Les deux principaux objectifs de ce travail sont de proposer des outils pour la selection d'animaux résistants aux strongles gastro-intestinaux, parasites du tube digestif, et de faire progresser la compréhension des mécanismes de résistance chez la chèvre créole. La variabilité génétique du caractère de résistance au parasitisme digestif a été étudiée afin de vérifier quels critères décrivant le mieux la résistance, peuvent être utilisés pour la sélection. L'ensemble des résultats obtenus suggèrent que le critère d'excrétion d'oeufs et le critère d'éosinophilie sont les plus adaptés pour un schéma de sélection puisqu'ils possèdent une héritabillté moyenne et représentent le mieux la résistance. De plus, ils ne semblent pas en opposition avec le poids, principal critère de production. Le déterminisme génétique de la résistance aux strongles gastro-intestinaux a été étudié et a permis de mettre en évidence l'existence d'un gène majeur pour la résistance chez la population de chèvre créole. De plus, la primo-détection de qtl a permis d'identifier 13 régions du génome ayant un effet sur les critères de résistance. Les mécanismes responsables de la résistance aux strongles gastro-intestinaux ont également été à l'étude. L'ensemble des résultats met en évidence le rôle des éosinophiles dans la mise en place de la résistance aux strongles gastro-intestinaux. L'activité des immunogobulines e semblent dirigés vers les larves l3 d'haemonchus contortus et suggère la mise en place d'une réaction protectrice. Chez la chèvre créole. Ces deux mécanismes semblent donc jouer un rôle important dans la mise en place de la résistance aux strongles gastro-intestinaux / The two main objectives of this work are to propose tools for the selection of resistant animals to gastrointestinal nematodes and advance knowledge on mechanisms of resistance of creole goats. this work has analysed the genetic variability of resistance to digestive parasitism in order to determine which criteria best describes the resistance and can be use for selection. the overall results suggest that the egg excretion and the eosinophilia are the criteria most suitable for a breeding scheme because they have moderate heritability estimates and best represent the resistance. moreover, they do not seem in conflict with the weight, the main criterion of production. the genetic determinism of resistance to gastrointestinal parasites has been studied and has highlighted the existence of a major gene for resistance in creole goats. in addition, the primodetection of qtl identified 13 genomic regions that affect the resistance. the mechanisms behind the resistance to gastrointestinal parasites were also studied and first hypothesis regarding the involvment of the immune response in resistance have been made in goats. the overall results highlighted the role of eosinophils in the development of resistance to gastrointestinal nematodes. the activity of immunoglobulin e seems directed toward l3 larvae of haemonchus contortus and may be imply in the establishment of a protective response agasint nematode parasites. in creole goats, these two mechanisms seem to play an important role in the development of resistance to gastrointestinal nematode infections

Este trabalho tem por finalidade verificar se há utilização de artigos no Crioulo Cabo-verdiano, variedade de Santiago (CCVS), e como são utilizados esses artigos: se há uma sistematização para seu uso, como propõe Bickerton (1981) para todos os crioulos, ou se artigos definidos, indefinidos e Ø (indicando a ausência de artigos ou outros determinantes) são utilizados indistintamente, como sugere Lucchesi (1994a). Nesta pesquisa, foi constatada a ocorrência de artigos em CCVS, podendo-se afirmar que a opção dos falantes pelos artigos, definidos ou indefinidos, ou por Ø, em SN\'s (sintagmas nominais) cujos núcleos sejam substantivos comuns, constitui um fato de variação, na qual Ø é a variável, já que a tendência predominante é a opção por ele em SN\'s (+F) (+O), cuja referência seja conhecida pelo falante e pelo ouvinte, (+F) (-O), cuja referência seja conhecida pelo falante, mas desconhecida pelo ouvinte, (-F) (-O), cuja referência seja desconhecida pelo falante e pelo ouvinte, nas posições de sujeito, objeto e predicativo do sujeito; já os artigos definidos, indefinidos e Ø são variantes combinatórias, já que não houve ocorrências de artigos indefinidos em SN\'s (+F) (+O) na posição de sujeito, assim como não surgiram artigos definidos e