Éditeur(s) : HAL CCSD
Résumé : International audience
This paper shows how the notion of “local site of a question” helps the teacher to get into this question in order to teach it. We discuss the relationship between the description of what has to be deeply known to answer the difficulties or the obstacles which arise for the pupils during the study of a question, and what Shulman, and his successors, model under the name of pedagogical content knowledge. A survey, conducted among current French teachers, shows how they are powerless when facing the difficulties of their pupils and a study of some old teaching books shows how this problem was addressed in former teaching practices. Based on these results, we open the discussion of the training of the teachers.
L’article montre l’usage possible de la notion de « site local d’une question » dans le travail du professeur se préparant à enseigner cette question. On discute à cette occasion les proximités entre la description de ce qu’il y a à savoir profondément, pour répondre aux difficultés ou obstacles que rencontreront les élèves au cours de l’étude d’une question, et ce que Shulman et ses successeurs modélisent sous le terme de « pedagogical content knowledge ». Une enquête auprès de professeurs actuels montre comment ils sont démunis face aux difficultés des élèves, et une enquête dans des ouvrages d’enseignement anciens montre comment le problème soulevé a été traité en pratique par l’enseignement traditionnel. L’article discute alors le problème de la formation que les professeurs seraient en droit d’attendre.
Education & Didactique

hal-01530862
https://hal.univ-antilles.fr/hal-01530862

Éditeur(s) : HAL CCSD Taylor & Francis (Routledge)
Résumé : International audience
Introduction: The aims of this literature review were to characterize the communications presented during six Association for Research on Intervention in Sport (ARIS) French-speaking congresses from 2000 to 2010 and to compare the research trends between French and English research traditions. The definition of pedagogy is close to the notion of intervention and attempts to study, in an interacting or isolated way, three key components – the educator (professor, coach, teacher's educator), the participants (students, children, adults) and the curriculum/knowledge in specific contexts. The theoretical framework is centred on the social construction of the scientific knowledge. Method: All the communications of the six ARIS congresses (n ¼ 836), reflecting the multiple facets of educational research were analysed. The quantitative treatment of the data, with the assistance of Sphinx software, consisted of univariate (frequencies, percentages) and bi-variate (chi-square statistic) analyses to identify possible significant relations between variables such as the congress, country and sex of author(s), institution, and so on. Findings: The results highlight the commonalties and differences between French and English research about intervention/pedagogy. We notice the continuing expansion of the field of intervention/pedagogy in the Francophone and the Anglophone worlds. But the low participation of the practitioners shows how intricate it is to move educational research closer to everyday practice. The results show that the contexts studied within ARIS are mainly school physical education and teacher's education, then coaching and other contexts. The majority of studies are centred on one component of pedagogy, but rarely on the interactions between the educators and the participants. The Francophone research is essentially descriptive and heuristic, using mostly qualitative methods (interviews and observations). This orientation of Francophone studies towards heuristic research seems to contrast with Anglophone research, even though qualitative research has recently come to dominate. Conclusion: The ARIS researchers have a common object of study (intervention/ pedagogy), share the same ideas and aims, learn how to do it better as they interact regularly and develop a shared repertoire of knowledge, theories and methods. We see here signs of an undeniable wealth of knowledge and the combination of different theories and methods leading to a better understanding of educational phenomena.
ISSN: 1740-8989

hal-01620916
https://hal.univ-antilles.fr/hal-01620916
https://hal.univ-antilles.fr/hal-01620916/document
https://hal.univ-antilles.fr/hal-01620916/file/PESP%20MUSARD%26POGGI%20VA.pdf
DOI : 10.1080/17408989.2013.817008

