como Boaventura de Sousa Santos, Jane Knight, Catheryne Walsh e Hannah Arendt. Os dados e informações resultantes permitem inferir que tanto as expectativas quanto as contribuições individuais da mobilidade para os estudantes superaram as profissionais e acadêmicas. As experiências vivenciadas fizeram com que eles desenvolvessem um novo olhar sobre si, sobre a universidade e sobre a sociedade. Dentre os principais desafios enfrentados pelos estudantes foram identificados: a falta de domínio da língua espanhola, questões referentes à bolsa de estudos, tais como o baixo valor, atraso no pagamento e insuficientes informações sobre a mesma, bem como sobre os documentos necessários para a mobilidade e sobre o local de residência no país de destino. Considerando que historicamente a América Latina foi e é compreendida dentro de um contexto de subalternidade, os resultados da pesquisa indicam que a mobilidade de estudantes, realizada a partir do Programa ESCALA/AUGM na UFRGS, amplia a formação de graduação contribuindo para criar um novo olhar sobre a América Latina e suas universidades. A mobilidade na região e a opção dos estudantes pela América Latina podem ser compreendidas como uma alternativa que permite dar visibilidade às experiências do Sul, possibilitando uma viagem de (auto)descobrimento de “si” enquanto “ser latino-americano” e de resignificação das concepções sobre educação superior. / In the context of Internationalization of Higher Education, the aim was to analyze the contributions of student mobility for the training of graduate students from UFRGS participant, ESCALA/AUGM Program, and identify how their experiences can contribute to enlarge the conceptions of Latin America and to consolidate a place of mobility in MERCOSUR. The qualitative study included analysis of documents and interviews enabled the construction of a case study. Documents and materials from UNESCO, OECD, AUGM, ESCALA/AUGM Program and Relinter/UFRGS were analyzed. The data on expectations, experiences, reflections, and difficulties about the mobility experienced by the students were obtained through semi-structured interviews done before and after their stay abroad. The collected data were subjected to content (Roque Moraes) and prose analysis (Marli André). The theoreticalconceptual support privileged Latin American authors like Axel Didrikson, Walter Mignolo, Nestor Garcia Canclini, Marilia Morosini, José Dias Sobrinho and Peter Goergen, and others as Boaventura de Sousa Santos, Jane Knight, Catheryne Walsh, and Hannah Arendt. As a result of the data and information, it can be inferred that both the expectations and the individual contributions of mobility for students exceeded the academic and professional. Their experiences made them develop a new look over themselves, the university, and the society. Among the main challenges faced by students were identified: lack of command of the Spanish language and issues about the scholarship, such as low-value, late payment and insufficient information about it, as well as the required documents for mobility and about the place of residence in the destination country. Considering that historically Latin America was and is understood within a context of subordination, the survey results indicate that the mobility of students, held from ESCALA/AUGM Program, expands the formation of graduation helping to create a new look on Latin America and its universities. The mobility in the region and the students’ choice for Latin America can be understood as an alternative that allows profiling the experiences of the South, enabling a voyage of discovery of "self" as "being Hispanic" and reframing of concepts on higher education. / En el contexto de la Internacionalización de la Educación Superior se ha buscado analizar los aportes de la movilidad estudiantil para la formación de estudiantes de posgrado de la UFRGS participantes en el Programa ESCALA/AUGM y identificar cómo las experiencias pueden contribuir a ampliar las concepciones de América Latina y la consolidación de un lugar de la movilidad en el MERCOSUR. El estudio cualitativo incluyó el análisis de documentos y entrevistas que permitieron la construcción de un estudio de caso. Se analizaron los documentos y materiales de la UNESCO, la OCDE, AUGM, Programa ESCALA/AUGM y Relinter/UFRGS. Los datos sobre las expectativas, experiencias y reflexiones sobre las dificultades experimentadas por los estudiantes de movilidad se obtuvieron a través de entrevistas semi-estructuradas antes y después de su