Made available in DSpace on 2016-07-18T17:54:22Z (GMT). No. of bitstreams: 1 JOSIANI DISSERTACAO_28_02 (2).pdf: 413852 bytes, checksum: fed2e829019858024de3def1217c5dcf (MD5) Previous issue date: 2014-02-12 / When we study about reading practices its possible to get in the structures of meaning in a culture and society and because of this we face and understand how sociocultural representation guides peoples life. Thus, its possible for us to understand how the construction of meaning can characterize anti-hegemonic and resistant movements. Therefore the present research aims at identifying and verifying how teachers and students representations of reading contribute to build up their praxis in a Pedagogy course from a private college. The study of this theme in a higher education level allows questioning, reflecting on and discussing the reading process at this stage of schooling. Four teachers and ten students from the Pedagogy course, belonging to the first and last semesters (morning and evening groups) were selected. The research is qualitative and audio recorded and interview transcripts were used as research tools. Once the data were obtained, from the subjects responses, they were analyzed according to theoretical remarks previously studied. This provided insights, that based on studies from Reading, Reading History, Education, Sociology areas etc allow us to reflect on the subjects social representations of reading. As a result, it was possible to claim that the constitution of the higher education level, especially Pedagogy course, reflects on teachers and students reading practices and determine the way they treat reading as a superficial and limited view of the reading process and that the reading practice in the Pedagogy course deserves to have the attention of all the involved people as they will spread reading in the kindergarten and elementary school levels. / Quando estudamos sobre práticas leitura nos é possível entrar nas estruturas de sentido de uma cultura e de uma sociedade e, com isso, podemos encarar e compreender como as representações socioculturais formam e conduzem a vida das pessoas. Dessa forma, é possível entender como as construções de sentido podem caracterizar movimentos anti-hegemônicos e de resistência. Com base nessa premissa, a presente pesquisa tem por objetivo identificar e verificar como as representações sobre leitura de professores e alunos, de um curso de Pedagogia de uma faculdade particular, contribuem para a constituição da práxis de uma formação em Licenciatura. A pesquisa de tal tema no âmbito do ensino superior justifica-se pelo fato de permitir questionar, refletir e problematizar a leitura neste estágio de escolarização. Para que atingíssemos nosso objetivo, elegemos a pesquisa qualitativa e a entrevista, gravada em áudio e transcrita, nos serviu como instrumento para a obtenção dos dados. Selecionamos quatro professores e dez alunos do curso de Pedagogia, sendo cinco alunos do primeiro e cinco do último semestre do curso nos períodos diurno e noturno. A partir da obtenção das respostas dadas por alunos e professores foram realizadas análises que, apoiando-se no referencial teórico híbrido, pautado por estudos advindos das áreas da Leitura, da História da Leitura, da Educação, da Sociologia entre outros, nos permitiu refletir sobre as representações de leitura dos sujeitos investigados. Como resultado, foi possível perceber que a própria constituição do ensino superior, em especial do curso de Pedagogia, se reflete na prática de leitura de alunos e professores do curso na forma de mediações que acabam por determinar o trato com a leitura de forma muito superficial e limitada e que merece atenção por parte de todos os envolvidos já que tais profissionais serão propagadores da leitura no âmbito da educação infantil e do ensino fundamental.

