Ce travail porte sur les processus migratoires et identitaires de la population coréenne installée en France ou au Québec. Son objectif premier est de comprendre l’influence du contexte socioculturel sur la façon dont les migrants s’adaptent et s’intègrent dans les pays d’accueil dont les modèles d’intégration diffèrent. Considérant que la langue constitue un élément principal dans le processus d’adaptation ainsi que dans les stratégies identitaires, la dynamique langagière des familles migrantes a été analysée avec une attention particulière. 17 familles coréennes composées du père, de la mère et de leur enfant âgé de 11-15 ans ont été rencontrées en France ou au Québec, à travers essentiellement l’entretien semi-dirigé et le questionnaire sociolinguistique. Les résultats de notre recherche révèlent que le modèle républicain assimilationniste français favorise l’intégration linguistique et culturelle des immigrants coréens alors que le modèle interculturel québécois promeut l’intégration socioprofessionnelle, civique et communautaire. Les enfants dits « de la deuxième génération de l’immigration » intègrent de manière spontanée la culture et la langue du pays d’accueil de leurs parents par la scolarisation ainsi que celles d’origine dans le cadre intrafamilial. Nos analyses qualitatives montrent que les processus adaptatifs et identitaires des migrants coréens s’élaborent en lien étroit avec le contexte socioculturel mais aussi par un travail de symbolisation de l’interculturalité sur le plan personnel et groupal. / This work concerns the migratory and identical processes of the Korean population installed in France or in Quebec. Its first purpose is to understand the influence of the socio-cultural context on the way that the immigrants adapt themselves and become integrated into the host countries whose models of integration differ. Considering that the language establishes a main element in the process of adaptation as well as in the identical strategies, the linguistic dynamics of the immigrant families was analyzed with a particular attention. 17 Korean families consisted of the father, the mother and their 11-15-year-old child were met in France or in Quebec, through essentially the semi-structured interview and the sociolinguistic questionnaire. The results of our search reveal that the French republican model promotes the linguistic and cultural integration of the Korean immigrants while the Quebec’s intercultural model promotes the socio-professional, civic and community integration. The second-generation immigrants integrate in a spontaneous way the culture and the language of the host country of their parents with the schooling as well as those of the origin into the interfamily context. Our qualitative analyses show that the adaptive and identical processes of the Korean immigrants develop in narrow relation with the socio-cultural context but also with a work of symbolization of the interculturality on the personal and group plan.

Muitos países da América Latina contam com pessoal de saúde cujas competências ora se aproximam, ora se afastam, do perfil do que no Brasil se vem denominando de Agente Comunitário de Saúde (ACS). Neste artigo, derivado de uma pesquisa qualitativa, ancorada no materialismo histórico e dialético, buscou-se compreender os arranjos que constituem a prática do ACS em suas variantes de atribuições e competências em seis países da região: Bolívia, Brasil, Cuba, Equador, Peru e Venezuela. Apenas como recurso dialógico, neste estudo todos esses trabalhadores são denominados ACS. Os elementos em comum em todos os países são que o ACS: a) aparece como um potente articulador e mobilizador dos interesses da comunidade; b) o processo de trabalho se desenvolve buscando criar estratégias para ampliar a capacidade das comunidades para reagir às desigualdades sociais; c) articula possibilidades internas aos países e as ancora estrategicamente nas diretrizes de órgãos internacionais que apoiam o fortalecimento dessas experiências; d) busca a definição de um espaço específico no quadro de trabalhadores da saúde, priorizando nesse sentido sua participação nas estratégias de cuidado comunitário das políticas de saúde realizadas pelo Estado; e) vivenciam e buscam superar a dicotomia entre a biomedicina e as práticas tradicionais defendendo-as como parte integrante, e não subordinada, das práticas institucionais de saúde. Nesse processo, os ACS buscam a recuperação e valorização, no cotidiano das ações de saúde, de elos e vínculos comunitários, solidariedade entre pessoas e grupos sociais, respeito ao ambiente e às diferentes explicações do mundo e do viver. / Many Latin American countries have health personnel whose skills sometimes converge or diverge, on the profile that Brazil defines of Community Health Workers (CHW). In this article, derived from a qualitative research, anchored in historical and dialectical materialism, we sought to understand the arrangements that constitute the practice of ACS in variants of powers and tasks in six countries in the region: Bolivia, Brazil, Cuba, Ecuador, Peru and Venezuela. Just as dialogical resource, in this study all these workers are called ACS. The common elements in all countries are the ACS: a) appears as a powerful community\'s interests in coordinating and mobilizing ; b) the work process develops seeking to create strategies to increase the capacity of communities to respond to social inequalities; c) provides an internal possibilities to countries and strategically anchored in the guidelines of international organizations that support the strengthening of these experiences; d) seeks to define a specific space in the health workers framework, prioritizing accordingly their participation in community care strategies of health policies made by the State; e) experience and seek to overcome the dichotomy between biomedicine and traditional practices defending them as an integral part, and not subject, institutional health practices. In the process, the ACS seek recovery and recovery in the daily health activities, links and community ties, solidarity between people and social groups, respect the environment and offer different explanations of the world and living.