estancia en el extranjero. Los datos obtenidos fueron sometidos a análisis de contenido (Roque Moraes) y la prosa (Marli André). El aporte teorético-conceptual ha privilegiado autores latinoamericanos como Axel Didrikson, Walter Mignolo, Néstor García Canclini, Marilia Morosini, José Dias Sobrinho y Peter Goergen y otros, como Boaventura de Sousa Santos, Jane Knight, Catheryne Walsh y Hannah Arendt. De los datos y informaciones resultantes se puede deducir que tanto las expectativas como las contribuciones individuales de movilidad para estudiantes han superado las profesionales y académicos. Las experiencias vividas los llevaran a desarrollar una nueva mirada acerca de sí mismos, de la universidad y de la sociedad. Entre los principales desafíos que enfrentaran los estudiantes, fueron identificados: la falta de dominio del idioma español, cuestiones acerca de la beca, como su bajo valor, la morosidad y la falta de información acerca la misma, así como los documentos necesarios para la movilidad y el lugar de residencia en el país de destino. Mientras que históricamente América Latina fue y es entendido en un contexto de subordinación, los resultados de la encuesta indican que por medio de la movilidad de los estudiantes, que tuvo lugar del ESCALA/Programa de AUGM se amplía la formación de pregrado ayudando a crear una nueva imagen en América Latina y sus universidades. La movilidad en la región y la elección de los estudiantes de toda América Latina se puede entender como una alternativa que permite perfilar las experiencias del Sur, lo que hace posible un viaje de (auto)descubrimiento del "yo" como "ser latinoamericano" y re-encuadre de las concepciones de la educación superior.

No contexto de Internacionalização da Educação Superior buscou-se analisar as contribuições da mobilidade estudantil para a formação dos estudantes de graduação da UFRGS participantes Programa ESCALA/AUGM e, identificar de que maneira as experiências vividas podem contribuir para ampliar as concepções de América Latina e para a consolidação de um lugar de mobilidade no MERCOSUL. O estudo qualitativo incluiu análise de documentos e entrevistas que possibilitaram a construção de um estudo de caso. Foram analisados documentos e materiais UNESCO, OECD, AUGM, Programa ESCALA/AUGM e Relinter/UFRGS. Os dados sobre expectativas, experiências, dificuldades e reflexões sobre a mobilidade vivenciada pelos estudantes foram obtidos através de entrevistas semiestruturadas realizadas antes e depois de sua estada no exterior. Os dados coletados foram submetidos à análise de conteúdo (Roque Moraes) e de prosa (Marli André). O suporte teórico-conceitual privilegiou autores latino-americanos como Axel Didrikson, Walter Mignolo, Nestor Garcia Canclini, Hugo Aboites, Marília Morosini, José Dias Sobrinho e Pedro Goergen e outros, como Boaventura de Sousa Santos, Jane Knight, Catheryne Walsh e Hannah Arendt. Os dados e informações resultantes permitem inferir que tanto as expectativas quanto as contribuições individuais da mobilidade para os estudantes superaram as profissionais e acadêmicas. As experiências vivenciadas fizeram com que eles desenvolvessem um novo olhar sobre si, sobre a universidade e sobre a sociedade. Dentre os principais desafios enfrentados pelos estudantes foram identificados: a falta de domínio da língua espanhola, questões referentes à bolsa de estudos, tais como o baixo valor, atraso no pagamento e insuficientes informações sobre a mesma, bem como sobre os documentos necessários para a mobilidade e sobre o local de residência no país de destino. Considerando que historicamente a América Latina foi e é compreendida dentro de um contexto de subalternidade, os resultados da pesquisa indicam que a mobilidade de estudantes, realizada a partir do Programa ESCALA/AUGM na UFRGS, amplia a formação de graduação contribuindo para criar um novo olhar sobre a América Latina e suas universidades. A mobilidade na região e a opção dos estudantes pela América Latina podem ser compreendidas como uma alternativa que permite dar visibilidade às experiências do Sul, possibilitando uma viagem de (auto)descobrimento de “si” enquanto “ser latino-americano” e de resignificação das concepções sobre educação superior. / In the context of Internationalization of Higher Education, the aim was to analyze the contributions of student mobility for the training of graduate students from UFRGS participant, ESCALA/AUGM Program, and identify how their experiences can contribute to enlarge the conceptions of Latin America