Mots-clés : Compétence(s), curriclum, (socio) constructivismes, inter/transdisciplinarité, enseignement / apprentissage, intégration, déontologie, équité.Panacée, dernière innovation en sciences de l’éducation pour les uns, chimère, « mode » et/ou relais du néolibéralisme pour les autres, l’approche par compétences, auréolée de l’appui d’un certain nombre de bailleurs de fonds, d’organisations éducatives et d’ « experts » internationaux, s’est répandue comme une traînée de poudre dans bon nombre de systèmes éducatifs (BRONCKART, J.-P, 2009). Sa généralisation au nom d’un certain nombre d’idéaux, dont le sacro-saint principe de la lutte contre l’échec scolaire, de l’égalité des chances et de la référence à des valeurs humanistes et citoyennes, n’est toutefois pas sans susciter moult interrogations quant à sa pertinence, sa faisabilité et son efficacité dans certains contextes. Ainsi, à l’épineux volet épistémologique, en raison du statut fragile d’un certain nombre de ses concepts et paradigmes de références, dont la notion de compétence(s) et le constructivisme, entre autres, n’en sont que la parfaite illustration, se greffent voire s’imposent d’autres problématiques et débats d’ordre axiologique mais encore praxéologique. La présente thèse se veut, par l’étude de la mise en place et en œuvre dans l’enseignement du français au niveau secondaire de cette nouvelle « doctrine pédagogique » (HIRTT, N.,2009), une réflexion sur la pertinence et l’efficacité voire la faisabilité de l’APC dans le contexte algérien et par delà un retour réflexif, par une démarche de déconstruction, sur ses soubassements épistémologiques, politico-idéologiques et praxéologiques. Une occasion aussi de renouer avec, relancer, le débat sur l’éthique en didactique des langues étrangères et pointer du doigt un certain nombre de dysfonctionnements liés aux bouleversements engendrés par l’importation/ implantation de ce nouveau « mythe normatif » (TEHIO, V., 2009) dans l’enseignement apprentissage des langues étrangères dans un certain nombre de pays. / Keywords: Competence(y/ies), curriculum, (socio) constructivism, inter/trans-disciplinarity, teaching/learning, integrationBacked up by innovation in research in education on one hand, seen as a chimera, a fashion, and / or a push of neoliberalism on the other hand, Competency Based Approach (es) (CBA), sponsored by various international organisations and education experts, has been implemented within a few years in a considerable number of education systems all over the world FRATTERCh. (2004). Hence the generalization of CBA, enforced on behalf of a number of principles such as the consecrated fight against school failure, providing equal opportunities and the enhancement of humanistic and citizenship-related values, is nonetheless raising a number of issues relating to its relevance, feasibility and effectiveness in different contexts. The thorny epistemological aspect originating from the fragility of concepts and paradigms like competence (ies) and constructivism on which CBA is based, stands as perfect illustration of issues pertaining to politico-ideological as well praxeological issues. The present thesis aims, through a study of the implementation and the development of CBA as a “new education dogma” for teaching French at the secondary school level, HIRTT, N. (2009), at investigating the relevance, the effectiveness and even feasibility of CBA in the Algerian context. It also, attempts to rethink CBA’s epistemological, politico-ideological, and praxiological underpinnings following deconstruction stance. This provides an opportunity to launch once again the debate on ethics in foreign language education and to shed light on a number of dysfunctions brought about by the implementation of this novel “normative myth” TEHIO,V., (2009) in the teaching/learning of foreign languages in many countries.