Submitted by Maicon Juliano Schmidt (maicons) on 2015-03-23T11:42:40Z No. of bitstreams: 1 Tania Beatriz Trindade Natel.pdf: 7718095 bytes, checksum: e37b3903963174f145042b5d0cc2b83e (MD5) / Made available in DSpace on 2015-03-23T11:42:40Z (GMT). No. of bitstreams: 1 Tania Beatriz Trindade Natel.pdf: 7718095 bytes, checksum: e37b3903963174f145042b5d0cc2b83e (MD5) Previous issue date: 2014-07-10 / UNISINOS - Universidade do Vale do Rio dos Sinos / Esta tese apresenta o resultado de um projeto para alunos do nono ano do ensino fundamental, utilizando-se de tarefas colaborativas, a fim de promover o ensino-aprendizagem da língua espanhola e de observar se tais tarefas promovem a colaboração, o andaimento, a aprendizagem linguística e intercultural. Verificaram-se as percepções dos alunos sobre as tarefas realizadas nas aulas de espanhol, se eles acreditam que estas promovem a aprendizagem, oportunizam a participação, o andaimento e a colaboração entre eles para a aprendizagem da língua-alvo e, por fim, oportunizou-se aos docentes o conhecimento de um conjunto de tarefas colaborativas. Os dados foram gerados em uma escola municipal de Porto Alegre, em uma turma de nono ano do ensino fundamental. O projeto "As experiências locais na aprendizagem da língua espanhola como conhecimento de língua e cultura" continha uma variedade de tarefas colaborativas, com temas de estudo extraídos da realidade dos aprendizes. Essa proposta pedagógica foi desenvolvida em dois trimestres e integrou o planejamento da professora titular da turma, tendo feito, inclusive, parte da avaliação da disciplina e da autoavaliação dos alunos. Como suporte teórico, buscou-se apoio na teoria sociocultural de Vygotsky (1978, 1987,1988, 2000), Lantolf (2000, 2006, 2014), Lantolf e Poehner (2008), Mitchell, Myles e Marsden (2013), entre outros, nos estudos sobre cultura e interculturalidade de Fennes e Hapgood (1997), Abadía (2000) e Kramsch (1993, 1998, 2000, 2009, 2010, 2013), no ensino por projetos proposto por Hernández e Ventura (1998), Hernández (2004), Stoller (1997, 2002, 2006) e Sheppard e Stoller (1995) e nas tarefas colaborativas propostas por Wesche e Skehan (2002), Swain (1995, 1999, 2000, 2001, 2006), Swain e Lapkin (2001), Lima e Pinho (2007). Do ponto de vista metodológico, o cunho da pesquisa é qualitativo, interpretativista e intervencionista, por tratar-se de uma pesquisa-ação colaborativa, conforme Brandão (1981), Moita Lopes (1996), Telles (2002) e Richard (2003). Para gerar os dados, utilizou-se a gravação em áudio e vídeo, os textos escritos produzidos pelos estudantes, além de um registro em forma de diário contendo suas percepções acerca da aprendizagem da língua espanhola. Nos resultados, há evidências de que o projeto elaborado contendo várias tarefas colaborativas mostrou-se uma ferramenta potencializadora para a aprendizagem da nova língua, visto que os alunos puderam interagir entre si e colaborar para a aprendizagem linguística e intercultural. Aliado a isso, nos dados gerados há indícios de andaimento, já que os estudantes auxiliaram-se na realização das tarefas colaborativas, focando tanto no sentido como na forma da língua-alvo. Ademais, nas percepções dos participantes deste estudo, há evidências de que as tarefas colaborativas desenvolvidas favoreceram a aprendizagem da língua espanhola. / This doctoral dissertation presents the result a project for ninth grade elementary school students using collaborative tasks in order to promote the teaching-learning of the Spanish language and observe whether those tasks promote collaboration, scaffolding and linguistic and intercultural learning. The students’ perceptions about the classroom tasks and whether they believe these promote learning, enable participation, scaffolding and collaboration to learn the target language were examined. Moreover, the faculty was given the opportunity to learn a set of collaborative tasks. The data was generated at a municipal school in Porto Alegre with a ninth grade group of students. The project “The local experiences in the learning of the Spanish language as knowledge of language and culture” had a variety of collaborative tasks and the study topics were based on the learners’ reality. This pedagogical proposal was developed in two trimesters and it integrated the planning of the regular teacher of the class and it was part of the discipline assessment as well as the students’ self-assessment. For the theoretical framework, support was sought on the Vygotskian sociocultural theory (1978, 1987,1988, 2000), Lantolf (2000, 2006, 2008, 2014), Mitchell, Myles and Marsden (2013), among others; on the culture and interculturality studies of Fannes and