Orientador: José Luiz Guimarães / Banca: Elizabeth Piemonte Constantino / Banca: Renata Rossi / Resumo: Várias compreensões acerca da deficiência foram formuladas e atitudes sociais foram construídas. A atual proposta da Educação Brasileira em relação ao aluno com deficiência prioriza a inclusão deste aluno em rede regular de ensino. Essa proposta compreende a educação como um recurso que integra o indivíduo ao meio social e também lhe proporciona uma maior capacidade de autonomia, e assim de exercer sua cidadania. No entanto, a composição de uma escola que atenda as necessidades dos alunos com deficiências garantindo um ensino de qualidade e a sua participação neste ambiente, exige transformações no sistema educativo e na instituição escolar, constituindo-se num desafio. Considerando-se que a maior transformação a ser realizada na escola não está nas barreiras físicas e programáticas, mas em toda uma concepção negativa da deficiência que durante seu processo histórico foi sendo construída pelo imaginário social, o objetivo da presente pesquisa foi identificar as representações de professores a respeito da inclusão de alunos com deficiência no ensino regular e seus desdobramentos no ambiente escolar. Foram sujeitos 11 professores, sendo 8 professores lotados em salas próprias de 4 escolas municipais e 3 professores itinerantes. O referencial teórico adotado foi o da Teoria das Representações Sociais e o referencial metodológico o da abordagem quali - quantitativa. A coleta de dados se deu através de entrevistas semidirigidas e os dados coletados foram analisados segundo a análise de conteúdo categorial. Os dados sugeriram que, entre os sujeitos desta pesquisa...(Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Thus, several comprehensions on the disorder were formulated and social acts were built, based on beliefs and myths which face bases in prejudice, stereotypes and on stigmas, headed by a set of representations referral. The current Brazilian Education proposal related to the student with disorder gives emphasis in this student's inclusion in regular. This proposal understands education as a resource that integrates the individual to the social environment and also it provides a higher capacity of autonomy, and exerting its citizenship. However, a school's composition that takes care of the necessities of the students with disorders guaranteeing an education with quality and its participation in this environment, it requires transformations in the educative system and the institution. For considering the bigger transformations is not only in physical and programmatic barriers, but also in a negative conception that was built during its historical process, by the imaginary social one, the current proposal's objective is to identify teachers' representations regarding the inclusion of students with disorders in the regular education and its unfolding to school environment. Eleven teachers were subjected to this research, eight from four local schools with their own classrooms and three routine teachers. The theory reference which was adopted was "Teoria das Representações Sociais" and he method reference was the quality and quantity approach. The data collect was taken through directed interviews and the collected data were analyzed according to the category files. The information suggests that, among all the teachers which belong to this research... (Complete abstract, click electronic access below) / Mestre

[pt] O presente trabalho tem por objetivo compreender as representações sociais das mulheres denominadas periguetes. Articulando o debate sobre gênero, mídia e sujeitos desviantes, pretende-se refletir sobre o papel das periguetes na cultura contemporânea. Além disso, discutem-se questões relacionadas aos estudos sobre o corpo, aqui tomado como capital social. As mulheres periguetes são analisadas por suas características e representações, o que nos leva à reflexão sobre um possível modelo típico ideal de beleza feminino. Seja por suas atitudes, postura, gestual ou vestimenta, tais mulheres são ao mesmo tempo reconhecidas, mas também discriminadas. A metodologia adotada consistiu em revisão bibliográfica, contando com o aporte teórico de autores das Ciências Sociais, como Erving Goffman, Howard Becker, Mary Douglas, Mirian Goldenberg e Simone de Beauvoir, entre outros. Além disso, foi realizada uma análise das representações sociais das periguetes presentes na mídia, através de duas personagens de telenovelas, e também na dinâmica das interações sociais presentes no discurso do senso comum, através de Entrevistas em Profundidade. Para tanto, foram ouvidos 24 jovens, homens e mulheres, de 20 a 29 anos, moradores da Baixada Fluminense e Zona Sul do Rio de Janeiro. / [en] The present work aims at understanding the social representations of women so-called periguetes. Managing debates on gender, media and deviant individuals, this study seeks to reflect about the role of periguetes within contemporary culture. Furthermore, questions related to body studies, herein taken as social capital, are also discussed. The periguete women are analysed based on their features and representations, which leads us to reflect over an ideal typical model of feminine beauty. Be it based on attitudes, behaviour, gestures or clothing, such women are at once recognised, but also discriminated against. The methodology chosen consisted of literature review in light of theoretical studies from Social Science authors as Erving Goffman, Howard Becker, Mary Douglas, Mirian Goldenberg and Simone Beauvoir, among others. Besides, it was conducted an analysis of periguetes social representations pictured in the media through soap operas characters, and also an analysis on the dynamic of social interactions within common sense speech, through Depth Interviews . To do so, it was heard 24 young adults, male and female, aged 20-29 years-old, residents of Baixada Fluminense and Rio de Janeiro s South Zone.