Orientador: Regiani Aparecida Santos Zacarias / Resumo: Ao situarmos o espanhol como disciplina elementar na formação técnico-profissional, vamos na contramão das atuais reformas educacionais vigentes no Brasil, principalmente com a revogação da Lei nº 11.161 de 5 de agosto de 2005, que dispunha sobre a oferta do espanhol na educação básica. Visto a necessidade de se criar importantes e significativas discussões e pesquisas envolvendo o papel ocupado pelo espanhol como língua estrangeira (ELE) no contexto de ensino-aprendizagem, este trabalho tem por objetivo propor um caminho para a integração efetiva entre a língua estrangeira (LE) e as disciplinas dos cursos técnicos-profissionalizantes do Ensino Médio Integrado (EMI). Visto tal cenário e a fim de alcançar o objetivo proposto, tomamos como objeto de estudo o curso Técnico em Lazer, utilizando-o como uma possibilidade em resgatar a importância do espanhol na educação básica, mais especificamente no EMI, por meio de uma pesquisa qualitativa, etnográfica e intervencionista, que visa analisar o espaço escolar, descrevê-lo e propor mecanismos efetivos de intervenção, na prática docente, na organização institucional e nos materiais didáticos. Para isso, foram analisados os planos de ensino das disciplinas de Espanhol e das disciplinas técnicas de Atividades de Lazer e Recreação e Lazer e Turismo que compõem o Projeto Pedagógico de Curso (PPC), visando reestruturá-las, estabelecendo um diálogo inter-transdisciplinar à luz da Teoria do Pensamento Complexo (TPC). A pesquisa teve como ar... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: By placing Spanish as an elementary discipline in technical and vocational training, we go against the current educational reforms in force in Brazil, especially with the repeal of Law No. 11.161 of August 5, 2005, which provided for the provision of Spanish in basic education. Given the need to create important and meaningful discussions and research involving the role of Spanish as a foreign language (SFL) in the teaching-learning context, this paper aims to propose a path for effective integration between the foreign language (FL) and the subjects of the technical-vocational courses of Ensino Médio Integrado (EMI). Given this scenario and in order to achieve the proposed objective, we took as object of study the course Técnino em Lazer, using it as a possibility to recover the importance of Spanish in basic education, more specifically in EMI, through a qualitative research, ethnographic and interventionist, which aims to analyze the school space, describe it and propose effective intervention mechanisms in teaching practice, institutional organization and teaching materials. For this, the teaching plans of the Spanish subjects and the technical subjects Atividades de Lazer e Recreação and Turismo e Lazer that make up the Pedagogical Course Project were analyzed, aiming to restructure them, establishing an inter-transdisciplinary dialogue to light of Complex Thought Theory. The research had as its framework the Communicative Theory of Terminology, which supported the effec... (Complete abstract click electronic access below) / Resumen: Al poner el español como disciplina primaria en la formación técnica y profesional, vamos en contra de las reformas educativas vigentes en Brasil, especialmente con la derogación de la Ley N ° 11.161 del 5 de agosto de 2005, que preveía la provisión de español en la educación básica. Dada la necesidad de crear discusiones e investigaciones importantes y significativas que involucren el papel del español como lengua extranjera (ELE) en el contexto de enseñanza-aprendizaje, este documento tiene como objetivo proponer un camino para la integración efectiva entre la lengua extranjera (LE) y las asignaturas de los cursos técnico-profesionales del Ensino Médio Integrado (EMI). Dado este escenario y para lograr el objetivo propuesto, tomamos como objeto de estudio el curso Técnico em Lazer, utilizándolo como una posibilidad para recuperar la importancia del español en la educación básica, más específicamente en EMI, a través de una investigación cualitativa, etnográfico e intervencionista, cuyo objetivo es analizar el espacio escolar, describirlo y proponer mecanismos de intervención efectivos en la práctica docente, la organización institucional y los materiales didácticos. Para ello, se analizaron los planes de enseñanza de las asignaturas españolas y las asignaturas técnicas de Atividades de Lazer e Recreação y Turismo e Lazer que conforman el Proyecto Pedagógico de Curso (PPC), con el objetivo de reestructurarlas, estableciendo un diálogo inter-transdisciplinar bajo la teoría de... (Resumen completo clicar acceso eletrônico abajo) / Mestre