La politique linguistique se présente comme un ensemble de mesures qu’adopte un État vis-à-vis d’une ou plusieurs langues parlées sur le territoire relevant de sa souveraineté, pour en modifier le corpus ou le statut. Les politiques linguistiques répondent généralement aux impératifs d’ordre idéologique, culturel, économique ou politique. En effet, les langues et le pouvoir entretiennent des liens étroits à travers la structure de la société. Historiquement, certaines transformations politiques sont à l’origine de modifications plus ou moins importantes du statut et du cadre institutionnel de la ou des langues de la société. Le cas de la République de Guinée Équatoriale de la colonisation espagnole à nos jours, en est particulièrement illustratif. Pendant la période coloniale espagnole (1858-1968), l'espagnol était la langue unique et obligatoire de l'administration, de la justice et de l'enseignement. L'Espagne a mis en oeuvre l'idéologie monolingue assimilationniste. (....). Après l'indépendance acquise en 1968, l'espagnol est devenu la langue officielle du nouvel état et l'hispanisation s'est poursuivie...(...). De 1979 à nos jours, l'Etat équato-guinéen applique une politique linguisique qui se fonde sur des enjeux culturels, économiques et géopolitiques. elle se caractérise par le renforcement de la langue espagnole, l'attribution du statut de langues officielles au français et au portugais. Par contre les langues natives ne bénéficient d'aucun statut public. (...) / The linguistic policy is a set of measures taken by a State concerning one or many languages that are spoken in the territory placed under its sovereignty, in order to change the corpus or statute. In general, linguistic policies are based on ideological, cultural, economic and political goals. In fact, languages and power are strongly linked within the structure of the society. In the history, political factors have changed the statute and institutional framework of the society languages. The case of The Republic of Equatorial Guinea from the Spanish colonization to nowadays is particularly relevant. During the spanish colonial period (1858-1968), Spain expanded its language to the detriment of local Bantu and creole languages. The use of spanish was compulsory in administration, justice, schools....(...). The colony became independent in 1968. Spanish was official language of the new State and hispanization went on....(...). From 1979 to present day, the Equato-guinéan State is enforcing a linguistic policy based on cultural, economic and geopolitical goals.The use of Spanish is reinforced, French and Portuguese became official languages. But native languages don't have any public statute....(...)

Articulée autour de la notion de « famille plurilingue », caractérisée - de même qu’un individu plurilingue - par un répertoire linguistique varié et pas nécessairement équilibré, l’étude soulève les questions de transmission des pratiques plurilingues ainsi que de leur développement dans les institutions de diffusion des langues, notamment dans le milieu diasporique tchèque. Tandis que les familles, développant un comportement transnational, orientent leur politique linguistique familiale de plus en plus consciemment vers la valorisation de leur capital plurilingue et (pluri)culturel, les structures diasporiques restent inscrites dans la perspective nationale. Perçues en tant qu’ambassadeurs de la langue-culture minoritaire dans le pays de leur action, elles envisagent l’apprentissage des langues et des cultures à partir du contexte monolingue. Le nationalisme méthodologique, appuyé dans le cas tchèque sur la politique d’émancipation de la langue et de la culture tchèques lors de la constitution de l’identité étatique, ne favorise pas le développement d’une didactique du plurilinguisme. La recherche s’inscrit dans une démarche sociodidactique, au croisement de didactique des langues et de la sociolinguistique. Elle prend comme terrain la diaspora tchèque dans trois pays (France, Croatie, Russie) et s’appuie sur un corpus mixte d’entretiens semi-directifs, de discours institutionnels et d’observation participante. / Articulated around the notion of “plurilingual family”, which is characterized – as well as a plurilingual individual – by a varied and not necessarily balanced linguistic repertoire, this study raises the questions of the transmission of plurilingual practices as well as their development in the institutions in charge of spreading languages, especially in the Czech diaspora background. While families, developing their transnational behaviour, head their family linguistic policies more and more consciously towards the promotion of their plurilingual capital, the diaspora institutions remain in line with a national perspective. Perceived as ambassadors of the minority language-culture in the country where they act, they view the learning of languages and cultures from their monolingual context. The methodological nationalism which, in the Czech case, is based on the political emancipation of the Czech language and culture during the constitution of the state identity, is holding up the development of a didactic of plurilingualism.This research is based on a sociodidactic approach, at the crossing of the language didactic and sociolinguistics. Its field is the Czech diaspora in three countries (France, Croatia, Russia) and it relies on a mixed corpus of semi-directive interviews, institutional speeches and participant observation.

