Στην παρούσα εργασία επιχειρείται η περιγραφή ενός εθίμου μιας αγροτικής κοινότητας της Ηλείας, των Μακρισίων. Πρόκειται για τα χοιροσφάγια, έθιμο ενταγμένο στον εθιμικό κύκλο της αποκριάς στη συγκεκριμένη κοινότητα. Παράλληλα επιδιώκεται η ανίχνευση της παιδαγωγικής διάστασης που αυτό ενέχει, καθώς αξιολογείται ως σημαντικό γεγονός της πολιτιστικής και κοινωνικής ζωής των κατοίκων. Αρχικά παρουσιάζεται το θεωρητικό και μεθοδολογικό πλαίσιο της έρευνας. Δίνονται οι βασικές αρχές και η θεωρία της κοινωνικής και πολιτισμικής ανθρωπολογίας. Αναζητούνται τα χαρακτηριστικά εκείνα της ανθρώπινης συμπεριφοράς που την εντάσσουν στο πολιτισμικό κεφάλαιο μιας κοινωνικής ομάδας. Καθώς επελέγη η εθνογραφική μέθοδος, ως η πιο κατάλληλη για τη μελέτη μιας κοινωνικής σκηνής στα πλαίσια μιας συλλογικής και διαχρονικής πολιτισμικής εκδήλωσης, περιγράφονται οι βασικές αρχές και τα μεθοδολογικά εργαλεία που αυτή χρησιμοποιεί. Στη συνέχεια γίνεται προσπάθεια καταγραφής κάποιων διαχρονικών πτυχών του εθίμου όπως αυτό παρουσιάζεται στη βιβλιογραφία. Ανιχνεύονται οι γεωγραφικές και πολιτισμικές ιδιαιτερότητες, στη συγχρονία και τη διαχρονία, που καταδεικνύουν την πολυμορφία και την πολυσημία του. Ακολουθεί η περιγραφή του εθίμου, όπως αυτό καταγράφηκε στη συγκεκριμένη κοινότητα. Παρουσιάζονται τα εθνογραφικά δεδομένα που προήλθαν από επιτόπια έρευνα με συμμετοχική παρατήρηση και άτυπες συνεντεύξεις. Η ανάλυση των δεδομένων της έρευνας επικεντρώνεται στον παιδαγωγικό χαρακτήρα του εθίμου. Αναλύονται ο σκοπός, οι παιδαγωγικές πρακτικές, και οι παιδαγωγικοί στόχοι που κατατείνουν να δώσουν χαρακτηριστικά παιδαγωγικής δράσης σε μια εθιμική πολιτισμική δραστηριότητα. / The present paper attempts the description of a custom of an agricultural community of Ilia Prefecture, Makrisia. Specifically, it is about pig slaughter, a custom that forms part of the carnival customary practices, which take place in the aforementioned community. At the same time, it pursues the investigation of its pedagogical dimension, since it is considered an important event of the cultural as well as social life of the residents. Firstly, the theoretical as well as the methodological framework of the investigation are presented. The basic principles and the theory of the social and cultural anthropology are set out and the specific characteristics of the human behavior, which integrate the latter into the cultural background of a social group, are sought. Since it is the ethnographic method that was selected, as the most appropriate one for the study of a social setting in terms of a collective and classical cultural event, the basic principles and the methodological tools that it implements are described. Then, it is the effort to record some classical aspects of the custom, as the latter is presented in the bibliography, which takes place. Its geographical and cultural features, in synchrony as well as in diachrony, which demonstrate the polymorphy and the polysemy of the custom, are investigated. Afterwards, there is the description of the custom as it has been recorded in the specific community and the ethnographic data that derived from an on-the-spot investigation, which involved participative observation and informal interviews, are also cited. The analysis of the data of the investigation focuses on the pedagogical character of the custom. The purpose, the pedagogical practices, as well as the pedagogical goals that tend to offer a customary, cultural activity characteristics of pedagogical effect, are hereby analyzed.

