Orientador: Carmen Zink Bolonhini / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-14T10:21:25Z (GMT). No. of bitstreams: 1 Goldstein_MariaSuelyOliveira_D.pdf: 7907811 bytes, checksum: 726cb0d6333465b9ac30ca46be8cc127 (MD5) Previous issue date: 2009 / Resumo: Esta Tese se respalda nas seguintes premissas: a) estudos que evidenciem questões culturais e enunciativas devem ocupar um lugar constitutivo no ensino-aprendizagem de língua; b) consideramos que um lugar de destaque para a inserção desses componentes é no currículo de línguas. Uma das vias que propomos, para que esse objetivo seja alcançado, é que se leve em consideração a memória discursiva, que é dada, por exemplo, pela junção entre a literatura e o ensino de língua. No nosso caso, as compilações de contos populares se mostraram muito apropriadas para tal fim, pelo fato de elas registrarem parte da memória e da história dos povos. Essa reivindicação se respalda no postulado de que a "enunciação em outras línguas, ou em variantes diversas da própria língua materna, é uma experiência que mobiliza questões de identidade, e paulatinamente culturais, sejam elas implícitas ou explícitas, presentes em toda aula de língua" (Revuz, 1998). Naquele ambiente, o professor deve, de acordo com o quadro teórico aqui adotado, estar atento aos conflitos de identidade e sociais que se apresentam nas práticas da língua em sala de aula, que são determinados pela própria língua, que materializa a cultura dos sujeitos. Esse professor, observador da discursividade, deve estar alerta para as diferenças enunciativas, no que tange, por exemplo, às inter-relações que ali acontecem. Tal providência visa, entre outras coisas, propiciar, por exemplo, a diluição de mal-entendidos interculturais, provocados pelas diferenças de formação discursiva dos sujeitos. Para contemplar essa proposta, investigamos os currículos bilíngües de dois colégios alemães particulares, situados no Estado de São Paulo. A pesquisa que nesses ambientes é empreendida trata, em grandes linhas, por um lado, do tratamento dado aos domínios sociocultural e literário, nos currículos da educação bilíngüe desses colégios, e, por outro, das compilações em foco e do discurso de professor e alunos - investigando o debate oral, desencadeado pela leitura de contos populares, na construção de práticas letradas orais, em aulas de línguas, do nível II, do Ensino Fundamental, de uma dessas escolas bilíngües. Além disso, também examinamos questões sobre as relações socioculturais do sujeito, aqui especificamente com o meio ambiente, que aparecem nas aulas e nos contos populares pesquisados, observando, além de repetições discursivas (Pêcheux, 1983) sobre esse tema naqueles ambientes e de outros aspectos discursivos que se mostram ali relevantes, a diluição de mal-entendidos interculturais em práticas letradas, mediadas pelo professor e a mobilização de questões de identidade e culturais que ali acontecem. / Abstract: This work is based on the following premises: a) studies that focus on cultural and enunciation issues must have a constitutive place in the teaching-learning of languages; b) we consider the language curriculum to be a central and significant place for the insertion of such components. One of the paths proposed to achieve this objective is to take into consideration the discursive memory, brought about, for instance, by the combination of literature and the teaching of languages. In our case, compilations of popular tales have proven to be very appropriate to this end, as they register part of the memory and history of the people. This affirmation is founded in the assertion that enunciation in other languages, or the many variants of the mother tongue, is an experience that mobilizes issues of identity and culture, either implicit or explicit, throughout the language class (Revuz, 1998). According to the theoretical framework adopted in this study, in that situation, the teacher must be aware of the identity and social conflicts present in the practice of language within the class, determined by