Em virtude da diversidade linguística e cultural presentes no Brasil, provenientes de processos migratórios (europeu, asiático, etc.) de colonização, ocorrem os contatos dessas línguas com a língua oficial nacional, o português, dando origem a um intercâmbio linguístico e cultural num contexto de bilinguismo. No caso do município de Caxias do Sul, inserido na Região de Colonização Italiana-RS, o contexto é de bilinguismo do português/dialeto italiano passivo e restrito. Diversos autores afirmam a necessidade de assegurar os direitos linguísticos aos grupos descendentes de imigrantes que, historicamente, vêm sofrendo alternância nas políticas linguísticas por parte do governo que ora aceita, ora repudia sua língua de origem, e de suprir uma carência de pesquisas nessa área. Este estudo apresenta bases teóricas para uma política lingüística adequada à situação de bilingüismo do grupo ítalo-descendente de Caxias do Sul, RS/Brasil. A exemplo do que já vem sendo feito em outros municípios, defende-se o ensino e uso da língua italiana como forma de caracterização de um território, e não apenas como marca de um grupo étnico, evitando assim, o preconceito lingüístico. O instrumento adotado foi o das entrevistas semi-estruturadas visando obter informações para a análise do processo de escolha das línguas estrangeiras introduzidas nas Escolas do município de Caxias do Sul, bem como considerar o papel da universidade nesse processo e destacar a importância do italiano como língua de trabalho. / Submitted by Marcelo Teixeira (mvteixeira@ucs.br) on 2014-05-21T19:43:17Z No. of bitstreams: 1 Dissertacao Luciana Santos Pinheiro.pdf: 3730519 bytes, checksum: 917a413b68cc5c32cee27ce29b82bead (MD5) / Made available in DSpace on 2014-05-21T19:43:17Z (GMT). No. of bitstreams: 1 Dissertacao Luciana Santos Pinheiro.pdf: 3730519 bytes, checksum: 917a413b68cc5c32cee27ce29b82bead (MD5) / Linguistic contacts between the national official language, Portuguese, and the ones from migration settlements are due to linguistic and cultural diversity presents in Brazil, leading to a linguistic and cultural exchange in a bilingual context. In the case of Caxias do Sul city, inserted in the Italian Colonization Region of Rio Grande do Sul (ICR), the context here found is of a passive and restrict bilingualism of Portuguese/Italian dialect. Many different authors reinforce the importance of ensuring to the group of immigrant descendants their linguistic rights that historically has been suffering with the alternation of linguistic policies from the government, which sometimes accepts it, other times repudiates their original language, and also addressing to a lack of research in this area. The aim of the present study is to put together the conceptual basis to be used by an adequate linguistic policy towards the Italo-descendants group of Caxias do Sul - RS/Brazil - bilingual situation. As an example of what is already been done in other cities, we defend the introduction of the teaching and the use of the standard Italian language as a way to characterize a territory, and not only as a mark of an ethnic group, avoiding any kind of linguistic prejudice. Semi-structured interviews were conducted in search of gaining substantial information to the analysis of the introduction process of the chosen foreign language in Caxias do Sul city (public and private) schools, as well as considering the University role in this process, and finally, highlighting the importance of Italian as a working language. In possession of the collected data and it analysis, the importance of teaching/learning the Italian standard language is raised as an indispensable part to the community both in the cultural and economic sphere to the ICR.

