Made available in DSpace on 2014-06-11T19:29:04Z (GMT). No. of bitstreams: 0 Previous issue date: 2004-05-17Bitstream added on 2014-06-13T20:18:49Z : No. of bitstreams: 1 moraes_rg_me_assis.pdf: 249706 bytes, checksum: a4e6c755973ad6842047fa6451d81d04 (MD5) / Esse trabalho foi realizado em uma escola de nível Fundamental e Médio, da rede pública de ensino do Estado de São Paulo, com cerca de 1300 alunos, no município de Assis. Através de uma problematização do Regimento Escolar e do livro de Ocorrências Disciplinares, procuramos cartografar de que maneira, através de práticas normativas, a instituição escolar vai adestrando seu olhar sobre a clientela, produzindo categorias, comparando e individualizando os alunos; terminando por produzir uma forma de subjetividade que seria a do educando, ou o sujeito pedagógico. Enfatizamos no trabalho os dispositivos (re)atualizados pela escola em seu projeto de normalização social, que seriam os dispositivos de visibilidade, de enunciação, de sanção normalizadora e de produção de subjetividade que aparecem nas regras de funcionamento e nas ocorrências disciplinares da escola. / The present work was carried out at a public elementary-and-high School from São Paulo state (in Brazil). About a thousand three hundred students attend this School, which is located at the municipality of Assis - São Paulo. According to an analysis about the School Regiment and the book of non-discipline events, we tried to map how the School, based on its practical rules, keeps on modifying its conception about its 'customers' producing status, comparing and turning so individual its own ideas about the students. This way, the School produces a kind of a subjective view on the student - or the educational subject. In this present work we gave emphasis on the devices which were updated by the School at its Project of social normalization. Those devices are about 'visibility', enunciation, normalization ratification and production of subjectivity that appears on the rules of operation and on the non-discipline events at the School.

Orientador: Sônia Aparecida Moreira França / Banca: Maria Regina Ribeiro Salotti / Banca: João Batista Martins / Resumo: Esse trabalho foi realizado em uma escola de nível Fundamental e Médio, da rede pública de ensino do Estado de São Paulo, com cerca de 1300 alunos, no município de Assis. Através de uma problematização do Regimento Escolar e do livro de Ocorrências Disciplinares, procuramos cartografar de que maneira, através de práticas normativas, a instituição escolar vai adestrando seu olhar sobre a clientela, produzindo categorias, comparando e individualizando os alunos; terminando por produzir uma forma de subjetividade que seria a do educando, ou o sujeito pedagógico. Enfatizamos no trabalho os dispositivos (re)atualizados pela escola em seu projeto de normalização social, que seriam os dispositivos de visibilidade, de enunciação, de sanção normalizadora e de produção de subjetividade que aparecem nas regras de funcionamento e nas ocorrências disciplinares da escola. / Abstract: The present work was carried out at a public elementary-and-high School from São Paulo state (in Brazil). About a thousand three hundred students attend this School, which is located at the municipality of Assis - São Paulo. According to an analysis about the School Regiment and the book of non-discipline events, we tried to map how the School, based on its practical rules, keeps on modifying its conception about its 'customers' producing status, comparing and turning so individual its own ideas about the students. This way, the School produces a kind of a subjective view on the student - or the educational subject. In this present work we gave emphasis on the devices which were updated by the School at its Project of social normalization. Those devices are about 'visibility', enunciation, normalization ratification and production of subjectivity that appears on the rules of operation and on the non-discipline events at the School. / Mestre

Cette thèse se propose d’étudier « l’enseignement et la diffusion du français en Afghanistan : bilan et perspective ». L’enseignement du français s’est développé depuis presque un siècle en Afghanistan. La langue française est enseignée au niveau secondaire, au niveau universitaire, à l’Institut français d’Afghanistan ainsi qu’aux centres privés en Afghanistan. Le présent travail a tenté très modestement de montrer quelles sont les démarches mises en œuvre pour l’enseignement et la diffusion de français en Afghanistan. Tout au long de ce travail, nous nous sommes fixées comme but fondamental d’explorer la situation d’enseignement/apprentissage du français, sa situation, les motivations des étudiants afghans pour l’apprentissage de cette langue, les représentations qu’ont ces étudiants de cette langue ainsi que les soutiens et les dispositifs mises en place pour l’enseignement, la promotion et la diffusion de cette langue en Afghanistan. La méthodologie de ce travail est basée sur des enquêtes menées à Kaboul (entretiens semi-directifs et questionnaires). Nos enquêtes ont été réalisées à l’aide des données recueillies par l’intermédiaire de deux outils de données : des enquêtes par questionnaires réalisées auprès des enseignants et d’apprenants (les élèves et les étudiants) du français et un entretien semi-directif auprès des professeurs du département de français de l’Université de Kaboul. Nos échantillons sont constitués par les étudiants du département de français (les étudiants spécialistes du français), les étudiants hors-département (les étudiants non-spécialistes du français), et les élèves des deux lycées francophones afghans (lycées Istiqlal et Malalaï), ainsi que par les enseignants de ces institutions : département de français et lycées Istiqlal et Malalaï. D’après le résultat de ces enquêtes, les étudiants afghans apprennent le français pour plusieurs raisons : instrumentales et personnelles. Le français est considéré comme une langue importante du point de vue professionnel d’une part et d’autre part, c’est la valeur culturelle et le prestige de cette langue qui donnent la possibilité aux Afghans d’accéder à une culture riche. Il est également perçu, d’après ces étudiants, comme une langue d’ouverture sur le monde, c’est pourquoi le français possède d’un statut privilégié en Afghanistan. Bien que les Afghans n’utilisent pas le français pour écrire, parler et pour la communication quotidienne et professionnelle, la persistance de cette langue est due aux raisons positives et les représentations qu’ont ces étudiants de cette langue. / This thesis proposes to study the "teaching and diffusion of French language in Afghanistan: review and perspective". The teaching of French has been developed for almost a century in Afghanistan; the French language is taught at the secondary level, at the university level, in the French Institute of Afghanistan as well as at in the private centers in Afghanistan. The present research has tried very modestly to show what are the approaches implemented for the teaching and the diffusion of French in Afghanistan. Throughout this work, we have set ourselves the fundamental goal of exploring the teaching and learning situation of French, the motivations of Afghan students for learning this language, the representations these students have of this language as well as the supports put in place for the teaching, the promotion and the diffusion of this language in Afghanistan. The methodology of this work is based on surveys conducted in Kabul (semi-structured interviews and questionnaires). Our surveys were conducted using data collected through two data tools: questionnaire surveys of teachers and students of French and a semi-structured interview with professors of the French Department of Kabul University. Our interviewees are made up of students from the French department (students specializing in French), students learning French as second language, and students from two French-speaking Afghan high schools (Istiqlal and Malalaï), and the French teachers of these institutions: Department of French and Istiqlal and Malalaï high schools. According to the results of these surveys, Afghan students learn French for several reasons: instrumental and personal. French is considered an important language from a professional point of view on the one hand, and on the other hand, it is the cultural value and prestige of this language that gives Afghans access to a rich culture. It is also perceived, according to these students, as a language of openness to the world, which is why French has a privileged status in Afghanistan. Although Afghans do not use French for writing, speaking and for daily and professional communication, the persistence of this language in afghan society is due to the positive reasons and the representations that these students have of this language.