the language itself, which materializes the culture of the subjects involved. Such a teacher, observant of discursiveness, must be aware of enunciation differences in relation, for example, to the inter-relations that occur in those circumstances. Among other things, this action aims at promoting, for instance, the clarification of intercultural misunderstandings, resulting from the different discursive background of the subjects. In order to contemplate this proposal, we investigated the curricula of two bilingual (German/Portuguese) private schools in the state of São Paulo. In broad terms, the study conducted in such settings includes, on one hand, the treatment given to the sociocultural and literary domains, in the bilingual education curricula of those schools, and, on the other hand, the compilations mentioned as well as the discourse of both teacher and students, thus investigating oral debates, resultant from the reading of popular tales, in the construction of oral literacy practices, in the language classes of Level II, in Elementary School, in one of the bilingual schools mentioned. In addition to that, issues related to the sociocultural relationships of the subjects, in this case specifically with the environment, which appear in the classes and in the popular tales studied were also examined. Discursive repetitions (Pêcheux, 1983) about the theme in those contexts, as well as other discursive aspects that seemed relevant, the dissolution of intercultural misunderstandings in literacy practices mediated by the teacher, and the mobilization of identity and cultural issues present in the situation were also observed. / Doutorado / Multiculturalismo, Plurilinguismo e Educação Bilingue / Doutor em Linguística Aplicada

Dans la présente étude, nous décrivons et analysons les pratiques langagières de trois locutrices algériennes immigrée/non-immigrées dans un cadre familial en Algérie. Nous partons d'une analyse macrosociolinguistique afin de comprendre les attitudes, les représentations et la conscience linguistique quant à l'emploi de l'arabe dialectal et du français chez les locuteurs immigrés/non-immigrés. Les résultats de l'analyse quantitative nous servent d'indices pour appréhender l'intensification de l'emploi alternatif des deux langues dans les conversations des trois locutrices observées en milieu familial. Par ailleurs, l'articulation des deux approches, macro et micro, nous permet de mettre en valeur les fonctions que revêt l'alternance codique aussi bien dans le discours épilinguistique des locuteurs que dans leurs pratiques langagières réelles. L'étude montre également que l'alternance codique est une façon de parler, qui contribue chez nos locutrices, d'une part au développement du répertoire verbal en interaction et amène à une convergence codique. D'autre part, elle remplit plusieurs fonctions en tant que stratégie stylistique et fonctionne comme une ressource permettant de réguler les tours de parole en interaction.

Made available in DSpace on 2016-04-28T18:23:47Z (GMT). No. of bitstreams: 1 Helena Wolffowitz Miascovsky.pdf: 3517667 bytes, checksum: 205f444c671cf39101cc58171d388034 (MD5) Previous issue date: 2008-06-24 / The aim of this research is to critically analyze and comprehend how creativecollaborative production occurs in the activity reflective session which discusses lesson plan as a means to make pedagogical actions that lead both educators and students to act critically, creatively and reflexively possible in contexts of bilingual education. This study is grounded on the socio-historical-cultural activity theory (VYGOTSKY, 1930/1999, 1930/2000, 1931/1995, 1987, 1934/2001; LEONTIEV, 1977; ENGESTRÖM, 1987), on the vygotskian conception of creativity (VYGOTSKY, 1930/1999, 1930/2000) and on the concept of dialogism and verbal interaction (BAKHTIN, 1979/2000; BAKHTIN/VOLOCHINOV, 1929/2002). These theories helped to understand the role of the coordinator, of the teacher and of the activity reflective session itself in the creative-collaborative production, as from this