This thesis focuses on literacy in children aged 11-12. The overriding purpose is to describe the specific competencies that children employ in their daily use of writing. What do they do with writing and how do they do it? The theoretical framework is primarily the strand of literacy research that belongs to the field of New Literacy Studies, where literacy is understood as socially and contextually related. The study also draws on ethnomethodology in the sense that the object of study is the daily actions through which we construct our lives and negotiate identities. Two children, a boy and a girl, with different socio-economic backgrounds and family situations were observed at home, in school and during freetime activities for more than a year through an ethnographic research approach. The thesis identifies the different competencies that the children activate. In one case competencies involving oral skills are primarily used as resources in problem solving, while writing and reading are used to solve similar problems as a matter of course in the other case. The thesis also shows that a common use of writing is to regulate and organise everyday and special activities such as planning Christmas gifts and to write reminders that school tasks need to be completed andreported. In terms of materiality, writing is available in more or less conventionalised formats. Common formats for everyday written products are sheets of paper in different sizes (A4 to post-it notes), or digital screens (computer, TV, mobile phone). The school whiteboard has a special materiality and is the material source of a great many of the everydaywritten products.

The aim of this thesis is to investigate the writing process in the teaching of the subject of Swedish at upper secondary school. This study analyses the relations between the pupils’ writing and the school environment in which the writing takes place and how the pupils position themselves and others in relation to their use of digital artefacts and norms in the classroom. The empirical material has been created in three classes at two different schools. The data consists of participant observations of 42 lessons, all of which were video recorded using two cameras, and audio recorded semi-structured interviews with 24 pupils and 3 teachers. Theoretically, the study is based on sociocultural perspectives on literacy and learning and a multimodal social semiotic understanding of meaning-making based on an interest in the use of resources that constitute meaning in the social environment. From an ecological perspective, writing is examined as discourses in which the participants and the environment interact. Analytic concepts are used by inspiration from Kress et al (2005) and Smidt (2002). The figure “Writing roles in fields of tension” has been constructed to illustrate the students’ writing roles and positioning's in the empirical material. The results show that the shift from paper and pen to computer and screen means more than a shift change in the use of artefacts. The teaching of digital writing has a point of departure as a project in communication. In multimodal environments, pupils are often left without access to a teacher due to the layout of the room. This leads to positioning in roles, such as help seeker and helper. The classrooms are characterised by the constant presence of social media and its demands on students’ attention. Earlier generations of writing processes emphasised the importance of prewriting, drafting and revision in stages. In the digital writing process these stages are lacking. In this context, the digital writing process can be understood as a “fourth generation process” consisting of writing, saving and sending. The fourth generation of writing process stresses on the writing at a micro- rather than macro level. The word processing functions of spelling and grammar offer clickable solutions to problems, but cannot be considered as tools for learning. In the digital classroom pupils are vulnerable, left to their own resources and have difficulties in handling complex assignments.

Submitted by Ronildo Prado (ronisp@ufscar.br) on 2017-08-17T20:28:14Z No. of bitstreams: 1 DissSDFC.pdf: 6299374 bytes, checksum: f2015723ae7b1b27c2ab83554cc36ed7 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-08-17T20:28:24Z (GMT) No. of bitstreams: 1 DissSDFC.pdf: 6299374 bytes, checksum: f2015723ae7b1b27c2ab83554cc36ed7 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-08-17T20:28:35Z (GMT) No. of bitstreams: 1 DissSDFC.pdf: 6299374 bytes, checksum: f2015723ae7b1b27c2ab83554cc36ed7 (MD5) / Made available in DSpace on 2017-08-17T20:28:42Z (GMT). No. of bitstreams: 1 DissSDFC.pdf: 6299374 bytes, checksum: f2015723ae7b1b27c2ab83554cc36ed7 (MD5) Previous issue date: 2016-12-15 / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Indigenous Land Pinhalzinho, in Tomazina, and the city of Maringá. Two places in north of Paraná separated by about 250 km and connected by a relational complex that involves Guarani people and some institutions, including the Associação Indigenista – ASSINDI – Maringá and the Universidade Estadual de Maringá (UEM). In the village, the Guarani practice praying, develop leaders, hunting, fishing, produce crafts, among other actions related to the