Recent research identifies a number of factors associated with public support for or opposition to environmentally-contentious energy infrastructure projects. Much of that research documents the attitudes of populations surrounding projects where energy is produced, such as powerhouses, mines, or drilling operations. I use survey and interview data to argue that those factors do not adequately reflect the concerns of landowners distributed along the 303-mile path of a rural Appalachian natural gas project, which I identify as a site of energy transmission rather than production. I use social representation theory to elicit factors unrecognized in prior research. It provides a framework for the process by which resident rural landowners become aware of, interpret, evaluate, and then respond to the Mountain Valley Pipeline. Landowners express their sense of injustice when the pipeline developer, public policymakers, and permitting authorities are unaware of or indifferent to factors that are especially relevant to them as the pipeline is imposed on their rural environment. The study is based on a sequential mixed-methods approach. I conducted a secondary analysis of the Quality of Life in Rural Virginia and West Virginia Survey dataset (Bell et al. 2019), which consists of mail surveys completed by 783 residents living in 10 counties along the route of the Mountain Valley Pipeline. In 2021 and 2022 I conducted follow-up semi-structured interviews with 25 landowners in the blast zone, which is 1,115 feet on either side of this pipeline, who had completed the survey. The first aim was to test three factors that prior research suggested are associated with attitudes toward such projects. The first factor, economic self-interest, was statistically nonsignificant for these landowners. The interview data suggest that unlike sites of energy production, where jobs stimulate support, landowners saw few jobs available for local people. Any financial value from the sale of easements did not affect their support. The second factor, political ideology, was important in other studies, because conservative ideology is associated with pro-business attitudes. In contrast, even though 60% of the landowners in this study identified themselves as conservative, there was only a weak association between political ideology and support for the pipeline, due in part to the perception of inappropriate application of eminent domain law by the pipeline developer and the courts. Distance from the pipeline, the third factor, was moderately associated with attitude toward the project, with less support for pipeline construction among landowners in the blast zone. The second aim was to use social representation theory to reveal factors in addition to distance that influenced landowners' attitudes toward the project. Interviews revealed that landowners in the blast zone were as concerned with threats to cherished water supplies, for both domestic and agricultural uses, as they were with the danger of a pipeline explosion. The interviews also revealed participants' concern for the disruption of their attachment to and dependence on their properties. These factors were underrepresented in the planning and permitting for this project. The intuitive, common-sense structure for eliciting landowners' attitudes provided by social representation theory was effective at this microscale of inquiry, and may be useful for comparative studies that further distinguish between sites of energy production and sites of energy transmission. / Doctor of Philosophy / Recent research identifies a number of factors associated with public support for or opposition to environmentally-contentious energy infrastructure projects. Much of that research documents the attitudes of populations surrounding projects where energy is produced, such as powerhouses, mines, or drilling operations. I use survey and interview data to argue that those factors do not adequately reflect the concerns of landowners distributed along the 303-mile path of a rural Appalachian natural gas project, which I identify as a site of energy transmission rather than production. I use social representation theory to elicit factors unrecognized in prior research. It provides a framework for the process by which resident rural landowners become aware of, interpret, evaluate, and then respond to the Mountain Valley Pipeline. Landowners express their sense of injustice when the pipeline developer, public policymakers, and permitting authorities are unaware of or indifferent to factors that are especially relevant to them as the pipeline is imposed on their rural environment. The study is based on a sequential mixed-methods approach. I conducted a secondary analysis of the Quality of Life in Rural Virginia and West Virginia Survey dataset (Bell et al. 2019), which consists of mail surveys completed by 783 residents living in 10 counties along the route of the Mountain Valley Pipeline. In 2021 and 2022 I conducted follow-up semi-structured interviews with 25 landowners in the blast zone, which is 1,115 feet on either side of this pipeline, who had completed the survey. Survey data suggest that factors, including economic self-gain, political ideology, and proximity to the pipeline, differ from predictions reported in prior research. Interview data suggest that in this case study those differences are associated with landowner attitudes toward danger and disruption to their sense of place. These differences may be specifically applicable to rural populations exposed to sites of energy transmission rather than sites of energy production. A recognition of these differences has important implications for project developers, public policy planners, and permitting agencies.