perspective the human being is considered an active subject in dialectic relation with its social environment in which language has an essential role in confronting the senses of each participant and his/her shared meanings that will expand the various senses. In this way it was possible to understand how the different voices of each interlocutor affected the discourse of the other, expanding the production of shared meanings in the activity. This is a critical research of collaboration (MAGALHÃES, 1994, 1996, 1998a, 1998b, 1998c, 2002, 2003a, 2003b; LIBERALI, 1994, 1999, 2007b), in which reflection of my own practice as coordinator is interwoven with the teacher s practice in order to reconstruct our own school reality. This study was conducted in a bilingual school, located in São Paulo for 15 years, and counted with the participation of the coordinator-researcher and an elementary education year 3 teacher. The research was conducted between 2006 and 2007, and the data were colleted from the second semester of 2006 on, through audio recordings of the reflective sessions. The analysis of the selected data focused their context of production, theme contents, general text plan, analysis of turn taking and argumentation in order to comprehend if the activity reflective session that discusses the lesson plan is constituted as a creative-collaborative production of meanings. The results show that the reflective sessions were constituted as activities of creative-collaborative production of meanings, once they relied on mutual comprehensive and inquisitive postures between the participants at the same time that they were constituted as an activity of negotiation of senses in which new meanings were shared. These factors were essential to give the objects in production a creative force that could be taken to other activities. In this aspect, a creative chain was built up, so that the creative-collaborative shared meanings which were created in the reflective session could be taken to other creative-collaborative activities constitution, in a creative continuum / O objetivo desta pesquisa é analisar e compreender criticamente como ocorre a produção criativo-colaborativa na atividade sessão reflexiva em contextos de educação bilíngüe para discussão do planejamento de aula, de forma a possibilitar ações pedagógicas que levem os educadores e os alunos a agirem no mundo de forma crítica, reflexiva e criativa. O estudo está fundamentado na Teoria da Atividade Sócio-Histórico-Cultural (VYGOTSKY, 1930/1999, 1930/2000, 1931/1995, 1987, 1934/2001; LEONTIEV, 1977; ENGESTRÖM, 1987), na concepção vygotskiana de criatividade (VYGOTSKY, 1930/1999, 1930/2000) e nos fundamentos de dialogismo e interação verbal (BAKHTIN, 1979/2000; BAKHTIN/VOLOCHINOV, 1929/2002). Essas teorias permitiram a compreensão do papel da coordenadora e da professora e da própria atividade sessão reflexiva na produção criativocolaborativa, uma vez que nessa perspectiva o ser humano é considerado um sujeito ativo em relação dialética com o meio social. Nessa perspectiva, a linguagem tem papel fundamental no confronto entre os sentidos de cada participante e nos significados compartilhados que irão expandir os vários sentidos. Dessa forma, foi possível entender como as vozes de cada interlocutor afetaram o discurso do outro, expandindo a produção compartilhada de significados na atividade. Esta é uma pesquisa crítica de cunho colaborativo (MAGALHÃES, 1994, 1996, 1998a, 1998b, 1998c, 2002, 2003a, 2003b; LIBERALI, 1994, 1999, 2007b), na qual a reflexão da minha prática como coordenadora se entrelaça com a da professora, no sentido de reconstruir nossa própria realidade. Este estudo foi realizado em uma escola de educação bilíngüe, estabelecida na cidade de São Paulo há mais de 15 anos e contou com uma coordenadorapesquisadora e uma professora de terceiro ano do ensino fundamental. A pesquisa foi conduzida em 2006 e 2007, e os dados foram produzidos, a partir do segundo semestre de 2006, por meio de gravações em áudio das sessões reflexivas. A análise dos