indefinidos, na posição de predicativo do sujeito, em SN\'s (+F) (-O) e (-F) (-O). / This work has for purpose to verify if has article use in the Capeverdean Creole, Santiago\'s variety (CCVS), and as these articles are used: if it has a systematization for its use, as Bickerton (1981) considers for all the creoles, or if definite and indefinite articles and Ø (indicating the article absence or other determinative ones) are used indistinctly, at it suggests Lucchesi (1994a). In this research, the article occurrence was evidenced in CCVS, being able itself to affirm that the option of the speaker for articles, definites or indefinites, or Ø, in NP\'s (nominal phrases) whose nucleus are substantive common, constitutes a variation fact, in which Ø is the variable, since the predominant trend is the option for it in NP\'s (+S) (+A), whose reference is known for speaker and for addressee, (+S) (-A), whose reference is known for speaker, but unknown for addressee, (-S) (-A), whose reference is unknown for speaker and for addressee, in the subject, object and predicate; already the definite and indefinite articles e Ø they are variant combinatories, since it did not have indefinite article occurrences in NP\'s (+S) (+A) in the subject posiction, as well as they had not appeared definite and indefinite articles, in the position of predicate, in NP\'s (+S) (-A) e (-S) (-A).

O objetivo deste trabalho é propor uma descrição sincrônica do sistema fonológico do lungIe, língua crioula de base portuguesa falada na Ilha do Príncipe, São Tomé e Príncipe, abordando e discutindo os trabalhos prévios (Ribeiro 1888; Schuchardt 1889; Ferraz 1975, 1976, 1979; Ferraz & Traill 1981; Rougé 2004; Maurer 1997; Mané 2007; Araujo & Agostinho 2010; Agostinho et al. 2012, Agostinho 2012; Araujo & Agostinho 2014), e apresentar um método pedagógico para esta língua. A descrição da fonologia traz primeiramente o inventário fonológico da língua, abordando a fonotática dos segmentos consonantais e vocálicos. Apresentamos uma proposta para a estrutura silábica, levando em consideração a posição dos glides e das nasais silábicas. Propomos também a estrutura da sílaba fonética e discutimos sua especificidade em relação à sílaba fonológica. Descrevemos alguns processos fonológicos observados em trabalho de campo, demonstrando que o acento é crucial para os processos de apócope, apagamento de sílaba átona final, ditongação, nasalização, alçamento de vogais átonas finais, e sândi vocálico externo. A relação entre tom e acento também é abordada. Desde 2009, o lungIe tem sido ensinado nas escolas. No entanto, não há materiais didáticos para o ensino. Dessa forma, o público-alvo deste trabalho são os professores e alunos de lungIe, que carecem de material pedagógico para utilizar em sala de aula, além do público acadêmico, em geral. O método pedagógico contém dezessete lições com textos em lungIe, que remetem à cultura e tradição locais, seguidos de equivalentes em português, vocabulário da lição, tópicos gramaticais, texto sobre cultura, em lungIe e português, vocabulário da cultura, exercícios focando os tópicos gramaticais de cada lição e vocabulário temático complementar. Ao final, apresentamos um glossário lungIe/português e português/lungIe com cerca de 1.200 palavras. O método foi elaborado utilizando-se o Alfabeto Unificado para as línguas de São Tomé e Príncipe (ALUSTP). O corpus e as análises do método pedagógico são fruto de trabalho de campo realizado na Ilha do Príncipe durantes os anos 2010, 2011, 2013 e 2014. O sistema de tempo-modo-aspecto utilizado nas notas gramaticais foi baseado em Maurer (2009), dado algumas revisões. A estrutura do método foi livremente inspirada no método Parlons Capverdien langue et culture, de Nicholas Quint (2003), por se tratar de um método de uma língua crioula de base portuguesa. Este material também mostra aos falantes que sua língua é objeto de interesse internacional (cf. Vaux et al. 2007: 4) e, ao mesmo tempo, serve como um instrumento linguístico para apoiar futuros projetos educacionais na Ilha do Príncipe. / The aim of this work is to synchronically describe the phonological system of Lung\'Ie, a Portuguese-based creole language spoken in the Island of Príncipe, São Tomé e Príncipe, reviewing and discussing the literature on the subject (Ribeiro 1888; Schuchardt 1889; Ferraz 1975, 1976, 1979; Ferraz & Traill 1981; Rougé 2004; Maurer 1997; Mané 2007; Araujo & Agostinho 2010; Agostinho et al. 2012, Agostinho 2012; Araujo & Agostinho 