Hapgood (1997), Abadía (2000) and Kramsch (1993,1998, 2000, 2009, 2010, 2013); on teaching through projects proposed by Hernández and Ventura (1998), Hernández (2004), Stoller (1997, 2002, 2006) and Sheppard and Stoller (1995) and on collaborative tasks Wesche and Skehan (2002), Swain (1995, 1999, 2000, 2001, 2006), Swain and Lapkin (2001), Lima and Pinho (2007). From the methodological standpoint, this is a qualitative, interpretivist and interventionist research, considering it is a collaborative action-research according to Brandão (1981), Moita Lopes (1996), Telles (2002) and Richard (2003). In order to generate the data, it was used audio and video recording, the written texts produced by the students and a record, in the form of a diary, which has their perceptions about the learning of the Spanish language. The results show evidence that the project, which had several collaborative tasks, demonstrated to be a potentiating tool to learn the new language, considering the fact that many students were able to interact among themselves and collaborate with the linguistic learning. Furthermore, the results show indication of scaffolding, since the students helped each other at the execution of collaborative tasks, focusing on the target language meaning as well as form. In addition, based on the students’ perceptions on this study, evidences indicate that the developed collaborative tasks did provide the learning of the Spanish language.

Muitos países da América Latina contam com pessoal de saúde cujas competências ora se aproximam, ora se afastam, do perfil do que no Brasil se vem denominando de Agente Comunitário de Saúde (ACS). Neste artigo, derivado de uma pesquisa qualitativa, ancorada no materialismo histórico e dialético, buscou-se compreender os arranjos que constituem a prática do ACS em suas variantes de atribuições e competências em seis países da região: Bolívia, Brasil, Cuba, Equador, Peru e Venezuela. Apenas como recurso dialógico, neste estudo todos esses trabalhadores são denominados ACS. Os elementos em comum em todos os países são que o ACS: a) aparece como um potente articulador e mobilizador dos interesses da comunidade; b) o processo de trabalho se desenvolve buscando criar estratégias para ampliar a capacidade das comunidades para reagir às desigualdades sociais; c) articula possibilidades internas aos países e as ancora estrategicamente nas diretrizes de órgãos internacionais que apoiam o fortalecimento dessas experiências; d) busca a definição de um espaço específico no quadro de trabalhadores da saúde, priorizando nesse sentido sua participação nas estratégias de cuidado comunitário das políticas de saúde realizadas pelo Estado; e) vivenciam e buscam superar a dicotomia entre a biomedicina e as práticas tradicionais defendendo-as como parte integrante, e não subordinada, das práticas institucionais de saúde. Nesse processo, os ACS buscam a recuperação e valorização, no cotidiano das ações de saúde, de elos e vínculos comunitários, solidariedade entre pessoas e grupos sociais, respeito ao ambiente e às diferentes explicações do mundo e do viver. / Many Latin American countries have health personnel whose skills sometimes converge or diverge, on the profile that Brazil defines of Community Health Workers (CHW). In this article, derived from a qualitative research, anchored in historical and dialectical materialism, we sought to understand the arrangements that constitute the practice of ACS in variants of powers and tasks in six countries in the region: Bolivia, Brazil, Cuba, Ecuador, Peru and Venezuela. Just as dialogical resource, in this study all these workers are called ACS. The common elements in all countries are the ACS: a) appears as a powerful community\'s interests in coordinating and mobilizing ; b) the work process develops seeking to create strategies to increase the capacity of communities to respond to social inequalities; c) provides an internal possibilities to countries and strategically anchored in the guidelines of international organizations that support the strengthening of these experiences; d) seeks to define a specific space in the health workers framework, prioritizing accordingly their participation in community care strategies of health policies made by the State; e) experience and seek to overcome the dichotomy between biomedicine and traditional practices defending them as an integral part, and not subject, institutional health practices. In the process, the ACS seek recovery and recovery in the daily health activities, links and community ties, solidarity between people and social groups, respect the environment and offer different explanations of the world and living.