dados selecionados observou seu contexto de produção, conteúdo temático, plano geral do texto, análise de turno e argumentação, para compreender se a atividade sessão reflexiva, idealizada para discussão do planejamento de aula, constitui-se como uma produção criativo-colaborativa de significados. Os resultados indicam que as sessões reflexivas se constituíram como atividades de produção criativocolaborativa de significados, pois contaram com posturas de compreensão e questionamento mútuo entre as participantes, ao mesmo tempo que se constituíram como atividade de negociação de sentidos, em que novos significados foram compartilhados. Esses fatores foram essenciais para que os objetos em produção tivessem uma força criativa que pudesse ser levada, pela coordenadora e pela professora, para outras atividades. Neste sentido, criou-se uma cadeia criativa em que os significados compartilhados criativo-colaborativamente, na sessão reflexiva, puderam ser levados para a constituição criativo-colaborativa de outras atividades, em um continuum criativo

A construção dos Estados Latinoamericanos contou com a valorização e hegemonia de um padrão cultural e invisibilizou a contribuição e diversidades culturais dos povos que viviam no continente no momento da conquista. As contribuições culturais, linguísticas e económicas das populações africanas que chegaram na condição de escravizados também são parte das culturas que constituíram América. Na presente pesquisa, de caráter qualitativo, o recorte do objeto de estudo conta com dois estudos de caso, as vivências e lideranças políticas: uma mulher indígena do Equador e uma mulher afrodescendente do Peru. No primeiro caso buscamos refletir sobre os valores presentes na cosmovisão andina e como as comunidades atuais manifestam e dão continuidade à temporalidade e prática cultural ancestral, em especial através do exemplo da trajetória político-social da líder indígena equatoriana Tránsito Amaguaña, mais conhecida como Mama Tránsito, da étnia kayambi, perto do vulcão Cayambe. No caso dos afrodescendentes da costa peruana, buscamos evidenciar como as comunidades se organizaram e reconstruíram o seu território simbólico, afetivo e material, historicamente desenraizado, e qual é a contribuição da cantora popular Susana Baca nesta luta. Estas culturas e, em particular a contribuição feminina, apresentam conhecimentos saberes e técnicas cujas riquezas socioambientais podem ser de particular importância para as necessidades ambientais na atualidade. / La construcción de los Estados Latinoamericanos se aportó en la valorización y hegemonía de un padrón cultural y ocultó la contribución y diversidades culturales de los pueblos que vivían en el continente en el momento de la conquista. Las contribuciones culturales, lingüísticas e económicas de las poblaciones africanas que llegaran en la condición de esclavitud también son parte de las culturas fundantes de América. En la presente investigación, de carácter cualitativo, el recorte del objeto de estudio aporta dos estudios de caso: las vivencias y trayectorias políticas: de una mujer indígena de Ecuador y una mujer afrodescendiente de Perú. En el primer caso buscamos refletir acerca de los valores presentes en la cosmovisión andina e como las comunidades actuales manifiestan y siguen viviendo su temporalidad ancestral, en especial en el caso de la trayectoria político-social de la líder kayambi, indígena e ecuatoriana Tránsito Amaguaña, de Pesillo, cerca del volcán Cayambe. En el caso de los afrodescendientes de la costa peruana, buscamos evidenciar como las comunidades se organizaran y reconstruyeron su territorio simbólico, afectivo y material, históricamente desenraizado por la esclavitud, y cual es la contribución de la cantora popular Susana Baca en esta lucha. Estas culturas y, en particular la contribución femenina, aportan conocimientos, saberes y técnicas cuyas riquezas socio ambientales pueden ser de particular importancia para las necesidades ambientales actuales.

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.