2014), as well as presenting a pedagogical method for this language. We first present a description of the phonological inventory of the language, addressing phonotactics of consonant and vowel segments. As far as the syllabic structure is concerned, we take into account vowels, consonants, the position of glides and syllabic nasals. In addition, we propose a model for phonetic syllable structure and we discuss its specificities in relation to the phonological syllable. A few phonological processes observed during fieldwork will be examined, demonstrating that stress is crucial for apocope, unstressed syllable deletion, diphthongization, nasalization, raising of the final unstressed syllable and external vocalic sandhi. The relationship between tone and stress is also covered by this work. Since 2009, Lung\'Ie has been taught in schools. However, there is no didactic material available for teaching. Therefore, the intended audience of this work is formed by teachers and students of Lung\'Ie who lack pedagogical material for classroom use and academic circles in general. The pedagogical method is comprised of seventeen lessons. Each lesson has a text written in Lung\'Ie addressing local culture and traditions, followed by a Portuguese translation, lesson vocabulary, grammar topics, another short text on culture in Lung\'Ie and in Portuguese followed by a specific vocabulary, exercises dealing with grammatical topics on each lesson, and an additional thematic vocabulary. At the end of this work, we present a Lung\'Ie/Portuguese and Portuguese/Lung\'Ie glossary with approximately 1,200 words. Our method has been elaborated using the Unified Alphabet for the Languages of São Tomé e Príncipe (ALUSTP). The corpus and analyses present in the pedagogical method are results of fieldwork in the Island of Príncipe, which took place in 2010, 2011, 2013 and 2014. The tense-aspect-mood system used in grammatical notes is based in Maurer (2009), although some issues were revised. The structure of this method has been freely inspired by the Parlons Capverdien method langue et culture, by Nicholas Quint (2003), a Portuguese-based creole language pedagogical method. Our work also intends to demonstrate to speakers that their language is an object of international interest and it can be useful as a linguistic instrument by supporting future educational projects in the Island of Príncipe.

Este trabalho apresenta ao leitor de língua portuguesa a tradução da obra crioula Antan denfance, de Patrick Chamoiseau. Para melhor compreensão dos aspectos linguísticos e extralinguísticos do livro, desenvolvemos um estudo inicial, dividido em três capítulos, que obedece ao percurso: contexto histórico, autor e obra. O primeiro capítulo contempla a história da Martinica, desde os primeiros habitantes até a colonização francesa, evidenciando as principais consequências do movimento colonizador no que diz respeito ao ser, ao espaço e à língua. No segundo capítulo, traçamos um perfil do autor, apresentando um pouco da sua produção intelectual, sua participação no movimento literário da crioulidade e seu projeto literário, de maneira a ressaltar suas peculiaridades estilísticas. O terceiro capítulo destina-se a refletir sobre as competências necessárias ao tradutor de obras culturalmente marcadas, analisando não somente as nossas principais escolhas tradutológicas, como a característica mais elementar de Antan denfance: o enraizamento na tradição oral. / This paper presents to Portuguese-speaking readers the translation of the Creole work Antan denfance, by Patrick Chamoiseau. For better understanding of linguistic and extralinguistic aspects of this book, we developed an initial study, divided into three chapters, which follows this path: historical context, author and work. The first chapter covers the History of Martinique, from the earliest inhabitants to the French colonization, highlighting the main consequences of the colonization movement to the individuals, the space and the language. In the second chapter, we have compiled a profile of the author, where we introduce some of his intellectual production, his participation in the créolité literary movement and his literary project, in order to emphasize his stylistic peculiarities. The third chapter intends to examine the skills necessary to translate culturally marked works, by analyzing not only our main choices of translation, but also the most elementary aspect of this work: rooting in oral tradition.