La recerca s'ha desenvolupat a través d'un estudi que ha interrelacionat el procés d'integració social i cultural de la comunitat marroquina en la societat d'assentament amb la integració escolar dels infants i joves en els centres d'educació obligatòria. El que suposa una anàlisi del paper integrador que l'escola desenvolupa i pot desenvolupar, i també una reflexió sobre la interculturalitat i l' educació intercultural com a posicionament que afavoreix la integració plural. Tot aquest treball s'ha desenvolupat des d' una perspectiva articulada, ja que permet una major comprensió del fet migratori que es viu a una i altra banda de la Mediterrània. La investigació s 'ha desenvolupat en un paradigma sociocrític i a través d'un procés etnogràfic (observació, relats de vida, entrevistes ... ) al llarg de quasi tres anys, que ha estudiat i ha analitzat des d' una perspectiva comprensiva i transformadora, com la comunitat marroquina valora l'escolarització dels infants i joves des de les concepcions d'educació i d'escola que ha construït a través: 1. El procés migratori, entenent-lo mitjançant l' emigració i la immigració, en una perspectiva articulada. 2. El procés d'integració sociocultural en la societat d'arribada. El treball realitzat ha plantejat un marc teòric de tipus interdisciplinar -que s'ha estès al llarg de la investigació- per tal de situar el procés migratori, el concepte d'integració en la societat d'avui, des d'una perspectiva habermasiana i el paper de l'educació i de l'escola des d'una posicionament comunicatiu. Un cop presentat el marc teòric s'ha estudiat el procés migratori situant-se primer en el context de partida, el Marroc, realitzant una anàlisi que s'ha desenvolupat mitjançant factors socioculturals i educatius que en aquest darrer cas s'han ubicat sobre: l'educació en l'islam i en l'actual sistema d'ensenyament nacional. Posteriorment s'ha estudiat el context d'immigració a través d'aspectes demogràfics, jurídics, socioculturals i educatius. Presentant en aquest darrers un perfil socioformatiu de l'alumnat d'origen marroquí a través d'un estudi realitzat a la província de Girona. En els últims capítols s'exposen, primer situant-se en el Rif Oriental (Marroc), la ciutat de Nador i el seu entorn, de forma mes breu, i després amb extensió sobre l'espai de les comunitats marroquines d'Angles i Palafrugell a Catalunya, localitats de les comarques gironines, les característiques del context sociocutural i escolar, com a elements sobre el quals analitzar el procés d'integració sociocultural i escolar en el context d'assentament. La recerca també ha recollit l'opinió i l'experiència dels treballadors i famílies d'origen marroquí sobre l'escolarització dels infants i joves de la comunitat marroquina i sobre les expectatives que els pares i adults tenen de l'escola corn a institució formativa i integradora. Finalment es presenta una anàlisi, partint de la inforrnació obtinguda, que interrelaciona el procés d'integració sociocultural i escolar en el país d' assentament que ha aportat els següents referents i orientacions: 1. El procés d'integració de la comunitat marroquina mostra que es dóna un replegament sobre si mateixa que dificulta la integració plural. Aquest replegament es dóna mitjançant els valors de la tradició i de l'islam que són simultàniament, elements de cultura i de control. 2. Cal analitzar la integració en funció del model d' integració dominant en la societat d'arribada que es basa sobretot en aspectes funcionals: econòmics, jurídics i productius. 3. La integració en els àmbits morals: drets i deures, i en els aspectes simbòlics: identitats i identificacions són dominats en el primer cas per l'assimilació en els aspectes socials, culturals i productius, i pels estereotips en els aspectes identitaris i d'identificació. Aquesta situació comporta la necessitat de desenvolupar un model d'integració escolar que ha de tenir corn a referent que l'escola no pot integrar ni l'alumnat pot integrar-se si viu un procés de marginació o exclusió fora del centre i si el centre educatiu no és conscient d'allò que succeeix al seu entorn i a l'alumnat més enllà del context escolar. 1- Ha de procurar la integració de l'alumnat en la xarxa relacional i formativa del centre. 2- Ha d'aconseguir la integració de l'alumnat a l'aula. 3- Ha de tenir present que les accions integradores, abans esmentades, han d'afavorir la integració de l'alumnat fora de l'espai escolar i en una perspectiva de futur, ha d' afavorir la integració sociolaboral. Per tant, l'escola ha de plantejar-se que és necessari establir un diàleg amb totes les famílies a través d'un nou model de participació en el qual l'escola passi de ser un lloc de pas a un lloc de trobada. Aquesta dinàmica també replanteja ara les actuals fronteres entre allò públic i privat, entre l'escola i la família, amb l' objectiu de descobrir les coincidències entre els projectes social, cultural i educatiu d'ambdues institucions. / This research is based on a study of the interrelation of the social and the cultural elements in the integrating process of the Moroccan community in the host society; and the integration of their youngsters in the compulsory educational system of the host country. We establish the role of the "School" in the whole integrating process and debate the importance of interculture and intercultural education in favor of a plural education. We worked from different perspectives in order to provide a major understanding of the migration process that takes place between both