This study draws attention to how teachers view and reason about ethics education in social studies. Based on the Social representation theory, the study aim to answer questions about the content and themes which are expressed in the teachers' conversations about ethics education. The study also wants to emphasize the communicative resources used by participants when they create a common understanding of ethics education. The study's empirical data consists of six focus groups interviews with teachers working with student in school year 4-6. Teachers in three teams (a total of 13 teachers) met at two occasions to talk about ethics education in social studies. The result from the analysis is presented in three parts. The first part draws attention to teachers' social representations of ethics education in social studies. Four social representations were found and they consist of teachers' ideas about content, methods and strategies, and the purpose and goals and difficulties in ethics education. The second part shows that the teachers express three social representations of how ethics education is related to, religious education, social studies and the school's overall mission. The analysis shows that ethics education is an important part of the religious education but also other subjects in social studies and the school's overall mission. The third part draws attention to the communicative resources that teachers use to create a common understanding of ethics education. Examples of communicative resources used in the conversations is teaching materials, national tests, the curriculum and their own teacher education. / Lärare i den svenska grundskolan har i uppdrag att utveckla elevers kunskaper om och i etik. Studien syftar därför till att undersöka hur lärare, som undervisar i skolåren 4–6, samtalar om etikundervisning i de samhällsorienterande ämnena med särskilt fokus på religionskunskap. Teorin om sociala representationer har utgjort både teoretisk utgångspunkt och analysverktyg i studien. Empirin består av fokusgruppsintervjuer med tre arbetslag med lärare som samtliga undervisar i de samhällsorienterande ämnena. Analysen visar att det i lärarnas samtal framträder fyra sociala representationer av etikundervisning; etikundervisning som fostran i socialt samspel, etikundervisning som demokratifostran, etikundervisning som värde- och dygdetisk fostran och etikundervisning som utveckling av etiskt tänkande. Dessa sociala representationer består av lärares didaktiska idéer om undervisningens syfte, metoder och strategier, innehåll samt svårigheter. Analysen visar vidare att det i lärarnas samtal framträder tre sociala representationer av hur etikundervisning relaterar till de samhällsorienterande ämnena och skolans övergripande uppdrag. Dessa är; etikundervisning har en naturlig plats i religionskunskap, etikundervisning är en viktig del i alla samhällsorienterande ämnen och etikundervisning pågår dagligen i den praktiska verksamheten. Det tycks som om etik är ständigt aktuellt men sällan är det primära undervisningsinnehållet. I samtalen framträder också de kommunikativa resurser som lärarna använder för att skapa en gemensam förståelse av etikundervisning. Exempel på kommunikativa resurser som används i samtalen är; läroplan, nationella prov, läromedel, forskning och kunskap från utbildning. / Helena Anderström har sedan 2002 arbetat inom grundskolan med undervisning i de samhällsorienterande ämnena. Hon är nu verksam vid lärarutbildningen i Jönköping. Lärares samtal om etik - Sociala representationer av etikundervisning på mellanstadiet inom ramen för samhällsorienterande ämnen är hennes