Notre thèse vise à étudier et caractériser les situations didactiques mises en oeuvre pour l’enseignement de l’anglais, une discipline linguistique, et des sciences, une discipline non-linguistique, dans des classes primaires bilingues en Thaïlande. Pour ce faire, nous étudions l’action conjointe de trois professeurs étrangers et d’une professeure thaïlandaise et de leurs élèves dans deux classes bilingues de Grade 6 (6ème). Les analyses des situations décrites dans notre thèse s’appuient sur des transcriptions extraites de trois séquences, soit trente cinq séances filmées dans les deux classesobservées. Pour mener ces analyses, nous nous appuyons sur un cadre théorique qui s’articule autour de notions empruntées à la Théorie de l’Action conjointe en Didactique et à la didactique des langues étrangères. Dans nos analyses de la pratique effective, nous étudions les séquences mises en oeuvre par les quatre professeurs à différents niveaux de grain d’analyse. Pour l'analyse à grain fin, nous avons retenu des situations semblables dans les deux classes afin de pouvoir établir des constats croisés sur les différences et similarités entre ces situations. A ce niveau de nos analyses, nous étudions plus particulièrement la façon dont les jeux d’apprentissage et l’équilibration contrat-milieu sont mis enoeuvre afin de permettre la construction du savoir en jeu par les élèves. A la fin de notre thèse, nous exposons les points communs et différences entre les professeurs étudiés et émettons des propositions pour l’enseignement d’une langue étrangère et l’enseignement de matières par l’intégration d’une langue étrangère et pour la formation des professeurs thaïs et étrangers / Our research aims to study and characterize didactic situations implemented to teach and learn English, as a foreign language, and Science, a non-linguistic subject, in primary classes in a bilingual stream in Thailand. To do so, we study the joint action of three English native speaker teachers and a Thai teacher and their Grade 6 students. The analyses of the situations described in our research are based on transcriptions extracted from six teaching units or thirty-five sessions filmed in the two observed classes. To conduct our analyses, we use a theoretical framework that brings together notionscoming from the Joint Action Theory in Didactics and the didactics of foreign languages. In our empirical study, we examine the teaching units implemented by the four teachers in two classes at different levels of analyses. For our fine-grained study, we have chosen similar didactic situations from the two classes so as to bring to light the differences and similarities in these situations. In our analyses, we study more particularly how the learning games and the contract-milieu equilibration are implemented in order to develop the students’ knowledge. Then, we describe the commonalities and differences between the four teachers. At the end of our thesis, we make propositions for language teaching and the teaching of other subjects through English and for the training of both Thai and foreign teachers

Il existe une grande diversité de bilinguismes chez les enfants de migrants. De nombreux facteurs interviennentdans la mise en place de cette double compétence en situation migratoire. Les langues maternelles sont souventdes langues minoritaires et les processus de transmission peuvent varier d’une famille à l’autre et d’un enfant àl’autre au sein d’une même fratrie. De ce fait, l’évaluation du langage chez les enfants de migrants est complexeet doit tenir compte des particularités du développement bilingue et du contexte culturel.En France, nous ne disposons pas d’outils permettant d’évaluer les connaissances linguistiques transmises ausein de la famille lorsque la langue maternelle n’est pas le français et cette absence d’outil peut être à la sourced’erreurs diagnostiques chez les enfants bilingues.Cette thèse a pour objectif la validation de l’ELAL d’Avicenne, un outil transculturel d’évaluation des languesmaternelles destiné à des enfants âgés de trois et demi à six ans et demi. La population de validation en Franceest constituée de 145 enfants parlant l’arabe du Maghreb, le tamoul du Sri Lanka, ou le soninké d’Afrique deL’Ouest. Un groupe de 99 enfants a été recruté dans des pays où les langues premières sont majoritaires(Mauritanie, Algérie, Sri Lanka et Maroc). Dans ce groupe les enfants parlent l’une des trois langues de l’étude.Pour la population bilingue rencontrée en France le protocole comprend une évaluation bilingue et un entretienavec les parents autour des pratiques et des représentations concernant la transmission. Dans l’autre groupe, onpropose une évaluation de la langue maternelle avec l’ELAL d’Avicenne.Les résultats montrent que l’ELAL d’Avicenne a des qualités psychométriques et cliniques adéquates. L’analysedes protocoles dans les différents contextes culturels et linguistiques montre une bonne validité transculturelle.L’utilisation de l’outil dans le cadre d’une évaluation bilingue permet la construction d’un profil bilingue. Nousdistinguons quatre profils : harmonie des langues, dysharmonie des langues au profit de la langue maternelle oude la langue seconde, et vulnérabilité langagière. Nous discutons les différents profils