sides of the Mediterranean Sea. Our analysis was developed through an ethnographic process that includes observation, tell tales, personal interviews... in both sides, the Eastern Rif (Morocco) and Catalunya (Spain). We studied multiple data provided from a comprehensive and transforming perspective: the family and the Moroccan community value the education of the younger members from the new conceptions of School and Education built: 1. During their migrating process. Migration and emigration gave them new points of view. 2. The socio-cultural integrating process in the host society. The results of our investigation confer several points that we considered worth to mention: 1. The integrating process of the Moroccan community within the community itself. The values and traditions of the Islam are their referents, as well as their culture and a powerful weapon to control the community. 2. The predominant integrating pattern of the host society -mostly based on economic, legal and productive facts- defines the integrating process of the community. 3. The moral integration: rights and duties; and the symbolic facts: identities and identifications, predominant through the assimilation of the social, cultural and productive realities, identities and identification stereotypes. This situation involves a school integrating pattern defined by some special rules. The members of the community can not be integrated in the School if they are suffering from social isolation or exclusion, off the limits of the School. Moreover, the school system must be aware of the events and situations that surround the new arrived students. The School has to integrate immigrant students through a three step process: 1. Integration of the students in the affective and formative network of the school. 2. Integration of the students within the class. The two already mentioned steps have to integrate the students into the surrounding world, off the limits of the School, and promote their integration in a future working market. The school has to carry out its role as an integrating center through encouraging discussion within the families of the community, and adopting a new function as a meeting nucleus. The limits between what becomes public and private, between school and family vanish or simply change. School and family both become more interested in the social, cultural and educational projects they get involved with.

This research explores the availability and potential educational uses of different forms of poetry that can be read using a postcolonial approach. The focus is on contemporary France and Spain, two contexts where people with different cultural heritages coexist and need to negotiate cultural imbalances inherited from colonial and neo-colonial domination. This research highlights poetry’s overlooked suitability to engage young people in the expression of cultural difference in a progressively globalized world where cultivating cross-cultural understanding and tolerance needs to be at the top of our agendas. For this reason, the dissertation includes an analysis of poems (currently available for young people) aiming to foreground the possibilities of a postcolonial reading. I also studied similarities and divergences between the French and Spanish scenarios based on evidence gathered during a survey of the Spanish and French fields of poetry for young people and from interviews with informed agents. The survey of the field consists of the exploration of textbooks and anthologies but also the examination of poetry circulating through on-line channels. The interviews were undertaken with selected French and Spanish representatives of people currently involved in the production and dissemination of poetry for young people. I observed that the number of poems showing connections to a postcolonial legacy was scant in the French school material and even more in the Spanish books that I examined. I also confirmed that little attention was given to oral ways to deliver poetry especially showing little regard for the oral literary practices and traditions of non-European French and Spanish speaking communities. The Spanish lack of attention to these traditions is more salient. This contrasts with observations about non-school contexts. Spanish and French young people can nowadays easily engage with varied cultural traditions in poetry which circulate in poetry events and social media. Interviewees confirmed these observations but also raised issues about Spanish and French poetry education that need to be dealt with so as to improve school attention to mixed cultural heritages in poetry. The main contribution to knowledge of this thesis consists in identifying the underused and unexplored educational potential of French and Spanish poetry currently available for young people that can be fruitfully approached using postcolonial lenses. The evaluation of the information gathered in this research reveals that dominant French and Spanish approaches to poetry and limited poetry repertoires hinder the visibility of some contemporary forms of poetry and restrain the effectiveness of some poetry already present in mainstream poetry corpora. However, the comparison of scenarios shows that France offers more accessible and relevant ‘places of enunciation ’ than Spain does for poets to address young people. For instance, comparing contexts, French young people have easier access and more support than Spanish youth to engage with poets’ expressions of being culturally displaced.