Em virtude da diversidade linguística e cultural presentes no Brasil, provenientes de processos migratórios (europeu, asiático, etc.) de colonização, ocorrem os contatos dessas línguas com a língua oficial nacional, o português, dando origem a um intercâmbio linguístico e cultural num contexto de bilinguismo. No caso do município de Caxias do Sul, inserido na Região de Colonização Italiana-RS, o contexto é de bilinguismo do português/dialeto italiano passivo e restrito. Diversos autores afirmam a necessidade de assegurar os direitos linguísticos aos grupos descendentes de imigrantes que, historicamente, vêm sofrendo alternância nas políticas linguísticas por parte do governo que ora aceita, ora repudia sua língua de origem, e de suprir uma carência de pesquisas nessa área. Este estudo apresenta bases teóricas para uma política lingüística adequada à situação de bilingüismo do grupo ítalo-descendente de Caxias do Sul, RS/Brasil. A exemplo do que já vem sendo feito em outros municípios, defende-se o ensino e uso da língua italiana como forma de caracterização de um território, e não apenas como marca de um grupo étnico, evitando assim, o preconceito lingüístico. O instrumento adotado foi o das entrevistas semi-estruturadas visando obter informações para a análise do processo de escolha das línguas estrangeiras introduzidas nas Escolas do município de Caxias do Sul, bem como considerar o papel da universidade nesse processo e destacar a importância do italiano como língua de trabalho. / Linguistic contacts between the national official language, Portuguese, and the ones from migration settlements are due to linguistic and cultural diversity presents in Brazil, leading to a linguistic and cultural exchange in a bilingual context. In the case of Caxias do Sul city, inserted in the Italian Colonization Region of Rio Grande do Sul (ICR), the context here found is of a passive and restrict bilingualism of Portuguese/Italian dialect. Many different authors reinforce the importance of ensuring to the group of immigrant descendants their linguistic rights that historically has been suffering with the alternation of linguistic policies from the government, which sometimes accepts it, other times repudiates their original language, and also addressing to a lack of research in this area. The aim of the present study is to put together the conceptual basis to be used by an adequate linguistic policy towards the Italo-descendants group of Caxias do Sul - RS/Brazil - bilingual situation. As an example of what is already been done in other cities, we defend the introduction of the teaching and the use of the standard Italian language as a way to characterize a territory, and not only as a mark of an ethnic group, avoiding any kind of linguistic prejudice. Semi-structured interviews were conducted in search of gaining substantial information to the analysis of the introduction process of the chosen foreign language in Caxias do Sul city (public and private) schools, as well as considering the University role in this process, and finally, highlighting the importance of Italian as a working language. In possession of the collected data and it analysis, the importance of teaching/learning the Italian standard language is raised as an indispensable part to the community both in the cultural and economic sphere to the ICR.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / nÃo hà / Este estudo decorre de inquietaÃÃes provindas de nossa reflexÃo acerca do tratamento dado à variaÃÃo lingÃÃstica no ensino de LÃngua Portuguesa na 8 sÃrie do Ensino Fundamental da escola pÃblica de Fortaleza. Levando em conta que os ParÃmetros Curriculares Nacionais - PCN abordam a variaÃÃo lingÃÃstica, objetivamos estabelecer inicialmente a correlaÃÃo entre o que trazem os PCN sobre o assunto e os Referenciais Curriculares BÃsicos â RCB. Em seguida buscamos estabelecer a correlaÃÃo do que vem nos documentos oficiais com o que à expresso pela escola em seu projeto polÃtico pedagÃgico - PPP e com as prÃticas que a mesma desenvolve. Foram pesquisadas 06 escolas de Fortaleza, da rede estadual de ensino. De cada escola, analisamos o documento GestÃo Integrada da Escola - GIDE, que porta o PPP, entrevistamos o coordenador pedagÃgico e o professor de LÃngua Portuguesa da 8 sÃrie e aplicamos uma atividade avaliativa aos alunos da turma desse professor. O propÃsito era identificarmos como esses agentes escolares percebem a variaÃÃo lingÃÃstica e quais suas atitudes frente ao fenÃmeno. O percurso teÃrico da