et les interventionspréventives, thérapeutiques, et pédagogiques qui en découlent. / There is a wide variety of bilingualism among the children of migrants. Numerous factors contribute to theestablishment of this dual skill in migratory settings. The native or first languages are often minority languages,and transmission processes can vary from one family to another, and among siblings in a given family. As aresult, assessing language acquisitions among the children of migrants is complex, and needs to take account ofthe specific features of bilingual development as well as the cultural background.In France we do not have any tool enabling the assessment of linguistic abilities handed down in families wherethe native (or first) language is not French, and this lack of an appropriate tool can lead to diagnostic errorsamong bilingual children.This thesis set out to validate the Avicenne ELAL, a transcultural evaluation tool for first languages intended forchildren aged between three and a half and six and a half. The validation population in France was made up of145 children speaking Arabic (Maghreb), Tamil (Sri-Lanka) and Soninke (West Africa). A group of 99 childrenwere recruited in countries where these languages of interest are used by the majority (Mauritania, Algeria, Sri-Lanka and Morocco). In this group the children spoke one of the three study languages. For the bilingualpopulation recruited in France, the protocol comprised a bilingual evaluation and an interview with the parentson the subject of practices and representations concerning the transmission of language. In the other group thefirst language was assessed using the Avicenne ELAL.The results showed that this instrument had satisfactory psychometric and clinical properties. The analysis of theprotocols as applied in the different cultural and linguistic settings shows that is has good transcultural validity.The use of the tool for the assessment of bilingualism enables a bilingual profile to be derived. We distinguishedfour profiles: harmonious coexistence of the two languages, lack of harmonious coexistence in favour of the firstlanguage or in favour of the second language, and linguistic vulnerability. We discuss these different profiles andthe preventive, therapeutic and pedagogical interventions that they suggest.

No contexto de ensino e aprendizagem de uma língua estrangeira, o dicionário bilíngue aparece como um instrumento linguístico que se propõe a auxiliar os aprendizes na construção do conhecimento em relação à língua de aprendizagem. No entanto, esse instrumento tem apresentado muitas lacunas, o que resulta em dificuldades aos aprendizes no que concerne à compreensão e, sobretudo, à expressão em língua estrangeira. Tais lacunas se referem ao conteúdo informacional contido na sua microestrutura, que apresenta geralmente uma quantidade reduzida de definições, as quais não são acompanhadas de exemplos de uso na maioria dos casos. Por isso, este trabalho considera a descrição do item lexical BEM em obras lexicográficas, tanto monolíngues como bilíngues, com o objetivo de verificar se os conteúdos informacionais, sua estruturação e organização são funcionais para os consulentes em contextos de ensino e aprendizagem. Além disso, propõe uma descrição baseada em corpora do mesmo item lexical realizada com auxílio do instrumental da Linguística de Corpus, utilizada como metodologia neste trabalho. Consideramos a hipótese de que a descrição lexicográfica baseada em corpora pode se constituir num diferencial para a compreensão de uso de itens lexicais em situação de ensino e aprendizagem de uma língua estrangeira. Este estudo se justifica pela necessidade que observamos na prática docente de fornecer aos estudantes instrumentos linguísticos que possam lhes melhor auxiliar na compreensão do uso das lexias em francês, especialmente em situações de produção oral e escrita. / In the context of teaching and learning a foreign language, bilingual dictionaries appear as a linguistic tool that aims to assist learners in constructing knowledge related to language learning. However, this instrument shows many gaps, which results in difficulties for learners to understand and speak in a foreign language. Such gaps generally refer to the informational content contained in its microstructure, which offers a reduced amount of definitions that, in the majority of cases, are not followed by examples of their use. Therefore, this work considers the description of the lexical item BEM in lexicographical works, both monolingual and bilingual, with the goal of checking whether the informational content, its structure and its organization are functional for users in the context of teaching and learning. It also proposes an approach based on corpora of the same lexical item performed by using the tools of Corpus Linguistics, which comprises the methodology of this work. We consider the hypothesis that the lexicographical description based on corpora may constitute an increase in the understanding of the use of lexical items when teaching and learning a foreign language. This study was justified by the need to provide students with linguistic tools that can help them better understand the use of words in French, especially in speaking and writing situations.