enunciations of culture and the experience of the gifts. Culture and gifts emerge also in Maringá, a city that does not contain indigenous villages, but still a space for mobility and presence of Guarani people. Two are the reference points to think the indigenous presence in the city: the ASSINDI and UEM. In Pinhalzinho, in turn, there are also institutions such as the indigenous school and the health center, as well as a diversity of projects. This ethnography sought to follow the paths of the enunciated culture and the gifts in this relational complex between the village and the town and think the extent to which the Guarani’s perspectives contrast or make up with institutional perspectives. For this, it was conducted an ethnographic experiment that, giving priority for the Guarani’s perspectives, descriptively organizes this composite of relations from four points of references that articulate culture, gifts, life in the village, life in the city and relationships with institutions. / Terra Indígena (TI) Pinhalzinho, em Tomazina, e cidade de Maringá. Dois locais no norte do Paraná separados por aproximadamente 250 km e conectados por um complexo relacional que envolve os Guarani e algumas instituições, entre elas a Associação Indigenista – ASSINDI – Maringá e a Universidade Estadual de Maringá (UEM). Na aldeia, os Guarani praticam a reza, desenvolvem lideranças, caçam, pescam, produzem artesanato, entre outras ações que se relacionam aos enunciados de cultura e a vivência dos dons. Cultura e dons emergem também em Maringá, cidade que não comporta aldeias indígenas, mas que é espaço da mobilidade e presença de pessoas Guarani. Dois são os pontos de referência para pensar a presença indígena no município: a ASSINDI e a UEM. Em Pinhalzinho, por sua vez, também existem instituições, como a escola indígena e o posto de saúde, além de uma diversidade de projetos. Esta etnografia buscou acompanhar os caminhos da enunciada cultura e dos dons nesse complexo relacional entre a aldeia e cidade e pensar em que medida as perspectivas guarani contrastam ou se compõem com as perspectivas institucionais. Para isso, foi realizado um experimento etnográfico que, privilegiando as perspectivas dos Guarani, organiza descritivamente este compósito de relações a partir de quatro pontos de referências que articulam cultura, dons, vida na aldeia, vida na cidade e relações com instituições. / FAPESP: 2014/13320-6

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No. of bitstreams: 1 DissRMP.pdf: 15095097 bytes, checksum: 3703e8ef76aeee35c9f43221a9d692f4 (MD5) Previous issue date: 2017-04-20 / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / This dissertation is about the vaqueiros (cowboys) of the municipality of Floresta, sertão of Pernambuco (hinterland), Brazilian northeast, where I conducted my fieldwork from February to May 2016. It is an ethnography about the disputed position of being a vaqueiro, since perspectives that, far from considering it an historical resistance, covered by regionalism and traditionalism, demonstrate the ways in which, nowadays, many vaqueiros are vaqueiros without being true. It means to say that not everyone is in fact vaqueiros, vaqueiros mesmo, in other words, the real ones. In the face of these contradictions and evaluations, I divided the ethnography into three chapters. In the first, I bring a methodological discussion about how my friends characterized what should be, according to them, my analytical object par excellence. In this case, the real cowboy, original and authentic. Afterward, I will discuss some local strategies whose proposal is to turn the category vaqueiro in something essential. Then, I will see how it simultaneously multiply the same category in unexpected ways, in ways that couldn’t one day be imagined. For this reason, the second chapter analyzes how some interlocutors specifically innovate their relationships with the herd, the drought and the past. In the third and last, memory became the central theme of the discussion. According to my arguments, being a vaqueiro gains new senses in the present, taking into account the knowledge of wise storytellers, whose memories glorify them as more cowboys than others, because they lived in old times, the revered past. At the end of the same chapter, it is the human-animal relationships that gain prominence, in the context of the pegas de boi no mato or vaquejada. My contribution is that, in addition to being disputed and prestigious, being a vaqueiro is also an inventive and procedural position. In this sense, the category in question gains a plastic nature in my ethnographic analysis, whose proposal is to understand that there isn’t only the prospect of the end – that the vaqueiros are disappearing or being transformed into something other than the masters of ancient times – but also the actual perspectives of some cowboys who, in turn, do not consider themselves deserters of what they conventionally call tradition, understood as the resource of memory in which are drawn the traits that equate, and at the same time, differentiate all of them from whom is more true, given the uncertainties of being a vaqueiro in the future. / Esta dissertação é sobre os vaqueiros do município de Floresta, sertão de Pernambuco, onde realizei pesquisa de campo