pesquisa se construiu tendo por base a Teoria da VariaÃÃo e MudanÃa de William Labov. Partindo dos estudos lingÃÃsticos anteriores que mostram a relevÃncia de se observar a variaÃÃo lingÃÃstica no ensino da lÃngua materna, abordamos a polÃtica lingÃÃstica, como viÃs polÃtico da SociolingÃÃstica, e observamos como o ensino da lÃngua materna, um dos eixos dessa polÃtica, se efetiva, intersetorialmente, atravÃs da polÃtica educacional. E por fim, chegamos à escola, onde de fato, o ensino acontece. De acordo com os dados, as escolas, na GIDE, abordam a variaÃÃo lingÃÃstica de forma superficial, o que revela pouca correlaÃÃo com o que aparece sobre o assunto nos documentos oficiais. Os coordenadores pedagÃgicos demonstraram nÃo ter reflexÃo sobre o assunto e se mostraram preconceituosos com a fala dos alunos. Os professores de lÃngua portuguesa, por sua vez, tambÃm revelaram nÃo ter uma reflexÃo mais aprofundada sobre o assunto. Demonstraram perceber a variaÃÃo em termos polarizados, formalidade x informalidade, com uma concepÃÃo de fala ainda pautada no binÃmio fala certa/ errada, reforÃando o preconceito lingÃÃstico para com as variedades que fogem ao padrÃo socialmente estabelecido. Quanto aos alunos, revelaram perceber os fatores regionais e reconheceram o uso da variedade padrÃo. Entretanto, pautaram a fala na dicotomia fala certa/ errada, revelando dessa forma um forte preconceito lingÃÃstico para com aqueles que nÃo falam a variedade de prestÃgio, inclusive eles prÃprios. As constataÃÃes desta pesquisa mostram que as prÃticas escolares estÃo distantes de atentar para a relevÃncia da observaÃÃo da variaÃÃo lingÃÃstica no ensino da lÃngua materna, visando ao desenvolvimento da competÃncia comunicativa do aluno. Palavras / The present study comes from a reflexive process about how the linguistic variation in Portuguese Language teaching is treated in the 8th grade of public schools in Fortaleza. Considering that the National Curriculum Standards (PCN) deal with the linguistic variation, this study aims to show a relationship between the directions they bring about this subject and the Basic Curricular Principles (RCB). The research also tries to design a correlation between information brought in the official documents and the principles that schools express in their political pedagogical project (PPP) as well as the practices they perform. The study was developed in six public schools in Fortaleza. In each school, the methodological procedures involved the following steps: the analysis of the Integrated School Management document â GIDE, which contains the PPP; the interview with the pedagogical principal and the 8th grade Portuguese teacher; and the application of an assessment activity to this teacherâs students. The aim was to identify the way how these school agents realize the linguistic variation and what kind of behavior they have facing this phenomenon. The theoretical way of the study was based in William Labovâs Variation Theory. From previous linguistic studies that show how relevant is the examination of variation native language teaching, political linguistic was considered as a political stem of Sociolinguistics. The study verified how native language teaching, which is one of the axes of such policy, is performed, intersectorially, through educational policy. Finally, it was necessary to investigate the school, where teaching really occurs. According to the collected data, in GIDE, schools move superficially towards linguistic variation, which shows little correlation with information in official documents. Pedagogic principals revealed no reflexion on the topic and showed prejudice with studentâs speech. Portuguese teachers did not show deeper awareness on the topic either. They demonstrated to understand variation in polarized terms: formality x informality, and their concept of speaking was still based on correct/wrong speech, which strengthens linguistic prejudice with varieties that are not in accordance with the socially established standard. Concerning to students, they showed to realize regional factors and they recognized the use of standard variety. Nevertheless, they based their speech on the right/wrong speaking, showing a strong prejudice with the ones who do not speak the privileged variety, including themselves. The results demonstrate that school practices are far from the comprehension of how relevant is the observation of linguistic variation in native language teaching, in order to develop communicative performance among students.

