Cette recherche se construit autour d’un travail de terrain réalisé dans trois communautés autochtones quichuas vivant au nord de l’Équateur. Il prétend étudier l’incidence que devrait avoir la diversité culturelle et linguistique dans les politiques éducatives en milieu plurilingue et multiculturel. En Amérique hispanique, l’éducation des peuples autochtones n’a jamais été très attentive à leurs besoins spécifiques en ce qui a trait à l’apprentissage de l’espagnol comme langue seconde. En effet, les motivations des apprenants, plus instrumentales qu’intégratives, prouvent que les autochtones apprennent la langue espagnole presqu’exclusivement pour communiquer, sans vraiment être intéressés au groupe natif de cette langue. De plus, notre recherche sur le terrain avec les apprenants du peuple Otavalo nous a démontré que leur très forte identification ethnique influence l’acquisition de l’espagnol. D’une part, ils sont plus enclins à se distinguer des autres, spécialement des hispano parlants, et de l’autre, ils réussissent plus difficilement à atteindre une compétence élevée dans la langue seconde. Notre recherche conclut donc que l’éducation, qu’elle soit issue du système national ou bilingue, devrait davantage prendre en considération l’identité ethnolinguistique des nombreux enfants indigènes, afin de ne pas préjudicier leurs droits. Ceci permettrait de favoriser un apprentissage positif et significatif de l’espagnol comme langue seconde ou langue maternelle, mais tout en consolidant l’identité autochtone des apprenants. / This research is built around a practical investigation conducted in three Quichua communities living in northern Ecuador. It claims to study the impact that should have the cultural and linguistic diversity in the educational policies in multilingual and multicultural environments. In Spanish America, the education of indigenous people has never been very attentive to their specific needs in respect to learning Spanish as a second language. Indeed, the motivations of these learners, more instrumentals than integratives, show that indigenous learn the Spanish language almost exclusively to communicate, without being actually interested in the group's native language. In addition, our field research with Otavalo learners showed us that their very strong ethnic identification influences the acquisition of Spanish. On the one hand, they are more likely to distinguish themselves from others, especially the Hispanic speaking people, and on the other hand, they don’t achieve high competence in the second language. Our research concludes that education, no matters if it comes from the national or the bilingual system, should further consider the ethnolinguistic identity of the many indigenous children, in order not to prejudice their rights. This would encourage a positive and significant acquisition of Spanish, as a second language or mother tongue, but would also consolidate the indigenous identity of the learners. / Esta investigación se basa en un trabajo de campo llevado a cabo en tres comunidades quichua del norte de Ecuador. Pretende estudiar el impacto que debería tener la diversidad cultural y lingüística en las políticas educativas en contextos plurilingüe y multicultural. En Hispanoamérica, por lo general la educación de los pueblos indígenas nunca ha tenido muy en cuenta sus necesidades específicas respecto al aprendizaje del español como segunda lengua. En efecto, la motivación de los aprendientes, más instrumental que integradora, muestra que los indígenas aprenden el idioma español casi exclusivamente para comunicarse, sin estar realmente interesados en el grupo meta. Además, nuestro trabajo de campo con aprendientes del pueblo otavalo mostró que la fuerte identificación con el propio grupo influye en la adquisición del español. Por un lado, son más propensos a distinguirse de los demás, especialmente de los nativos hispanohablantes, y por otro, no alcanzan altas competencias en la lengua segunda. Nuestra investigación concluye entonces que la educación, impartida por el sistema nacional o bilingüe, tiene que considerar la identidad etnolingüística de los numerosos niños y niñas indígenas, con el fin de no perjudicar sus derechos. Tal manera de actuar fomentaría un aprendizaje positivo y significativo del español, como segunda lengua o como lengua materna, y al mismo tiempo ayudaría al fortalecimiento de la identidad indígena de los alumnos.

Submitted by Mia Saetre Bernhardsen (21288@novasbe.pt) on 2016-11-30T12:04:23Z No. of bitstreams: 1 MPGI Thesis Mia Bernhardsen.pdf: 945739 bytes, checksum: 2dd70ca4ba46c57038cd5d7107f42d03 (MD5) / Approved for entry into archive by Josineide da Silva Santos Locatelli (josineide.locatelli@fgv.br) on 2016-11-30T13:53:06Z (GMT) No. of bitstreams: 1 MPGI Thesis Mia Bernhardsen.pdf: 945739 bytes, checksum: 2dd70ca4ba46c57038cd5d7107f42d03 (MD5) / Made available in DSpace on 2016-11-30T17:27:28Z (GMT). No. of bitstreams: 1 MPGI Thesis Mia Bernhardsen.pdf: 945739 bytes, checksum: 2dd70ca4ba46c57038cd5d7107f42d03 (MD5) Previous issue date: 2016-11-03 / Within the field of international business and entrepreneurship, the following project investigates an underexplored topic, namely the post- establishment performance of maturing Born Globals relative to younger Born Globals in Hispanic America. The scope is delimited to viewing performance as of sales growth in the manufacturing sector. A quantitative approach is applied, where firm- level secondary data from 14 Latin American countries is analyzed using multiple regression with interaction terms. The results illustrate that maturing Born Globals tend to have lower sales growth compared to younger Born Globals, while failing to detect that product innovation affect younger and maturing Born Globals differently. Access to finance as a moderator appear to be insignificant in the full sample, while the findings in the Peruvian context illustrate that the sales growth of maturing Peruvian Born Globals is more negatively affected by difficulties in obtaining finance relative to their younger counterparts. / No âmbito dos campos de conhecimento -negócios internacionais e empreendedorismo- o seguinte projeto visa investigar um tema pouco explorado: o desempenho pós-estabelecimento de Born Globals maduras em relação com o de empresas Born Globals jovens na América hispânica. O escopo é limitado ao crescimento de vendas na indústria manufatureira. Foi utilizada uma abordagem quantitativa com informacão de 14 países latino-americanos ao nivel secundário das empresas, a través de regressao multipla com interação de termos. Os resultados mostram que Born Globals em maturidade tendem a ter um crescimento de vendas menor em comparação com jovens born globals. No entanto, não foi detectado uma evolução diferente no que toca a inovação do produto entre as empresas anteriormente referidas. O acesso a financiamento como um moderador parecem ser insignificantes na amostra total, entretanto os resultados no contexto peruano ilustram que o crescimento das vendas dos Born Globals em maturidade é afetado de forma negativa por dificuldades na obtenção de financiamento em relação às contrapartes jovens.