Les réflexions des chercheurs en didactique de l'anglais ont contribué à l'avancement des notions de la langue-culture (Cain, 1981, 1984) et à la compréhension de l'enseignement de l'anglais dans un environnement créolophone (Alleyne 1971, 1980, 1989 ; Craig, 1990, 2000 ; Devonish, 1986, 2004 ; Pollard, 1998, 2003). Bien qu'aujourd'hui, la valeur culturelle du créole jamaïquain soit largement reconnue, peu de recherches ont toutefois, abordé la question des représentations des enseignants sur l'interaction entre les deux langues. Cette thèse étudie les univers de croyance et les représentations sociales des enseignants jamaïquains sur leur prise en charge des défis provoqués par les réalités sociolinguistiques de l'île. Les enseignants sont des conteurs (Connelly & Clandinin, 1990) et ils utilisent naturellement une structure narrative pour parler de leur vie professionnelle (Raymond Butt, McCue, & Yanagishi, 1992). J'ai donc opté pour une analyse de 30 heures de récit de pratique professionnelle d'enseignants. Les récits sont prélevés auprès de 10 sujets via MSN Messenger. L'objectif étant d'appréhender les croyances des enseignants du primaire en matière d'alternance codique entre créole et anglais et d'interculturalité en classe.L'angle méthodologique emprunté pour cette thèse est inspiré de la perspective ethnobiographique de Jean Poirier, Sylvie Clapier-Valladon et Paul Raybaut. Les dix récits sont tout d'abord soumis à une analyse sociolinguistique à l'aide de techniques d'analyse thématique, prenant en compte la théorie structurelle de la représentation sociale d'Abric et Flament. Les thèmes ainsi identifiés et analysés sont soumis à une analyse de discours inspirée de la théorie des opérations énonciatives d'Antoine Culioli. Les conclusions sont nuancées à l'aide des données secondaires en provenance de 100 questionnaires administrés à un échantillon d'enseignants jamaïquains et d'une analyse de six textes officiels. L'analyse croisée de ces données vise à assurer la fiabilité et la validité des résultats. / Reflections of language education researchers have contributed largely to the advancement of the notions of language and culture (Cain, 1981, 1984) and the teaching of English in a Creolespeaking environment (Alleyne 1971, 1980, 1989; Craig, 1990, 2000; Devonish, 1986, 2004; Pollard, 1998, 2003). Today the cultural value of the Jamaican Creole is widely recognized, little research has, however, addressed the teacher representations on this issue. This thesis investigates the belief systems and social representation of Jamaican primary school teachers relative to their handling of the challenges brought on by the sociolinguistic realities of the island. Teachers naturally appropriate a narrative structure to talk about their professional lives (Butt Raymond, McCue, & Yanagishi, 1992). Indeed, teachers, even more so than the rest of us, are storytellers who lead storied lives (Connelly & Clandinin, 1990). I have therefore opted for an analysis of 30 hours of teacher narrative collected from 10 subjects via MSN messenger, with the objective of investigating beliefs and cultural identification with regards to Creole, English, code-switching and interculture in the Jamaican classroom at the primary level. The general methodological angle for the PHD is inspired by the ethno biographical perspective of Jean Poirier, Sylvie Clapier-Valladon and Paul Raybaut.The narratives are analyzed first from a sociolinguistic standpoint using thematic analysis techniques, specifically taking into account Abric and Flament's structural theory of social representations. The themes thus identified and analyzed are subjected to discourse analysis inspired by Antoine Culioli's theory of enonciative operations. The findings are then futher explored with the help of 100 questionnaires from Jamaican teachers and 6 official texts. This additional data provides a wider internal and external framework which ensures reliability and validity to the findings.