Submitted by Erika Demachki (erikademachki@gmail.com) on 2017-06-08T17:01:24Z No. of bitstreams: 2 Dissertação - Lucimar França dos Santos Souza - 2017.pdf: 2753445 bytes, checksum: 4342a4ec56a42002e9160d2013772930 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-06-09T10:58:20Z (GMT) No. of bitstreams: 2 Dissertação - Lucimar França dos Santos Souza - 2017.pdf: 2753445 bytes, checksum: 4342a4ec56a42002e9160d2013772930 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-06-09T10:58:21Z (GMT). No. of bitstreams: 2 Dissertação - Lucimar França dos Santos Souza - 2017.pdf: 2753445 bytes, checksum: 4342a4ec56a42002e9160d2013772930 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-05-03 / The objective of this work is to investigate how the Portuguese Language (LP) is represented in TimorLeste, considering the plurilingual context in which it is inserted. From this perspective, the research involved 16 East Timorese teachers, whose basic formation occurred in the period of Indonesian domination. The problem of the research is the social representations of LP in East Timorese imagery. Through interviews, narratives, questionnaires and interviews, based on Gil (1999) and Marconi and Lakatos (1990), I tried to analyze the subjects' perceptions regarding the officialisation of LP in East Timor, as well as the dynamics of that language in contact with the local languages, among them, the Tetun that has the status of national language and also official language. The study is linked to the field of Sociolinguistics, based on the assumptions of Calvet (2002, 2007), regarding the analysis of linguistic policies (PL) at the governmental level and, considering Article 13, item 1, of the Constitution (C-RDTL / 2002), Decree no. 14 of the Law on Bases and Education (LBE / 2008) and Decree No. 23 of the Civil Service Commission (CFP / 2009), whose texts consecrate LP as official, Of the civil service, respectively. Article 13 also includes, in item 2, the valorization of the national language and local languages. In view of this, we ask ourselves: what are the representations of LP in the East Timorese imaginary? The results show that teachers are willing to accept the reinsertion of LP based on their recent official status and aim at a linguistic planning appropriate to the real needs of the East Timorese State reconstruction process. We hope that the questions raised will broaden the already existing discussions on the subject and will reveal other important aspects about the management of languages in sociolinguistically complex contexts, such as the East Timorese State. On the basis of empirical material, we affirm that the East Timorese State has sovereign management over the status of languages / Neste trabalho, objetivei pesquisar de que forma a Língua Portuguesa (LP) é representada em Timor-Leste, considerando o contexto plurilíngue, no qual está inserida. Nessa perspectiva, a pesquisa envolveu 17 professores leste-timorenses, cuja formação básica deu-se no período da dominação indonésia. O problema da pesquisa são as representações sociais da LP no imaginário leste-timorense. Por meio de observações, narrativas, questionários e entrevistas, fundamentados em Gil (1999) e Marconi e Lakatos (1990), busquei analisar as percepções dos sujeitos em relação à oficialização da LP em Timor-Leste, como também a dinâmica dessa língua em contato com as línguas locais, entre essas, o Tetun que possui o estatuto de língua nacional e, também, língua oficial. O estudo está vinculado ao campo da Sociolinguística, com base nos pressupostos de Calvet (2002; 2007), no que se refere à análise de políticas linguísticas (PL), em nível governamental e, considerando o Artigo 13º, item 1, da Constituição (C-RDTL/2002), o Parecer nº 14 da Lei de Bases e Educação (LBE/2008) e o Decreto nº 23 da Comissão da Função pública (CFP/2009), cujos textos consagram a LP como oficial, de instrução e da função pública, respectivamente. O Artigo 13º inclui, também, no item 2, a valorização da língua nacional e das línguas locais. Diante disso, perguntamo-nos: quais são as representações da LP no imaginário leste-timorense? Os resultados alcançados mostram que os professores estão dispostos a aceitar a reinserção da LP com base no seu estatuto oficial recente e almejam um planejamento linguístico adequado às reais necessidades do processo de reconstrução do Estado leste-timorense. Esperamos que os questionamentos levantados ampliem as discussões já existentes sobre o tema e revelem ainda outros aspectos importantes sobre a gestão de língua (s) em contextos sociolinguisticamente complexos, como o é o Estado lestetimorense. Com base em material empírico, afirmamos que o Estado lestetimorense possui gestão soberana sobre o estatuto das línguas.