licentiatuppsats. Lärares samtal om etik – Sociala representationer av etikundervisning på mellanstadiet inom ramen för samhällsorienterande ämnen Lärare i den svenska grundskolan har i uppdrag att utveckla elevers kunskaper om, av och i etik. Studien syftar därför till att undersöka hur lärare, som undervisar i skolåren 4–6, samtalar om etikundervisning i de samhällsorienterande ämnena med särskilt fokus på religionskunskap. Teorin om sociala representationer har utgjort både teoretisk utgångspunkt och analysverktyg i studien. Empirin består av fokusgruppsintervjuer med tre arbetslag med lärare som samtliga undervisar i de samhällsorienterande ämnena. Analysen visar att det i lärarnas samtal framträder fyra sociala representationer av etikundervisning; etikundervisning som fostran i socialt samspel, etikundervisning som demokratifostran, etikundervisning som värde- och dygdetisk fostran och etikundervisning som utveckling av etiskt tänkande. Dessa sociala representationer består av lärares didaktiska idéer om undervisningens syfte, metoder och strategier, innehåll samt svårigheter. Analysen visar vidare att det i lärarnas samtal framträder tre sociala representationer av hur etikundervisning relaterar till de samhällsorienterande ämnena och skolans övergripande uppdrag. Dessa är; etikundervisning har en naturlig plats i religionskunskap, etikundervisning är en viktig del i alla de samhällsorienterande ämnena och etikundervisning pågår dagligen i den praktiska verksamheten. Det tycks som om etik är ständigt aktuellt men sällan är det primära undervisningsinnehållet. I samtalen framträder också de kommunikativa resurser som lärarna använder för att skapa en gemensam förståelse av etikundervisning. Exempel på kommunikativa resurser som används i samtalen är; läroplan, nationella prov, läromedel, forskning och kunskap från utbildning.

Dans les régions rurales, la gestion de l'eau induit des changements techniques et des transformations des pratiques agricoles auxquels font face les agriculteurs. Leurs comportements mitigés comprennent à la fois un désir d'innovation et un attachement au terroir à travers des usages, des pratiques et des représentations. Cet attachement identitaire a été souvent considéré comme obstacle à l'introduction de nouvelles techniques et non comme opportunité à saisir. Le présent travail, fondé sur le cas de Diar Hojjej (zone côtière du Cap Bon, Tunisie), se propose, en tenant compte de l'identité du territoire, de comprendre dans quelle mesure l’entrepreneuriat rural peut constituer un moteur pour porter une zone à contrainte environnementale forte – l’eau d’irrigation- vers un développement agricole durable. L'identité du territoire serait-elle uniquement un frein à l'entreprenariat rural? Et quel serait le modèle d'entreprenariat le plus pertinent? [etc.] / In rural areas, water management induces changes in technologies and in agricultural practices that face farmers. Farmers’ behaviors include both a desire for innovation and a land attachment through local customs, practices and representations. This identity attachment has often been regarded as an obstacle to the introduction of new techniques rather than an opportunity to be seized. This work, based on the case of Diar Hojjej (a coastal area of Cap Bon, Tunisia) aims to understand how rural entrepreneurship can be an engine to convey a strong environmental constraint area (water irrigation) to sustainable agricultural development, while taking into account the territory’s identity. The territory’s identity would it only be an obstacle to rural entrepreneurship? And what would be the most relevant model of entrepreneurship? [etc.]