Dans le contexte mondial actuel où les échanges sont internationaux et interculturels, il est intéressant de s'interroger sur les conséquences de l'interculturalité dans une perspective ethnologique. Le monde du tourisme est un formidable indicateur du regard qu'une culture porte sur une autre, indicateur aussi de ce que cette interculturalité modifie pour les uns et les autres. Dans ce travail de thèse, l'interculturalité observée se situe à Ittoqqortoormiit, petite ville de la côte nord-est du Groenland. Cette petite communauté inuit connaît des difficultés économiques et le tourisme paraît être une solution pour lui permettre d'améliorer son quotidien. La problématique tourne alors autour de la mise en tourisme de la culture inuit d'Ittoqqortoormiit et des échanges qui s'imposent entre les chasseurs devenus guides et les touristes pour la plupart venus d'Europe ou d'Amérique du Nord. Pour les Groenlandais d'Ittoqqortoormiit, la chasse participe activement à la construction et au maintien de leur identité inuit. La pratique de la chasse est codifiée et répond à des valeurs sociales et culturelles largement partagées par l'ensemble de la population mais en situation interculturelle, la chasse revêt d'autres aspects et ne correspond pas toujours à l'imaginaire touristique polaire que les visiteurs viennent vivre et ressentir. Ainsi, l'identité et la culture inuit sont en renouvellement constant devant l'Autre, tandis que l'interculturalité et la mondialisation jouent sur l'avenir de la pratique de la chasse comme emblème identitaire. / In a global context where nowadays exchanges are international and intercultural, it is interesting to wonder about the consequences of interculturality from an ethnological perspective. The touristic world is a wonderful indicator of one culture's outlook on another and the changes brought by crossculturality. In this thesis, interculturality is examined in a small town named Ittoqqortoormiit in the north-east coast of Greenland. This small Inuit community faces economic difficulties and tourism seems to be a solution to improve day-to-day life. The research question is then naturally oriented towards the integration of tourism in the Ittoqqortoormiit Inuit culture and towards consequent exchanges between hunters turned into guides and tourists mainly from Europe and North America. The Ittoqqortoormiit Greenlanders see hunting as a way to actively build and maintain their Inuit identity. The practice of hunting is normalized and follows social and cultural values shared by all the population. However in a intercultural context, hunting is viewed from other perspectives and the experience by tourists does not always match the touristic polar imagination that visitors expect to others, and at the same time interculturality and globalization influence the future of the hunting practice as an identity symbol.

Ce travail de recherche interroge un large corpus romanesque de l’île Maurice, produit en français et en anglais pendant les années 1990 et 2010, sur ses différentes inscriptions de la postcolonialité. Ces dernières années voient un mouvement d’innovation et de rupture esthétique, thématique et poétique parmi une jeune génération d’écrivains francophones tandis qu’un tel dynamisme, à quelques exceptions près, semble moins à l’œuvre dans la littérature mauricienne d’expression anglaise. Alors que les voix novatrices des uns se caractérisent par une écriture de la transgression, de la démystification, de l’anti-tropicalisation ainsi qu’une mise en scène complexe d’interrogations sur des questions identitaires, celles des autres restent confinées dans un certain immobilisme. Le constat d’un champ littéraire clivé à plusieurs égards est inévitable. Une lecture croisée, entre ces différentes scénographies, qui s’articule autour des leitmotivs de la violence et de l’interculturalité permettra d’analyser de façon critique un certain nombre de tendances scripturaires romanesques actuellement en coprésence à Maurice. Selon quelles modalités se fait la représentation et la négociation des espaces-temps insulaires ? Quelles logiques ethnoculturelles et dynamiques idéologiques sous-tendent ces textes ? Comment le roman met-il en scène les facteurs de l’ethnicité, de la classe, du genre ? En d’autres mots, comment pense-t-il – ou refuse de penser – la complexité de la nation multiculturelle ? Notre démarche comparatiste visera à comprendre les spécificités dominantes d’un espace littéraire éclaté et en déséquilibre et de problématiser dans quelle mesure le renouveau poétique offre des réflexions novatrices sur les enjeux identitaires contemporains de la société et la littérature mauriciennes. / This research project explores the different inscriptions of postcolonial identities in an extensive corpus of Mauritian novels written in French and English between 1990 and 2010. Over these last few decades, aesthetic, thematic and poetic innovation can be observed in a young generation of Francophone Mauritian writers, whereas such tendencies are rare among their Anglophone counterparts. While the former can be characterized by their subversive, demystifying and anti-exoticising postures, as well as their complex ways of interrogating issues of identity, the latter rather seem artistically stagnant. The Mauritian literary field clearly reveals itself as unequal as far as quantity and quality are concerned. A postcolonial ‘cross-reading-against-the-grain’ of these different texts, which focuses on leitmotivs of violence and interculturality, allows us to interrogate critically a certain number of literary tendencies currently found in Mauritius. How do the novels negotiate the island’s topographies and temporalities? Which ethno-cultural logics and ideological dynamics can be found underlying these contemporary texts? How do the novels represent complex factors such as ethnicity, class, gender? In other words, how do the Mauritian writers reflect on – or refuse to do so – the complexity of their multicultural nation? This comparative endeavour aims at understanding the dominant characteristics of a very heterogeneous literary field and seeks to analyze to what extent the new aesthetic tendencies offer original perspectives on contemporary issues of identity in Mauritian society as well as its literary production.