Made available in DSpace on 2017-07-21T14:54:08Z (GMT). No. of bitstreams: 1 Lilian Cristina Amaral Martines.pdf: 1866867 bytes, checksum: 1077f1ac7728e9fb521dc8861b193151 (MD5) Previous issue date: 2014-06-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Currently in Brazil, according to Maher (2013), are spoken by around 222 indigenous languages. However, although this number represent a major linguistic diversity, "It is also estimated that since the arrival of the Portuguese there was the loss of 1,000 languages, representing 85% of the languages in Brazilian territory in the sixteenth century" (RODRIGUES, 2005), result of "an extremely violent and ongoing colonization process" (Rodrigues, 2005), the indigenous peoples were submitted. When the establishments of formal education, learning models were quite radical and mostly aimed at monolingual teaching in Portuguese, which since the Pombal reform was imposed as the most prestigious language throughout the national territory. Concerning this, in order to conduct a search that values and contribute to the work on Brazilian minority languages in the school context, this research aims to analyze the initiative of the language policy of officialisation the Guarani language, in Tacuru city in the state of Mato Grosso do Sul, trying to highlight, from the point of view of the school community, what the political and pedagogical implications of this initiative in the school studied. As theoretical perspectives to research is based on authors like Altenhofen (2004), Calvet (2007, 2002), Hamel (1988), Moserrat (2001, 2006), Oliveira (2003, 2005, 2009) and Tobias (2008), which supported our discussions on Linguistics policies in multilingual contexts. We used authors as Benites (2009), Cavalcanti (1999), Luciano (2006), Maher (2010), Miller (2003); Seki (1993); among others in order to support the discussions directly related to contexts in which indigenous communities are inserted. Regarding the methodology, this study was developed through methodological principles of qualitative perspective, understanding that we are dealing with sensitive issues that involve value judgments. We used also in qualitative perspective, the research mode of ethnographic to be working directly with students and teachers. This methodological choice, in turn, aims to support the work of observation and description of the cultural and linguistic aspects of these participants, so that a greater knowledge of the culture of the participants involved is essential for the research could bring contribution to its participants. The results obtained in this research suggest that: a) the Guarani language was implemented at School X in foreign language format, with a team of two professors who taught the language, both in the morning and in the evening; b) lack dialogue with members of the School X, regarding the implementation of the law, because according to participants the law "come from above"; c) lack Linguistic preparation of teachers and teaching materials to work with discipline Guarani language; d) it is designed little workload to Guarani language discipline; e) the school does not have a multidisciplinary team and teachers who work properly the issue of indigenous culture and diversity; f) except for the hospital, which has an interpreter to meet the indigenous population, according to the speech of participants, no major advances in the appreciation of indigenous culture in the municipality of Tacuru observed. / Atualmente, no Brasil, segundo Maher (2013), são faladas por volta de 222 línguas indígenas. No entanto, apesar de esse número representar uma grande diversidade linguística, “estima-se também que desde a chegada dos portugueses houve a perda de 1.000 línguas, o que representa 85% das línguas existentes no território brasileiro no século XVI” (RODRIGUES, 2005), resultado “de um processo colonizador extremamente violento e continuado” (RODRIGUES, 2005), a que os povos indígenas foram submetidos. Quando do estabelecimento do ensino formal, os modelos de aprendizagem eram bastante radicais e em sua maioria visavam ao ensino monolíngue em língua portuguesa, que desde a reforma pombalina foi imposta como a língua de maior prestígio em todo território nacional. Concernente a isso, a fim de realizar uma pesquisa que valorize e contribua com o trabalho sobre línguas minoritárias brasileiras no contexto escolar, essa pesquisa tem como objetivo analisar a iniciativa da política