Made available in DSpace on 2017-07-21T18:53:13Z (GMT). No. of bitstreams: 1 Resultados e discussao.pdf: 533457 bytes, checksum: 4b3ed9611422d6ac4d25c29009a4549f (MD5) Previous issue date: 2009-04-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work had for objectives to characterize creole varieties of maize in the South region of Brazil, verifying the possible relations between the presented characteristics. For that were used twenty creole varieties cultivated in the Farm School of the University of Ponta Grossa in the year of 2007. The samples had been characterized through physical and chemical analyses, as well was verified contamination for fungus through the blotter method test and the mycotoxins through the methods of ELISA and HPLC. Beyond the samples in grain flour samples had been also analyzed flour of biju maize and the by-products of its improvement through analyses physicist-chemistries and of contamination for mycotoxins. It was verified that 60% of the samples of grains analyzed through method ELISA were contaminated by total aflatoxins, total levels 1,0 to 2,6 ppb, for the HPLC method had not been found total aflatoxin levels detectable. It was verified despite 65% of the samples of grains met contaminated by zearalenone in levels that varied between 64 and 640 ppb and 66,9 and 759,3 ppb, for the methodologies of HPLC and ELISA, respectively. Of the 20 samples of analyzed grains of maize, twelve had revealed positive for zearalenone by the method ELISA and thirteen for the method of HPLC and four had revealed negative for the two used methods, being necessary the confirmation of the results gotten for the method of ELISA through the HPLC method. Of the analyzed varieties it was verified that 60% possess predominantly supreme of hard texture and 40% of predominantly intermediate texture endosperm in the grain, minor its density and force of rupture and greater its size. It can be perceived despite supreme heavier they possess a smaller diameter and that grains with high texts of lipids and proteins they have trend to a bigger density and greater rupture force. Also eight fungi sorts had been isolated, being of bigger Penicillium incidence sp and Fusarium sp. It was verified despite the Creole varieties with a bigger soft ratio of endosperm had presented a bigger contamination for Fusarium sp. All maize the analyzed flour samples biju and the residues of its improvement had presented contamination for total aflatoxins and zearalenone the biggest contaminations had been verified in pericarp and the minors in the maize flour biju. Can be concluded that for the samples in study was not detected the relation among the contamination by mycotoxins, and the physical, chemical characteristics and fungus contamination. / Este trabalho teve por objetivos caracterizar variedades crioulas de milho, da região Sul do Brasil, verificando as possíveis relações entre as características apresentadas. Para tanto foram utilizadas vinte variedades crioulas cultivadas na Fazenda Escola da Universidade Estadual de Ponta Grossa no ano de 2007. As amostras foram caracterizadas através de análises físicas e químicas, bem como foi verificada a contaminação por fungos e micotoxinas, através dos métodos de ELISA e CCD. Além das amostras em grão também foram analisadas amostras de farinha de milho bijú e os subprodutos do seu beneficiamento através de análises físico-químicas e de contaminação por micotoxinas. Verificou-se que 60% das amostras de grãos analisados através do método ELISA estavam contaminadas por aflatoxinas totais em níveis de 1,0 a 2,6 ppb, pelo método de CCD não foram encontrados níveis detectáveis de aflatoxinas totais. Verificou-se ainda que 65% das amostras de grãos encontravam-se contaminadas por zearalenona em níveis que variavam entre 64 e 640 ppb e entre 66,9 e 759,3 ppb, pelas metodologias de CCD e ELISA, respectivamente. Das 20 amostras de grãos de milho analisadas, doze mostraram-se positivas para zearalenona pelo método ELISA e treze pelo método de CCD e quatro mostraram-se negativas pelos dois métodos utilizados, sendo necessária a confirmação dos resultados obtidos pelo método de ELISA através do método de CCD. Das variedades analisadas verificou-se que 60% possuíam grãos predominantemente de textura dura e 40% de textura predominantemente intermediária e que quanto maior a proporção de endosperma macio no grão, menor a sua densidade e força de ruptura e maior o seu tamanho. Pode-se perceber ainda que grãos mais pesados possuem um menor diâmetro e que grãos com altos teores de lipídeos e proteínas têm tendência a uma maior densidade e maior força de ruptura. Também foram isolados oito gêneros fúngicos, sendo os de maior incidência Penicillium sp e Fusarium sp. Verificou-se ainda que as variedades crioulas com uma maior proporção de endosperma macio apresentaram uma maior contaminação por Fusarium sp. Todas as amostras analisadas de farinha de milho bijú e os resíduos do seu beneficiamento apresentaram contaminação por aflatoxinas totais e zearalenona as maiores contaminações foram verificadas no pericarpo e as menores na farinha de milho bijú. Pode-se concluir que para as amostras em estudo não se detectou relação entre a contaminação por micotoxinas e as características físicas, químicas e contaminação por fungos.