Made available in DSpace on 2016-06-02T20:25:18Z (GMT). No. of bitstreams: 1 5106.pdf: 4702330 bytes, checksum: 378a7150568ae05a9c04cb024f4111e0 (MD5) Previous issue date: 2013-02-25 / We intend, from this research of documental and interpretativist character, to investigate how the cultural contents linked to the teaching and learning of English language are approached, considering the São Paulo State educational material distributed to public high schools. To carry out this work, we consider that, as much as the curricular proposal of São Paulo State presented as one of its most important features the curriculum as a cultural space , possibly the cultural contents also might appear on the material distributed to the students and for the teachers. Thus, we analyzed on the teacher material the proceedings for carrying out the contents and the activities. On students material, we analyzed the activities divided on learning situations . We focused the cultural contents culture definitions proposed by Thompson (2002), stereotypes, social representations, cultural identities and alterity plans proposed by Todorov (1995) on the intercultural processes of teaching and learning, as such on the designations of English language around the world. Besides that, before the analysis, we made the description of cultural contents present on the Current curricular proposal of São Paulo State , and we propose definition for didactic materials, textbooks and Cadernos to comprehend the choice of the term Cadernos by its organizers. Throughout the analysis we propose changes, when necessary, on the proceedings and on the Cadernos activities, in order to approach the cultural contents in an explicit way on the classes, and to reflect about them on a critical and conscious way (BYRAM; GRIBKOVA; STARKEY, 2002). With the activities realized, we had conditions to group them as answers to our research questions. In a general way, we can assure that the cultural contents appear on the Cadernos either on the proceedings and on the activities, but, most of the times, on an implicit manner; we noticed the concern in using important concepts on the proceedings and the orientations of the teachers Cadernos (interculturality, cultural diversity, English speaking countries, and others), but these concepts were scarcely presented to the teachers, and, when they were explained, we noticed the absence of clear explanations of the concepts as much as its contextualization, in order that the teacher may comprehend and work with them on his classes. As theoretical foundation, we based the research on some authors, as Almeida Filho (2002; 2011); Barbosa (2007; 2008; 2009); Byram et al.(2002); Hall (2005); Hurst (2006); Kramsch (1993; 1998; 2009), Viana (2003), among others. / Intencionamos, a partir desta pesquisa de natureza interpretativista e documental, investigar como são abordados os conteúdos culturais vinculados ao ensino e a aprendizagem de língua inglesa (LI) nos Cadernos da primeira série do Ensino Médio, Volume 1, distribuídos na rede pública de ensino do Estado de São Paulo. Para realização desse trabalho, partimos do pressuposto que assim como A proposta curricular do Estado de São Paulo apresentava como um de seus cernes principais o currículo como espaço de cultura , possivelmente, os conteúdos culturais, também, apareceriam no Caderno do professor e do aluno. Dessa forma, analisamos no Caderno do professor os procedimentos da Orientação dos conteúdos do bimestre e os procedimentos para a realização das atividades. No Caderno dos alunos, analisamos as atividades divididas em Situações de Aprendizagem . Focamos nos conteúdos culturais definições de cultura propostas por Thompson (2002), estereótipos, representações sociais, identidades culturais e planos de alteridade propostos por Todorov (1995) , nos processos interculturais no ensino e na aprendizagem de línguas, e nas denominações da língua inglesa no mundo. Além disso, anteriormente a análise, fizemos a descrição dos conteúdos culturais vigentes a A atual proposta curricular do Estado de São Paulo e propomos definições para materiais didáticos, livros didáticos e Cadernos, a fim de compreender a escolha do termo Caderno pelos organizadores do mesmo. Ao longo da análise propomos mudanças, quando necessário, nos procedimentos e nas atividades dos Cadernos para abordar os conteúdos culturais de maneira explícita em sala de aula e para refleti-los de modo crítico e consciente (BYRAM; GRIBKOVA; STARKEY, 2002). Com as análises realizadas tivemos condições para agrupá-las em respostas as nossas perguntas de pesquisa. De modo geral, concluímos que os conteúdos culturais aparecem nos Cadernos, tanto nos procedimentos quanto nas atividades, porém, na maioria das vezes de forma implícita; notamos a preocupação, nos procedimentos e orientação do Caderno do professor, em utilizar termos importantes (interculturalidade, diversidade cultural, língua dos países anglófonos, entre outros), porém esses termos foram raramente explicados aos professores, e, quando explicados, notamos ausência de contextualização dos conceitos e de onde eles foram retirados e faltou clareza, nos procedimentos, para o professor compreender os termos de modo a abordá-los em sala de aula. Como embasamento teórico, nos pautamos em alguns autores, tais como: Almeida Filho (2002; 2011); Barbosa (2007; 2008; 2009); Byram et al. (2002); Hall (2006); Hurst (2006); Kramsch (1993; 1998; 2009), Viana (2003), dentre outros.