linguística de cooficialização da língua guarani, na cidade de Tacuru, no estado do Mato Grosso do Sul, a partir do ponto de vista da comunidade escolar, quais as repercussões políticas e pedagógicas dessa iniciativa na escola pesquisada. Como perspectivas teóricas a pesquisa está fundamentada em autores como Altenhofen (2004), Calvet (2007, 2002), Hamel (1988), Moserrat (2001, 2006), Oliveira (2003, 2005, 2009) e Tobias (2008), que subsidiaram nossas discussões relativas às políticas Linguísticas em contextos multilíngues. Utilizamos autores como Benites (2009), Cavalcanti (1999), Luciano (2006), Maher (2010), Monteiro (2003); Seki (1993); dentre outros, para amparar as discussões diretamente relacionadas a contextos em que as comunidades indígenas estão inseridas. Quanto à metodologia, esta pesquisa foi desenvolvida através dos princípios metodológicos da perspectiva qualitativa, por entender que estamos lidando com questões delicadas, que envolvem juízo de valor. Utilizamos, também, dentro da perspectiva qualitativa, a modalidade de pesquisa de cunho etnográfico, por estarmos trabalhando diretamente com alunos e professores. Essa escolha metodológica, por sua vez, objetiva subsidiar o trabalho de observação e descrição dos aspectos culturais e linguísticos desses participantes, de forma que um maior conhecimento da cultura dos participantes envolvidos é fundamental para que a pesquisa pudesse trazer contribuição para seus participantes. Os resultados obtidos na pesquisa sugerem que: a) a língua guarani foi implantada na Escola X, no formato de língua estrangeira, com a lotação de dois professores que lecionavam essa língua, tanto no período matutino como no vespertino; b) falta diálogo com os integrantes da Escola X, quanto à implementação da lei, pois segundo os participantes a lei “veio de cima para baixo; c) falta de preparo linguístico dos professores e material didático para o trabalho com disciplina língua guarani; d) pouca carga horária à disciplina de língua guarani; e) a escola não possui uma equipe multidisciplinar e professores que trabalhem adequadamente a questão da cultura indígena e da diversidade; f) com exceção do hospital, que possui um intérprete para atender a população indígena, de acordo com a fala dos participantes, não se observou maiores avanços quanto à valorização da cultura indígena no município de Tacuru.

Linguistic diversity represents a real challenge for a harmonious coexistence in Europe and in today’s globalised world. Language learning has therefore become an undeniable asset of competitiveness in a multilingual European area, with 24 official European Union languages and more than 60 minority languages. This thesis hence focuses on language acquisition during the Erasmus Mundus student mobility program of Euroculture. Does Euroculture succeed in facilitating language learning, thus enabling social integration in the host countries? In order to analyse this issue, it is essential to address English as lingua franca and lingua academica, used in international higher education programs. Some the- ories have been developed on lingua franca and are useful to analyse the role English plays in the Euroculture program. Indeed, Nicholas Ostler’s argument on the end of Eng- lish as lingua franca in the future will be confronted with Louis Jean Calvet’s gravita- tional model of languages. Calvet’s model asserts the predominance of English as lingua franca, which could threaten multilingualism. This is what the study aims to assess. Eu- ropean linguistic policies and tools set up to improve plurilingualism are also explored in order to provide a comprehensive framework and to analyse whether the study findings reflect the recommendations of European policies. An empirical quantitative method con- sisting of 26 questions, submitted to Euroculture students and alumni, has been used to analyse the extent to which Euroculture facilitate language acquisition. The findings have shown that two main factors facilitate plurilingualism: the language courses offered at partner universities and students’ own decisions to integrate in the host countries through various factors are among the elements facilitating language acquisition. The research also revealed important barriers in the language learning process and the social integra- tion in host countries, namely the “Euroculture bubble” phenomenon, the predominance of English as lingua franca and barriers to access language courses.