La coprésence de langues dans le roman antillais contemporain. Le roman francophone est souvent considéré comme le lieu d’enjeux stratégiques concernant la coprésence d’usages de langue(s). À cet égard, les Antilles présentent une situation tout à fait originale dans laquelle une “cacophonie” pourrait être envisagée comme un moyen d’expression des différentes tensions (narratives, énonciatives ou linguistiques) qui habitent le texte, avec toutes les conséquences que cela peut entraîner pour les lecteurs potentiels. Il s’agit pour les rédacteurs de L’Éloge de la créolité d’aller à l’encontre des attentes de clarté du lecteur pour préserver sans altération aucune une identité multiple. Cependant, d’autres auteurs antillais francophones tels que Simone Schwarz-Bart, Maryse Condé et Daniel Maximin, ne partagent pas le point de vue des signataires de l’Éloge. Bien que leur écriture soit marquée par une certaine présence créole, ils considèrent que l’identité linguistique antillaise ne peut pas se réduire à une confrontation du créole et du français. Pour ces auteurs, il ne s’agit pas de reconquérir le français en le créolisant. Par conséquent, ce travail de thèse consistera à analyser la structure linguistique du roman antillais francophone en prenant autant en compte les différents partis pris des auteurs ainsi que la réception et les transpositions tentées par les traducteurs. Cette étude propose une mise en perspective de l’écriture en coprésence de langues en mettant en relation les œuvres des auteurs antillais contemporains avec des tentatives antérieures de superposition de langues et des écritures créolisées issues d’autres sphères linguistiques. Ces recherches permettront de saisir les influences et la portée de l’écriture en coprésence de langues des romanciers antillais contemporains. / The Pluri-language Writing in the Contemporary West Indian NovelThe francophone novel is often regarded as field of strategic issues as to the pluri-language writing. In this respect, West Indies offer a very peculiar situation in which “cacophony” could be considered as a way for various strains (narrative, enunciative and linguistic) to express themselves within the textual frames, with many consequences for the potential readers. For the writers of In Praise of Creoleness, it means deceiving the reader’s expectations of clarity to preserve unaltered a multiple identity.Nevertheless, other West Indian francophone writers such as Simone Schwarz-Bart, Maryse Condé and Daniel Maximin, do not share this point of view. Although their writing is marked by a certain Creole presence, they assert that West Indian linguistic identity can not be summarised in the confrontation of Creole and French. According to them, the point is not to reconquer French through creolization.This thesis thus aims to analyze the linguistic structure of West Indian francophone novel with respect both to its different writers’ stances, its reception and the transpositions tempted by the translators.This study proposes a contextualization of the plurilingual texts through a confrontation of the works of the contemporary West Indian authors with the previous overlapping languages attempts and creolized writings stemming of the other linguistic spheres.This research will allow to seize the influences and impacts of the pluri-language writing of the contemporary West Indian novelists.