Submitted by Maike Costa (maiksebas@gmail.com) on 2016-07-25T13:01:09Z No. of bitstreams: 1 arquivo total.pdf: 9778557 bytes, checksum: ae1fde08194e500b706e5957850b5861 (MD5) / Made available in DSpace on 2016-07-25T13:01:09Z (GMT). No. of bitstreams: 1 arquivo total.pdf: 9778557 bytes, checksum: ae1fde08194e500b706e5957850b5861 (MD5) Previous issue date: 2016-02-29 / This thesis frames an analytical discussion on the linguistic education, based on the imagetic standards found in the English textbooks, grounded on concepts such as teaching of English in a pluricentric approach, interculturality, multiculturalism, language/culture, going further into matters that deal with beliefs and teacher education, whose repercussion reaches its summit level in the last chapter. Thus, we aim at analyzing the images of the textbooks pertaining to PNLD in 2012, having as the starting point the concept of English as an international/pluricentric language/lingua franca, which makes possible that learners can look at themselves inserted like protagonists of a language/culture; although it is still regarded as a ‘foreign’ language, those learners can make use of it in contexts where they may also deal with images. In methodological terms, we selected the 7 (seven) textbook sets, including three-level textbooks each set, since it is a unique moment for the history of language teaching in Brazil: it is the first time that English textbooks for secondary school were included by Programa Nacional do Livro Didático into the area Language, Codes and its Technologies (BRAZIL, 2011, p. 07). To continue, we were based on the criteria we created for the definite choice of the 17 (seventeen) pages that constitute our corpus, 16 (sixteen) images in the unit entries and 01 (one) image in the entry of the book as a whole. We analyzed one by one. Qualitatively and quantitatively the results showed that the countries that make imagetic reference to the internal circle by Kachru (1985) are predominant, owing to the spaces they take up and how they do it. Based on the categories that come from the Grammar of Visual Design, by Kress and van Leeuwen (2006), more precisely, the compositional metafunction and its interrelated systems, we conclude: readers/observers, in this case, learners, are not involved by a pluricentric concept of the English language, since the supremacy of native English speakers and their linguistic-cultural standards dominate in the pages of the textbooks mentioned, but the imagetic references to England and mainly to the United States of America are deemed prime. / Esta tese tece uma discussão analítica em torno da educação linguística pautada nos padrões imagéticos encontrados nos livros didáticos de língua inglesa, a partir de concepções como o ensino de inglês numa perspectiva pluricêntrica, interculturalidade, multiculturalismo, língua/cultura, adentrando também questões que tratam de crenças e formação docente, cujas reverberações alcançam seu ápice no último capítulo. Dessa forma, objetivamos analisar as imagens dos livros didáticos do PNLD de 2012, tendo como ponto de partida a concepção do inglês como língua internacional/franca/pluricêntrica, que oportuniza aos aprendentes se vejam inseridos como protagonistas de uma língua/cultura, pois, mesmo restando o ultrapassado rótulo de ‘estrangeira’, dessa língua podem fazer uso em contextos em que é possível a lide também com imagens. Em termos metodológicos, selecionamos as 7 (sete) coleções, por se tratar de um momento singular para a história do ensino de línguas no Brasil, sendo esta a primeira vez que os referidos livros de língua inglesa do ensino médio foram incluídos pelo Programa Nacional do Livro Didático na área Linguagem, Códigos e suas tecnologias (BRASIL, 2011, p. 07). Para prosseguirmos, baseamo-nos em critérios elaborados para a escolha definitiva das 17 (dezessete) páginas, constituintes de nosso corpus, sendo 16 (dezesseis) imagens de entrada de unidades e 1 (uma) imagem do livro como um todo. Procedemos à análise de uma a uma, cujo resultado se expressou da seguinte maneira: qualitativa e quantitativamente, os países que fazem referência imagética ao Círculo Interno de Kachru (1985) são predominantes, em decorrência dos espaços que esses elementos imagéticos ocupam e como ocupam. Com base nas categorias da Gramática do Design Visual, de Kress e van Leeuwen (2006), mais precisamente, a metafunção composicional e seus sistemas inter-relacionados, concluímos: os leitores/observadores, no caso, os alunos, não são envolvidos por uma concepção pluricêntrica do inglês, tendo em vista que a supremacia dos nativos anglófonos e seus padrões linguístico-culturais imperam nas páginas, tendo primazia as referências imagéticas à Inglaterra e principalmente aos Estados Unidos da América.