Notre recherche étudie le rapport des enseignants de l’école primaire française à l’orthographe appréhendée comme une norme sociale à travers leurs propos déclaratifs et à travers leurs pratiques enseignantes. En France, l’orthographe revêt des enjeux sociaux d’importance. Si l’orthographe est un ensemble de règles provenant du système linguistique, elle est aussi une pratique sociale qui s’impose à tous les utilisateurs. Elle appartient dès lors aux normes culturelles d’une société donnée. C’est pourquoi, nous avons cherché à apprécier l’adhésion des maitres à cette norme et à savoir s’il existait, entre eux, une certaine variabilité dans cette adhésion. Pour ce faire, nous avons opérationnalisé le concept de norme sociale. Nous avons mené 30 entretiens semi-directifs auprès d’enseignants de CM1 et CM2. Leurs réponses ont été analysées grâce à une analyse de contenu thématique et à une analyse statistique. Cela a permis de dégager cinq profils ortho-normatifs qui témoignent d’une variabilité du rapport des maitres à cette norme sociale orthographique et d’établir une typologie. Puis, nous avons cherché à percevoir ces rapports ortho-normatifs lorsqu’ils enseignent en classe auprès de leurs élèves pour éprouver les propos de Jaurès « on n’enseigne pas ce que l’on sait ou ce que l’on croit savoir : on enseigne et on ne peut enseigner que ce que l’on est » et apprécier la présence de leurs logiques d’arrière-fond (Bucheton, 2011). Chaque enseignant montre sa façon singulière d’incarner son profil ortho-normatif et de rendre présente cette norme sociale lors d’une séance d’enseignement d’un point particulier du système linguistique. Ce faisant, il construit le curriculum caché des élèves. / Our research studies how French primary school teachers deal with spelling considered as a social norm through their declarative words as well as their teaching practices. In France, with spelling, important social issues are at stake. If spelling is a set of rules linked to the linguistic system, it is also a social practice which is imposed on all users. As such it belongs to the cultural norms of a given society. That’s why we tried to estimate teachers ’adhesion to this norm and see if there was a certain variability to it among them.In order to achieve this, we operationalized the concept of social norm. We led 30 semi-directive interviews with 4th and 5th year primary school teachers. Their answers were analyzed thanks to both a thematic content analysis and a statistical one. The result highlighted the existence of five “ortho-normative profiles” which shows a variability in the relationship teachers have to this social spelling norm and enabling us to establish a typology.Then, we tried to grasp these “ortho-normative relationships” when they teach in class to test Jaurès ‘s words : “we don’t teach what we know or what we think we know, we teach and can only teach what we are” and thus estimated their background logics (Bucheton, 2011). Each teacher showed his personal way to embody his own “ortho-normative profile” and made this social norm present during a teaching session of a particular point of the linguistic system. In doing so, he builds the pupils’hidden curriculum.

Made available in DSpace on 2016-03-15T19:34:46Z (GMT). No. of bitstreams: 1 Daniela Bertotti.pdf: 582370 bytes, checksum: fb343d89c831de1fcaf24011f3af56bf (MD5) Previous issue date: 2009-08-18 / Fundo Mackenzie de Pesquisa / The general proposal of this academic work is focused on the studies to adopt a minimum labour standard, called Social Standard by the World Trade Organization. The themes shown through the research are inside the recent social rights crisis problems approached by a perspective that examines the impact of adopting an ideology of the free market related to the Labour Law. Therefore, the problems worked in this search are studied by the view of the effectuation of the Labour Law in an International plan, it means, it is possible to analyse, as well, the recent understanding by the International Labour Organization about the theme. To reach theses proposals, it will be analysed the structure of the World Trade Organization, elaborating, a study of its functions and attribution. In the same way, it will be discussed, detailed, the concept of this tool called Social Standard, tracing lines of direction about its structure and working. At last, it will be described issues about Social Dumping, free market and protectionism. The comprehension of this phenomenon will be highly important in the researched wanted in the globalization scenery. / A proposta geral do presente trabalho centra-se no estudo da adoção de padrões mínimos trabalhistas, as chamadas cláusulas sociais, pela Organização Mundial do Comércio. Os temas trazidos pela pesquisa estão inseridos na problemática da atual crise dos direitos sociais abordados sob uma perspectiva que examina os impactos da adoção da ideologia do livre-comércio em sua relação com o Direito do Trabalho. Dessa forma, os problemas tratados nessa investigação são vislumbrados sob a ótica da efetivação dos Direitos do Trabalho no plano internacional, ou seja, faz-se, também, a análise do atual entendimento da Organização Internacional do Trabalho sobre o tema. Para alcançar tais propósitos, analisaremos a estrutura da Organização Mundial do Comércio, elaborando um estudo de suas funções e atribuições. Da mesma forma, abordaremos, detalhadamente, o conceito desse instrumento denominado cláusulas sociais, traçando diretrizes acerca de sua estrutura e funcionamento. Discorre-se, por fim, sobre as questões do dumping social, do livre-mercado e do protecionismo. A compreensão desses fenômenos será imprescindível na pretendida abordagem em um cenário de globalização.