O objetivo deste trabalho é propor uma descrição sincrônica do sistema fonológico do lungIe, língua crioula de base portuguesa falada na Ilha do Príncipe, São Tomé e Príncipe, abordando e discutindo os trabalhos prévios (Ribeiro 1888; Schuchardt 1889; Ferraz 1975, 1976, 1979; Ferraz & Traill 1981; Rougé 2004; Maurer 1997; Mané 2007; Araujo & Agostinho 2010; Agostinho et al. 2012, Agostinho 2012; Araujo & Agostinho 2014), e apresentar um método pedagógico para esta língua. A descrição da fonologia traz primeiramente o inventário fonológico da língua, abordando a fonotática dos segmentos consonantais e vocálicos. Apresentamos uma proposta para a estrutura silábica, levando em consideração a posição dos glides e das nasais silábicas. Propomos também a estrutura da sílaba fonética e discutimos sua especificidade em relação à sílaba fonológica. Descrevemos alguns processos fonológicos observados em trabalho de campo, demonstrando que o acento é crucial para os processos de apócope, apagamento de sílaba átona final, ditongação, nasalização, alçamento de vogais átonas finais, e sândi vocálico externo. A relação entre tom e acento também é abordada. Desde 2009, o lungIe tem sido ensinado nas escolas. No entanto, não há materiais didáticos para o ensino. Dessa forma, o público-alvo deste trabalho são os professores e alunos de lungIe, que carecem de material pedagógico para utilizar em sala de aula, além do público acadêmico, em geral. O método pedagógico contém dezessete lições com textos em lungIe, que remetem à cultura e tradição locais, seguidos de equivalentes em português, vocabulário da lição, tópicos gramaticais, texto sobre cultura, em lungIe e português, vocabulário da cultura, exercícios focando os tópicos gramaticais de cada lição e vocabulário temático complementar. Ao final, apresentamos um glossário lungIe/português e português/lungIe com cerca de 1.200 palavras. O método foi elaborado utilizando-se o Alfabeto Unificado para as línguas de São Tomé e Príncipe (ALUSTP). O corpus e as análises do método pedagógico são fruto de trabalho de campo realizado na Ilha do Príncipe durantes os anos 2010, 2011, 2013 e 2014. O sistema de tempo-modo-aspecto utilizado nas notas gramaticais foi baseado em Maurer (2009), dado algumas revisões. A estrutura do método foi livremente inspirada no método Parlons Capverdien langue et culture, de Nicholas Quint (2003), por se tratar de um método de uma língua crioula de base portuguesa. Este material também mostra aos falantes que sua língua é objeto de interesse internacional (cf. Vaux et al. 2007: 4) e, ao mesmo tempo, serve como um instrumento linguístico para apoiar futuros projetos educacionais na Ilha do Príncipe. / The aim of this work is to synchronically describe the phonological system of Lung\'Ie, a Portuguese-based creole language spoken in the Island of Príncipe, São Tomé e Príncipe, reviewing and discussing the literature on the subject (Ribeiro 1888; Schuchardt 1889; Ferraz 1975, 1976, 1979; Ferraz & Traill 1981; Rougé 2004; Maurer 1997; Mané 2007; Araujo & Agostinho 2010; Agostinho et al. 2012, Agostinho 2012; Araujo & Agostinho 2014), as well as presenting a pedagogical method for this language. We first present a description of the phonological inventory of the language, addressing phonotactics of consonant and vowel segments. As far as the syllabic structure is concerned, we take into account vowels, consonants, the position of glides and syllabic nasals. In addition, we propose a model for phonetic syllable structure and we discuss its specificities in relation to the phonological syllable. A few phonological processes observed during fieldwork will be examined, demonstrating that stress is crucial for apocope, unstressed syllable deletion, diphthongization, nasalization, raising of the final unstressed syllable and external vocalic sandhi. The relationship between tone and stress is also covered by this work. Since 2009, Lung\'Ie has been taught in schools. However, there is no didactic material available for teaching. Therefore, the intended audience of this work is formed by teachers and students of Lung\'Ie who lack pedagogical material for classroom use and academic circles in general. The pedagogical method is comprised of seventeen lessons. Each lesson has a text written in Lung\'Ie addressing local culture and traditions, followed by a Portuguese translation, lesson vocabulary, grammar topics, another short text on culture in Lung\'Ie and in Portuguese followed by a specific vocabulary, exercises dealing with grammatical topics on each lesson, and an additional thematic vocabulary. At the end of this work, we present a Lung\'Ie/Portuguese and Portuguese/Lung\'Ie glossary with approximately 1,200 words. Our method has been elaborated using the Unified Alphabet for the Languages of São Tomé e Príncipe (ALUSTP). The corpus and analyses present in the pedagogical method are results of fieldwork in the Island of Príncipe, which took place in 2010, 2011, 2013 and 2014. The tense-aspect-mood system used in grammatical notes is based in Maurer (2009), although some issues were revised. The structure of this method has been freely inspired by the Parlons Capverdien method langue et culture, by Nicholas Quint (2003), a Portuguese-based creole language pedagogical method. Our work also intends to demonstrate to speakers that their language is an object of international interest and it can be useful as a linguistic instrument by supporting future educational projects in the Island of Príncipe.