de fevereiro a maio de 2016. Trata-se de uma etnografia a respeito da disputada posição de ser vaqueiro desde perspectivas que, longe de considerarem-na uma resistência histórica coberta de regionalismos e tradicionalismos, demonstram as maneiras pelas quais, hoje em dia, uns se dizem vaqueiros sem serem de verdade ou dizem que outros os são para imediatamente asseverarem o contrário. Ou ainda, que só alguns poucos são de fato e de direito vaqueiros, vaqueiros mesmo. Diante dessas contradições e avaliações, dividi a etnografia em três capítulos. No primeiro, trago uma discussão metodológica a respeito de como os meus amigos e amigas sertanejas caracterizavam o que deveria ser, segundo eles(as), o meu objeto analítico por excelência. Neste caso, o vaqueiro de verdade, original e autêntico. A partir daí, deparei-me com estratégias que essencializavam a categoria ser vaqueiro para, simultaneamente a isso, multiplicá-la de formas que talvez um dia não fossem possíveis de serem imaginadas. Por essa razão, o segundo capítulo analisa como alguns interlocutores inovavam de forma específica as suas relações com o rebanho, a seca e o passado. No terceiro e último, a memória protagoniza a discussão. Por meio dela, ser vaqueiro ganha novos sentidos, levando em conta o conhecimento de sábios contadores de histórias, cujas lembranças os glorificam como mais vaqueiros do que outros, pelo fato de terem vivido pegas de boi de outrora. No final do mesmo capítulo, são as relações humano-animal que ganham protagonismo, no contexto das vaquejadas de pega de boi no mato. Minha contribuição é que, além de disputada e prestigiada, ser vaqueiro é também uma posição inventiva e processual. Nesse sentido, a categoria em questão ganha textualmente uma natureza plástica, a fim de compreender que não há somente a perspectiva do fim – de que os vaqueiros estão desaparecendo ou se transformando noutra coisa que não os afamados senhores do tempo de antigamente –, mas também as perspectivas dos vaqueiros de hoje que, por sua vez, não se consideram desertores do que convencionalmente chamam de tradição, por eles entendida como o recurso da memória em que se desenham os traços que os igualam e, ao mesmo tempo, os desassemelham de quem é mais verdadeiro diante das incertezas de ser vaqueiro no futuro.

This thesis is a multi-sited ethnography of sub-Saharan migrants' journeys through Libya and by boat to Malta. Its overall aim is to understand how undocumented migrants make and conceptualise their complex journeys through shifting regulatory landscapes. The thesis draws upon, and consequently develops, understandings of migrants' mobilities, both within anthropology and wider migration studies. Over the course of their journey through Libya and Malta, sub-Saharan migrants move across uneven topographies in place and time, from the vast expanse of the Sahara Desert to the turbulent Mediterranean Sea, from situations of detention to everyday houses in society, from the hands of smugglers to the arms of the law. To this end, the thesis is guided by three wider objectives. First, investigating how different forms of mobility are part of migrants' journeys. Second, examining how migrants navigate such journeys. And third, understanding the ways in which migrants encounter and negotiate borders en route. These objectives are engaged with through a multi-sited ethnography tracing migrants' journeys through five contexts: sites of confinement and detention in Libya, everyday spaces of Libyan society, the boat crossing, and finally the legal framework in Malta. These varying contexts prompt comparisons across particular sites, processes and practices on a journey, highlighting elements that might be generalized and those that are specific. The ethnography is presented in five chapters, their sequence mirroring the overall journey of migrants through Libya and Malta. Unpacking the journey and mobility, this thesis develops a set of interrelated arguments. First, it deconstructs the notion of migrants as a homogenized group of people on a linear trajectory aimed at Europe. It goes beyond typologized understandings of migrants, such as legal, illegal, refugee or asylum seeker, that fix migrants into static categories linked to the state or specific crisis situations. Second, it front-stages the journey as a focal point of inquiry, thereby addressing a theme under-acknowledged in the anthropology of mobility and migration. This enables a move beyond state-centric and isolated understandings of migrants' mobilities to one that accounts for the multiplicity of journeys and processes en route. Third, this emphasis on the journey highlights the importance of thinking through relations involving multiple actors and bordering encounters. Taken together, these arguments advance important insights into the anthropologies of mobility and migration. The thesis makes wider contributions by conceptualizing an 'architecture' of the journey, constituted by three inter-related components: mobility, navigation, and borders. They offer a more nuanced understanding of migration and mobility in (post-)conflict settings, one that not only has implications for understanding sub-Saharan migrants' journeys through Libya and by boat to Europe, but one also relevant to other crisis contexts as well.