and to consolidate a place of mobility in MERCOSUR. The qualitative study included analysis of documents and interviews enabled the construction of a case study. Documents and materials from UNESCO, OECD, AUGM, ESCALA/AUGM Program and Relinter/UFRGS were analyzed. The data on expectations, experiences, reflections, and difficulties about the mobility experienced by the students were obtained through semi-structured interviews done before and after their stay abroad. The collected data were subjected to content (Roque Moraes) and prose analysis (Marli André). The theoreticalconceptual support privileged Latin American authors like Axel Didrikson, Walter Mignolo, Nestor Garcia Canclini, Marilia Morosini, José Dias Sobrinho and Peter Goergen, and others as Boaventura de Sousa Santos, Jane Knight, Catheryne Walsh, and Hannah Arendt. As a result of the data and information, it can be inferred that both the expectations and the individual contributions of mobility for students exceeded the academic and professional. Their experiences made them develop a new look over themselves, the university, and the society. Among the main challenges faced by students were identified: lack of command of the Spanish language and issues about the scholarship, such as low-value, late payment and insufficient information about it, as well as the required documents for mobility and about the place of residence in the destination country. Considering that historically Latin America was and is understood within a context of subordination, the survey results indicate that the mobility of students, held from ESCALA/AUGM Program, expands the formation of graduation helping to create a new look on Latin America and its universities. The mobility in the region and the students’ choice for Latin America can be understood as an alternative that allows profiling the experiences of the South, enabling a voyage of discovery of "self" as "being Hispanic" and reframing of concepts on higher education. / En el contexto de la Internacionalización de la Educación Superior se ha buscado analizar los aportes de la movilidad estudiantil para la formación de estudiantes de posgrado de la UFRGS participantes en el Programa ESCALA/AUGM y identificar cómo las experiencias pueden contribuir a ampliar las concepciones de América Latina y la consolidación de un lugar de la movilidad en el MERCOSUR. El estudio cualitativo incluyó el análisis de documentos y entrevistas que permitieron la construcción de un estudio de caso. Se analizaron los documentos y materiales de la UNESCO, la OCDE, AUGM, Programa ESCALA/AUGM y Relinter/UFRGS. Los datos sobre las expectativas, experiencias y reflexiones sobre las dificultades experimentadas por los estudiantes de movilidad se obtuvieron a través de entrevistas semi-estructuradas antes y después de su estancia en el extranjero. Los datos obtenidos fueron sometidos a análisis de contenido (Roque Moraes) y la prosa (Marli André). El aporte teorético-conceptual ha privilegiado autores latinoamericanos como Axel Didrikson, Walter Mignolo, Néstor García Canclini, Marilia Morosini, José Dias Sobrinho y Peter Goergen y otros, como Boaventura de Sousa Santos, Jane Knight, Catheryne Walsh y Hannah Arendt. De los datos y informaciones resultantes se puede deducir que tanto las expectativas como las contribuciones individuales de movilidad para estudiantes han superado las profesionales y académicos. Las experiencias vividas los llevaran a desarrollar una nueva mirada acerca de sí mismos, de la universidad y de la sociedad. Entre los principales desafíos que enfrentaran los estudiantes, fueron identificados: la falta de dominio del idioma español, cuestiones acerca de la beca, como su bajo valor, la morosidad y la falta de información acerca la misma, así como los documentos necesarios para la movilidad y el lugar de residencia en el país de destino. Mientras que históricamente América Latina fue y es entendido en un contexto de subordinación, los resultados de la encuesta indican que por medio de la movilidad de los estudiantes, que tuvo lugar del ESCALA/Programa de AUGM se amplía la formación de pregrado ayudando a crear una nueva imagen en América Latina y sus universidades. La movilidad en la región y la elección de los estudiantes de toda América Latina se puede entender como una alternativa que permite perfilar las experiencias del Sur, lo que hace posible un viaje de (auto)descubrimiento del "yo" como "ser latinoamericano" y re-encuadre de las concepciones de la educación superior.