The genesis of creole languages is important to the field of linguistics for at least two reasons. As newly emerging languages, creoles provide a unique window on the human language faculty and on the development of language generally (Veenstra 2008). They also offer insight into what are arguably universal linguistic structures. Two opposing theories have been in contention in the literature with respect to creole genesis: (1) that creoles owe their origin to the lexifier and substrate languages of their speech community and to other environmental influences (McWhorter 1997); and alternatively, (2) that universal innate linguistic structures or principles are the generative source of creole grammar (Bickerton 1981). Both theories have a claim to at least partial correctness. This thesis adds new evidence in support of the universalist/innatist argument. This thesis examines five written creole languages and two signed creole languages of geographic and historical diversity and focuses on the grammatical system of case, word order, and agreement of these languages as one axis along which to investigate the issue of creole genesis and universality. The signed languages in particular offer unique data, especially the data from Nicaraguan Sign Language, where there was an absence of significant lexifier and substrate influences. Patterns of what are termed core indispensable features in these seven language systems are uncovered, examined and compared. Further comparison is made with the case, word order, and agreement features of the world's languages generally and of creole languages as a subset of the world's languages, based on data in the World Atlas of Language Structures (Dryer & Haspelmath 2009) and in the Atlas of Pidgin and Creole Language Structures (Michaelis et al. 2013b), respectively. The findings and contributions to the field made possible from the data in this thesis are that there are commonalities in the case, word order, and agreement systems of the subject creole languages that qualify as core indispensable features and that these features are generated by universal innate linguistic expectations. These commonalities are: (1) that morphological case inflection is not a core indispensable feature; (2) that SVO word order is a core indispensable feature; and (3) that agreement as a feature, seen only when word order is apparently verb final, occurs only in the signed creole languages and is more accurately interpreted as topicalization incorporated into SVO word order rather than as an independent core feature. Nicaraguan Sign Language presents especially compelling evidence for these conclusions.

Malgré la diversité des territoires qui constituent la région caribéenne, sur le plan linguistique, ils ont en commun une même culture, celle de la créolité. Dans cette perspective, cette étude se propose d’étudier la synergie linguistique qui ressortirait d’une comparaison des proverbes créoles de la Caraïbe francophone et anglophone. Outre la question, parfois controversée, de l’origine des proverbes, l’objectif principal sera de trouver les convergences et les superpositions, tous les rapprochements entre les proverbes, le rôle joué par la littérature dans leur conservation et leur transmission intra et inter-linguistique et d’observer les modifications qu’ils ont pu subir. L’étude de l’impact de la mondialisation sur la traduction des textes de la Caraïbe, qui appartiennent à une tradition d’oralité, permettra de comprendre les phénomènes de transmission. Loin de se situer en opposition à la théorie Bermanienne sur la destruction des réseaux vernaculaires, ce travail visera à démontrer que la traduction des proverbes créoles dans le cadre même de la créolité offre justement la solution la plus en adéquation dans sa dimension culturelle, celle qui permet de les maintenir dans leur territorialité. / Despite the diversity of the Caribbean territories, they all share the same culture: Creoleness. In light of this, the present research proposes to study the linguistic synergy that is evident in a comparative study of Creole proverbs from the francophone and Anglophone Caribbean. Apart from the controversial issue of the origin of these proverbs, the main aim is to find the convergent points as well as any relationships between the proverbs, the role that literature plays in their preservation and their intra- and inter-linguistic transmission. A study of the impact of globalization on the translation of Caribbean texts, which are a part of oral tradition, will help to understand the phenomena underlining their transmission. Not aiming to contradict Berman’s theory on the destruction of vernacular links, this work will try to show that translating Creole proverbs in the context of Creoleness offers the best possible solution in light of cultural and regional factors.