Cette thèse propose d’identifier une catégorie particulière de politiques linguistiques, les politiques linguistiques d’immigration. Nous portons un regard croisé sur quatre contextes francophones. Cette recherche comparative permet de décentrer les débats autour de la langue et de l’immigration du seul cadre national. Nous proposons de situer les dimensions linguistiques, culturelles et éducatives liées à l’intégration des populations migrantes dans une perspective européenne et internationale. L’étude poursuit un double objectif : effectuer une typologie et une évaluation de ces politiques. Il est question de décrire et d’analyser les choix et les actions étatiques menés pour la connaissance et l’apprentissage de la langue par les adultes migrants. Notre recherche identifie le tournant à partir duquel la « maîtrise » de la langue est devenue un enjeu politique et un volet indissociable des politiques d’immigration. D’un côté, la thèse met en relief les idéologies linguistiques qui structurent les imaginaires collectifs nationaux, et leur influence sur les argumentaires et les aménagements des politiques. De l’autre côté, elle met en valeur la circulation des présupposés idéologiques et des pratiques étatiques liés à la langue et à l’immigration. Enfin, la recherche considère l’impact des différents aménagements étudiés sur la production des savoirs scientifiques et sur la formation en didactique des langues. / This thesis proposes to identify the particular category of linguistic policies which deals with immigration. The chosen approach is to perform a cross analysis on four French-speaking contexts. This comparative research allows us to shift the focus on language and immigration away from the national level. We offer to place the linguistic, cultural and educational dimensions linked with the integration of migrants in a European and international perspective. This study has two objectives: perform a typology and an evaluation of these policies. We aim at describing and analysing the choices and actions led by the state to develop knowledge and learning for adult migrants. Our research identifies the turning point from which proficiency of language became a political issue, deeply intertwined with immigration policies. On one side, the thesis emphasizes the linguistic ideologies that shape the collective imaginations, and their influence on political arguments and language planning. On the other side, it highlights the flow of assumed ideologies and state practices related to language and immigration. Finally, the research takes into account the impact of language planning on knowledge production and training in language didactics.

Made available in DSpace on 2015-04-11T13:49:11Z (GMT). No. of bitstreams: 1 Mirley Tereza Correia da Costa.pdf: 1583161 bytes, checksum: 6bc193a56e1e133a9477f1fb8a08c406 (MD5) Previous issue date: 2014-09-04 / Fundação de Amparo à Pesquisa do Estado do Amazonas / This work aims at understanding how the Linguistic Policy proposed for the state system of the state of Amazonas is shaped and how it is carried out in reality in public schools in the capital city. We start with the presentation of conceptual terms Policy and Planning and with the new configuration of society geared by globalization. We go through the history of the Teaching of Foreign Languages in Brazil and the elements that make up the interpretive schema within the Amazon Rainforest with regard to aspects related to the formation of the Amazonian social thinking and the de/construction of the identity of a people. We analyzed official state documents which deal with laws and proposals for teaching of MFL. We finally presented a comparison between what the laws say and the reality of public schools in the state system of the capital city. The research is based on the theoretical assumptions of Discourse Analysis. / Este trabalho tem por objetivo compreender como se configuram as Políticas Linguísticas propostas para a rede estadual do estado do Amazonas e como na prática elas se concretizam em escolas públicas da capital. O escopo dessa pesquisa é primeiramente alicerçado por uma apresentação conceitual dos termos Política e Planejamento e da nova configuração da sociedade causada pela globalização. Na segunda parte, analisamos o histórico do Ensino de Línguas Estrangeiras no Brasil e os elementos que compõem o esquema interpretativo em que se insere a Amazônia no que diz respeito aos aspectos relacionados à formação do pensamento social amazônico e à des/construção da identidade de um povo. Por fim, os documentos oficiais do Estado que tratam das leis e propostas para o ensino de Língua Estrangeira Moderna (LEM) são confrontados com o que dizem as leis em âmbito nacional e a realidade das escolas públicas da rede estadual da capital. A pesquisa tem como base os pressupostos teóricos da Análise de Discurso de Michel Pêcheux e Eni Orlandi.