Cette thèse s’intéresse aux fondements épistémologiques et à la vision que des enseignants d’histoire au secondaire entretiennent à l’égard de l’enseignement de l’histoire et de la formation citoyenne. La réflexion s’inscrit dans le contexte de la refonte des programmes d’enseignement de l’histoire qui engage dorénavant les maîtres d’histoire à éduquer à la citoyenneté démocratique. Ce projet éducationnel repose sur le postulat suivant : l’apprentissage de l’histoire, de sa pensée et de sa méthode permet de former des individus capables de réflexion critique autonome et informée. Cette vision de l’enseignement de l’histoire implique que les élèves s’exercent à la pensée historienne, à l’analyse des sources et à la construction d’interprétations historiques. Ce faisant, ils développeraient une compréhension du monde fondée sur la maîtrise de concepts et une pensée complexe, ce qui servirait de ce fait la citoyenneté. La recherche a par ailleurs démontré que les maîtres avaient recours à des méthodes pédagogiques plus traditionnelles (Charland, 2003; Martineau, 1997). C’est donc à des changements de pratiques qu’appelle le ministère de l’Éducation. Or un tel changement ne se déclare pas « d’en haut ». Les convictions des maîtres sont lentes à se transformer et ce sont elles qui déterminent la formation historienne et citoyenne que recevront les élèves. Nous en avons fait notre objet d’étude pour cette recherche en recourant à la théorie des représentations sociales. Nous avons adopté le modèle du noyau central (Abric, 1994) et celui des principes organisateurs qui permet d’identifier les relations existantes entre plusieurs représentations. Nous avons effectué une recherche exploratoire de type qualitative. Des entretiens individuels semi-dirigés d’une durée moyenne de 120 minutes ont été réalisés avec un échantillon comptant 18 enseignants d’histoire au secondaire de Montréal, de Québec et de communautés amérindiennes du Québec. L’outil de cueillette et d’analyse des données s’inspire grandement des développements méthodologiques réalisés par la recherche sur les représentations sociales (évocation hiérarchisée continuée ou limitée, schémas conceptuels) (Abric, 1994; 1997). Les résultats permettent d’identifier les fondements épistémologiques et didactiques, le contenu et la structure, de même que les relations existant entre les représentations de l’enseignement de l’histoire et de la formation à la citoyenneté. Ils ont également mis en lumière les convictions idéologiques et pédagogiques des maîtres d’histoire. / This dissertation focuses on the epistemological foundations and the vision of high school history teachers regarding history teaching and citizenship education. The work has to be considered within the context of history curriculum reform that now engages teachers in an education for democratic citizenship. This educational project is based on the premise that learning history, its specific manner of thinking and method, allows the formation of individuals capable of critical thinking and self-awareness. This vision of history teaching implies that students practice historical thinking, analyze different sources and construct historical interpretations. In so doing, it is believed that they will develop an understanding of the world based on the use of concepts and complex thinking, which would also contribute to the objective of citizenship education. However, research shows that teachers use more traditional teaching methods than those mentioned above (Charland, 2003; Martineau, 1997). Consequently, the new programs expect that teachers will change their practices. But such a change can’t be declared "from above". Teachers’ beliefs are slow to change and they greatly determine the historical formation and citizenship education that students receive. These beliefs are the object of this dissertation’s study. I observed these beliefs through the angle of the theory of social representations and the models of “central core” (noyau central) (Abric, 1994) and organizing principles (Moliner, 1996) that allow the identification of existing relationships between different representations. I conducted an exploratory qualitative type research. My research consist of semi-structured interviews, lasting an average of 120 minutes, conducted on a sample of eighteen high school history teachers from Montreal, Quebec City and Natives communities of Quebec. The tool for gathering and analyzing data draws from the methodological developments made in research on social representations (hierarchical evocation continued or limited, conceptual designs) (Abric, 1994, 1997). The results identify the epistemological and didactic foundations, the content and the structure, as well as the relationship between the representations of history and citizenship education. They also highlight teachers’ ideological and pedagogical beliefs.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