Cette thèse s'inscrit dans une dynamique et une perspective plurielles car elle interroge essentiellement les sciences du langage, les sciences de l'éducation, mais emprunte également à l'économie de l'éducation, la sociologie de l'éducation, et la docimologie. Le point de départ de ce travail s'enracine dans notre questionnement permanent sur les faiblesses des systèmes éducatifs d'Afrique subsaharienne. Le cœur de notre travail interroge le bilinguisme officiel français-anglais à l'Éducation de base et les raisons pour lesquels le Cameroun ne parvient pas à atteindre ce bilinguisme scolaire. L'analyse à visée évaluative de la politique linguistique éducative montre in fine que le bilinguisme officiel au Cameroun est un bilinguisme de façade et les raisons essentielles de ce constat sont identifiées.Sur le plan méthodologique, les observables relèvent de techniques qualitatives courantes en sciences humaines (enquêtes de terrain fondées sur des entretiens semi-directifs, observations de classes, méta-analyses) et de techniques quantitatives issues principalement du domaine de l'économie de l'éducation.La perspective retenue dans la formulation des recommandations relève d'une approche aussi systémique que le permettait le cadre de notre étude et d'une tentative de pont entre le Nord et le Sud. Cette démarche nous a notamment conduit à nous appuyer, en particulier, sur les travaux sur le plurilinguisme du Conseil de l'Europe. Certes le terrain de recherche qui est le nôtre, l'Afrique subsaharienne francophone, est totalement différent du contexte européen, en apparence. Mais des points de convergence existent et il est certainement possible de dégager matière à réflexion de ces recherches axées uniquement sur l'Europe. S'il ne s'agit pas de plaquer les résultats obtenus dans ces recherches sur un terrain aussi différent que le Cameroun, il nous a semblé cependant qu'une contextualisation pourrait permettre, dans une perspective de mutualisation des bonnes pratiques, des évolutions intéressantes du bilinguisme scolaire au Cameroun.L'originalité de ce travail repose sur la thématique choisie, une contribution à l'analyse de la politique linguistique éducative dans une perspective évaluative, et sur l'introduction de méthodes issues du monde des consultants en éducation pour l'examen de cette politique. / This thesis is part of a dynamic and pluralistic perspective because it essentially asks the language sciences, science education, but also borrows from the economics of education, sociology of education, and docimology. The starting point of this work is rooted in our constant questioning about the weaknesses of sub-Saharan Africa education systems. The heart of our work questions the official French -English bilingualism in basic education and the reasons for which the Cameroon fails to reach this school bilingualism. The analysis referred to evaluative language education policy ultimately shows that official bilingualism in Cameroon is a bilingual facade and the main reasons for this situation are identified.On the methodological level, observable within current qualitative techniques in the social sciences (field surveys based on semi-structured interviews, classroom observations, meta-analyzes) and quantitative techniques mainly from the field of economics of education.The perspective adopted in the formulation of recommendations is part of a systemic approach also permitted the scope of this study and an attempt to bridge between North and South. This approach has led us to support us including, in particular, the work on multilingualism of the Council of Europe. While the field of research that is ours, Francophone Sub-Saharan Africa is totally different from the European context, apparently. But the points of convergence exist and it is certainly possible to identify to think of this research focused only on Europe. If it is not to flatten the results obtained in this research one as different as Cameroon ground, it seemed, however, that contextualization could afford, with a view to sharing best practices, interesting developments bilingual school in Cameroon.The originality of this work is based on the chosen theme, a contribution to the analysis of language education policy in an evaluative perspective, and the introduction of methods from the worlds of education consultants for review of this policy.

Orientador: Maristela Pereira Fritzen. / Dissertação (mestrado) - Universidade Regional de Blumenau, Centro de Ciências da Educação, Programa de Pós-Graduação em Educação.