This thesis uses the narratives of North Koreans living in South Korea (t'albungmin) to understand how they make sense of their positioning in South Korean society. Based on 21 months of ethnographic fieldwork in Seoul, this study attempts to illuminate the contradictory nature of citizenship for young t'albungmin living under the dictates of neoliberal humanitarian governance in contemporary South Korea. As a result of the specific geopolitical configuration of the Korean peninsula, there are contradictory perceptions of North Koreans as compatriots, victims, and enemies: perceptions both affecting and affected by the role of t'albungmin in South Korea's political economy. I consider citizenship a site of negotiation, influenced by South Korean modes of neoliberal humanitarian governance, which encourage t'albungmin to become autonomous, self-managed subjects at the same time as subjecting them to humanitarian reason which, conversely, rewards passivity and compliance. There is a further contradiction between their automatic entitlement to South Korean citizenship and the neoliberal imperative to demonstrate productivity and deservingness. In light of these contradictory imperatives, perceptions and discourses surrounding issues such as accent, deservingness, and responsibility come to take on significant explanatory power in the lives of young t'albungmin. In this context, South Korean policies and NGOs both discursively and practically construct t'albungmin as different and naturalise them as dependent, with this sense of unequal relations structuring their subsequent relations with South Koreans. I argue that this sense of differentiation reflects a particular mode of governance, which in turn illuminates the workings of citizenship in the South Korean context. I also consider the implications for t'albungmin when supporting them is conceptualised as a humanitarian act. While South Koreans portray their society as a 'community of value' in which t'albungmin are constructed as humanitarian subjects, this thesis illustrates how the narratives of t'albungmin contest this interpretation.

This is an auto/ethnographic account of one organization and one person as we concurrently moved thru a process of IT driven planned organizational change. The purpose of the study is to explain how the change agent is affected by the experience of leading change. Using actor-network theory and a polyphonic approach, I present a multi-voiced, multi-actor account of the social network in situ and trace how the various actors engaged with one another during the organizational change process. I reflect upon my own multi-role performativity when acting in the role of the internal change agent next to my daily job roles and explore the effects on both me and the network; which identifies that a new actor network has been created. Finally, a multi-voiced exploration of myself is presented which traces my evolution from researcher to auto/ethnographer, further demonstrating the effects of multi-role performativity on the human actor. The study demonstrates that the effects of organizational change on both the social network and the actors within the network cannot be foreseen. Furthermore, in combining the use of Actor Network Theory and auto-ethnography, the study provides new insights into the effects of performance on the human actor within a socio-technical network, which is an unexplored dimension within the field of organizational change.

This thesis theorises the practice of three female British dance artists, Miranda Tufnell, Helen Poynor and Hilary Kneale. It engages with the central idea that a combined practice of creative writing and movement improvisation enhances the artist's articulation and assimilation of the experience of dance, consequently developing a deeper connection to the experiences of the body in relation to one's environment. Refuting common perception that the inadequacy of language fails to embody the experience of dance, I argue that the approaches used by these women contribute to a distillation of experience thus revealing the essence of movement. Importantly, it focuses on practices that have been born of the feminist consciousness that facilitated the development of both British postmodern dance and women's writing since 1970. As a result, I utilise Elizabeth Grosz's notions of freedom and writing otherwise, and David Abram's Merleau-Pontian ideas on participation to underpin theoretical endeavours. Fieldwork, in the form of interviews and the participation in/observation of various performances, workshops and training programmes, run by each of the dance artists studied, is presented. The development of my own practice resulting from these enquires is documented, analysed and appraised throughout the thesis. The Introduction outlines research questions addressed and methodological approaches undertaken before considering the historical context of each artist's unique practice. Each case study is preceded by a chapter that identifies biographical circumstances, creative choices, and socio-political conditions that have influenced the careers of these dance artists. The function of writing as a bridge between the subjective embodied experience and objective analysis of that experience is examined alongside an assessment of the scope of each practice as a method of harvesting a [re]connection with nature and its power to generate self-affirming stories. Finally, the conclusion offers thoughts on the difficulties of such an endeavour within the framework of contemporary thought that maintains its stance on the split between [body]dance and [mind]written language.