La Lettonie, jeune Etat-nation, est actuellement tiraillée entre influences dusoviétisme passé, évolution démocratique et valeurs ethno-centrées, en résonance parfoisdiscordante avec les orientations institutionnelles européennes. Dans ce contexte, la rechercheprésentée dans cette thèse se focalise plus particulièrement sur l’autonomisation desapprenants de FLE au niveau supérieur.Cette recherche suit une démarche d’ordre compréhensif et qualitatif à partir d’analyses dediscours. Elle se concentre sur un corpus composé de huit entretiens d’enseignants de FLE duniveau universitaire letton portant sur leurs expériences formatives et professionnelles passéeset actuelles, sur leurs conditions de vie et de travail et sur leur vision de l’avenir du métierd’enseignant de FLE. D’abord sont analysées les représentations que ces enseignants ontd’eux-mêmes dans leur environnement socioprofessionnel pour, finalement, en comprendreles significations et développer des conjectures sur l’émergence de l’autonomisation desenseignants et, au-delà, des étudiants.Ainsi se révèlent des représentations construites sur des dimensions pratiques etexpérientielles plutôt qu’idéologiques, en rapport avec la citoyenneté et le rôle social del’enseignant, ou théoriques, sur le didactique et le linguistique. On conclut quel’autonomisation des apprenants de FLE à l’université n’est pas possible actuellement / Latvia, a young nation-state, is currently torn between the influences of the Sovietpast, democratic development and ethno-centric values, entering sometimes in discordantresonance with European institutional guidelines. In this context, the research presented inthis thesis focuses specifically on FFL learners’ empowerment in the higher education.This research follows a comprehensive and qualitative approach based on discourses’analysis. It focuses on a corpus of eight interviews with FFL teachers at Latvian universitylevel on their past and actual formative and professional experiences, on their living andworking conditions, on their vision for the future of the profession of FFL teacher. First, theseteachers’ representations about themselves in their socio-professional environment areanalyzed . This leads eventually to understand these representations' meanings and to developconjectures about the emergence of teachers’ empowerment and, beyond it, the students’ one.Thus, representations are proved that are based on experiential and practical dimensions ratherthan ideological ones, related to citizenship and the social role of the teacher, or theoreticalones, on the teaching and linguistics. One concludes that the empowerment of FFL learners atthe University is not currently possible

Outre la catégorisation socio-identitaire de l’enseignant de FLE – résumée dans la notion d’identité linguistique – qui représente depuis toujours une problématique très répandue dans le domaine de l’appropriation des langues, la notion de représentation sociale commence aujourd’hui à constituer un enjeu théorique majeur en ce domaine. Ce travail de recherche présente une étude expérimentale portant sur les représentations sociales de l’identité linguistique de l’enseignant et ses conséquences sur les comportements interactionnels des élèves dans une classe de FLE située au royaume du Bahreïn. Il a pour objet deux axes d’étude : a) les comportements interactionnels des apprenantes, que nous recueillerons par le biais d’observations de classes et que nous étudierons en adoptant une analyse conversationnelle fondée sur l’interprétation des phénomènes langagiers ; b) une réflexion sur la notion de représentations sociales orientée vers son rôle déterminant dans les pratiques langagières, étayée par une analyse de contenu thématique des discours épilinguistiques recueillis à l’aide d’un entretien semi-directif afin de déterminer si la perception de la différence d’identité linguistique est à l’origine de la dynamique des comportements interactionnels. L’objectif de ce travail est également de proposer une approche empirique ne reposant pas seulement sur l’analyse des discours sur les représentations sociales mais qui prend aussi en compte les pratiques langagières et confronte ainsi le dire et le faire / As well as the identity categorization – that we refer to by the concept of linguistic identity – of French foreign language teachers has always represented a problematic issue in the field of language appropriation, the notion of social representation is currently becoming a major theoretical challenge in this field. This research presents an experimental study that focuses on social representation regarding the linguistic identity of the teacher and its effect(s) on learners’ interactional behavior in a French foreign language class located in Bahrain. The purpose of this research is first to study the interactional behavior of learners via classroom observation and by adopting conversational analysis methods, and secondly to study the role of social representations in language practice of French foreign language learners. For this purpose, we have carried out a thematic content analysis of epilinguistic discourses that have been collected via a semi-structured interview to determine if linguistic identity differences led to interactional behavior changes. This thesis aims at proposing an empirical approach that does not rely only on the analysis of epilinguistic discourse but also takes into account language practice and thus compares what’s said and what’s done