L’objectif de cette thèse est d’étudier les discours et les idéologies linguistiques présentes dans l’enseignement du français à l’Université de Moncton, en Acadie du Nouveau-Brunswick (Canada), région francophone minoritaire. A travers les concepts clés que sont les « idéologies », le « discours », les « normes linguistiques », l’objectif est de comprendre quels sont les discours et les idéologies qui circulent dans l’enseignement du français. Quels discours sont légitimes, dominants ? Comment et pourquoi certains deviennent hégémoniques ? Quels enjeux de pouvoir, quels intérêts, des acteurs sociaux (professeurs, étudiants, personnels) révèlent-ils ? Et de quelles idéologies sont-ils les actualisations ? Comment et pourquoi ces idéologies sont investies par ces acteurs, qui en a le bénéfice ? De manière générale, il s’agit d’interroger le rôle de l’enseignement du français dans la construction idéologique : c’est-à-dire quelles idéologies l’enseignement contribue-t-il à construire / diffuser / reproduire ? Il s’agit aussi d’interroger le rapport à la langue des personnes, en regard des changements certes linguistiques, mais aussi économiques, sociaux, politiques.Ces questions ont été investiguées au moyen d’une enquête ethnographique d’un an dans les locaux de l’Université de Moncton. Différentes méthodes de recueil de données ont été mises en place : observation participante (notamment des cours de français obligatoires, qui ont été suivis durant un semestre), entretiens avec les étudiants et les professeurs, collecte de documents et de rapports internes (pour saisir les aspects institutionnels). L’ensemble des données forment un corpus de discours analysé au moyen de l’analyse critique de discours et de l’analyse argumentative de discours. Il s’agit donc d’une démarche interprétative, la mieux à même selon moi, de proposer une vision fine de dynamiques sociolinguistiques complexes.Les analyses révèlent une volonté d’enseigner un français dit standard, forme idéalisée, supposée stable et plus ou moins universelle, ce qui lui confèrerait une importance et une utilité plus grande dans l’espace public. Or, dans le même temps, la conscience aigüe des enjeux identitaires derrière les questions linguistiques impose aux professeurs de traiter la question des vernaculaires, et notamment du chiac. Quelle place leur faire ? Comment les gérer en classe ? En d’autres termes, la présence à la fois d’une idéologie du standard très implantée et de discours liés à la diversité linguistique et à la protection des identités, crée une série de tensions et de négociations qui sont analysées dans cette thèse.Suivant l’orientation que je donne à l’étude des idéologies, ces tensions sont analysées en termes de rapports de pouvoir institutionnalisés et de processus de domination, et vues comme potentiellement créatrices de discriminations et d’inégalités. Ces dynamiques sont observées dans leur rapport avec une situation de minorisation, c’est-à-dire en ce que la minorité (au sens démographique du terme) peut être le résultat de rapports de forces, mais aussi dans sa capacité à en générer d’autres ou à en dissimuler. / The purpose of this thesis is to study the discourses and the linguistic ideologies present in the teaching of French at the Université de Moncton, in New Brunswick’s Acadia (Canada), a francophone minority region. Through the key concepts that are “ideologies”, “discourses” and “linguistic norms”, the aim is to understand what discourses and ideologies are circulating in French teaching. What discourses are legitimate, dominating? How and why do some of them become hegemonic? What stakes, interests, do the social actors reveal (professors, students, and staff)? Of what ideologies are these discourses the actualization? How and why are these ideologies invested by these actors, who benefits from them? In general, it is a matter of questioning the role of French teaching in the construction of ideologies: that is to say what ideologies teaching participates to build / spread / reproduce? Furthermore, the relation of people to language should be questioned, in regards to the changes that are indeed linguistic, but also economic, social, political.These questions have been investigated by a year-long ethnographic inquiry in the premises of the Université de Moncton. Different methods of data gathering were set up: participant observation (especially of the obligatory French courses during a whole semester), interviews with students and professors, collecting documents and internal reports (to grasp the institutional aspects). All these data form a corpus of discourses, analysed using critical discourse analysis and argumentative discourse analysis. It is, then, an interpretative approach, which is in my opinion, the best to offer an accurate view of complex sociolinguistic dynamics.These analyses reveal a willingness to teach a French called “standard”, an idealized form, supposed to be stable and more or less universal, which could grant it an importance and a greater utility in public space. But at the same time, the acute awareness of identity issues behind linguistic subjects requires teachers to address the “vernaculars” issue, especially the Chiac. What place could they have? How to handle them in class? In other words, the presence of both a very implemented standard ideology and discourses about linguistic diversity and the protection of identities, creates a series of tensions and negotiations that are analysed in this thesis.Following the orientation I give to the study of ideologies, these tensions will be analysed in terms of institutionalized power relations and domination processes, and seen as potentially generative of discriminations and inequalities. These dynamics are observed in their link to a situation of minorization. That is to say, the way minority (in its demographic meaning) can be the result of power relations, but also has a capacity to generate or dissimulate other power relations.