Éditeur(s) : HAL CCSD
Résumé : International audience
The French education system remains highly centralized and only allows limited local adaptations for overseas territories. For example, if some laws (the last in 2013) allow the use of regional languages (e.g. Creole in the French West Indies) when they constitute a relevant contribution to the teaching, many official texts remain mainly based on the geographical, economical, historical, environment of the French mainland. We focus on some French BTS (Brevet de Technicien Supérieur / Advanced Technician Certificate), namely tourism and assistant manager, which are two important diplomas for the local development and in which microeconomic and management sciences plays a great part. The French BTS is a professional diploma prepared in two years after the “baccalauréat”, with national programs and evaluation criteria. The successful candidates are supposed to be immediately employable, especially in their local geographical environment. Thus, there exists a paradox between the national definition of the diploma and the local contexts of teaching. We discuss how teachers concretely deal with this situation on a day-to-day basis. Our hypothesis is that they act pragmatically, using their practical pedagogical content knowledge, without theoretical support for their action. In order to verify this hypothesis, we have conducted semi-structured interview with Guadeloupian teachers of the two aforementioned BTS. The main results shows that teachers adapt the national framework of the diploma, essentially by using local examples. This can be called a weak contextualization of the national texts. Indeed, these adaptations remain limited by fear of disadvantaging the students for the national exam. In addition, many context effects are shown, for example linked with local rules (concerning VAT, custom duties...) which are only partially taken into account by teachers. This demonstrates that the French educative system has not yet completely solved the opposition between national guideline and decentralization of the educational action.
19th General Meeting and Biennial Conference “Harnessing Science and Technology to create knowledge-base Economies and preserve Caribbean Ecosystems”
Tobago, Trinidad and Tobago

hal-01535045
https://hal.univ-antilles.fr/hal-01535045

Éditeur(s) : HAL CCSD
Résumé : International audience
Along with the words of F. Cros " the concept of innovation has nowadays an increased status in the training world", we will attempt qualify the notion of innovation itself in pedagogics Let us start by remindings of this concept in litterature. We will first shortly deal with the meaning of our actions in an "innovating" pedagogy. Then we will progressively go to the "latourian" position by calling to mind some of the key features of his thinking. We willpartially go into the innovation by touching upon a perspective through some of the works of B. Latour and more specifically "The Existence Modes" Broadly speaking, we need to reflect upon the role itself of the researcher in his approach of the study object. We will introduce a theoretical framework that seems to include B. Latour's remarks. According to Karl Marx : "the windmill belongs to the feudal society, whereas the steam mill belongs to the middleclass society" To paraphrase K. Marx, we may ponder to which type of society (of innovation) our 2.0 Windmills correspond?
A l’instar des propos tenus par F. Cros1”la notion d’innovation est aujourd’hui très valorisée dans le monde de la formation”, nous tenterons de comprendre certains mécanismes mis en oeuvre et nuancerons la notion même d’innovation en pédagogie. Nous débuterons par un rappel sur cette notion dans la littérature. Nous mènerons une courte réflexion sur le sens de nos actions en pédagogie dite « innovante ». Puis nous nous glisserons petit à petit dans la posture « latourienne » en évoquant quelques points clés de sa pensée. C’est partiellement que nous aborderons l’innovation par une mise en perspective « effleurée » au travers de certains travaux de B. Latour et plus particulièrement « Les Modes d’Existence ».De manière plus large, il s’agit de mener une réflexion sur le rôle même du chercheur dans son approche de l’objet de recherche. Nous résenterons un cadre théorique qui semble inclure les propos de B. Latour. Selon K. Marx2 : « Au moulin à eau correspond la société féodale, au moulin à vapeur, la société bourgeoise ». Pour paraphraser K. Marx, on peut se demander à quel type de société (de l’innovation) correspondent nos éoliennes 2.0. ?
Les écosystèmes numériques et la démocratisation informationnelle : Intelligence collective, Développement durable, Interculturalité, Transfert de connaissances
Schoelcher, France

hal-01258318
https://hal.univ-antilles.fr/hal-01258318
https://hal.univ-antilles.fr/hal-01258318/document
https://hal.univ-antilles.fr/hal-01258318/file/Armand%20Lietart%20%281%29.pdf

Éditeur(s) : PSIC 11 - 11th Pacific Science Inter-Congress : Pacific Countries and their Ocean: Facing Local and Global Changes / 2nd Symposium on French Research in the Pacific. March 2 - 6, 2009 Tahiti, French Polynesia
Résumé : Shrimp farming in New Caledonia relies on the culture of a domesticated strain of Litopenaeus stylirostris introduced from Mexico at a time when genetic principles were of little or no consideration. Since then, advances in agriculture and for some aquatic species of importance led caledonian shrimp farmers to reconsider the appropriateness of a genetic improvement strategy adapted to local biotechnical and economical constraints. This questioning involves many different and interrelated aspects: scientific and technologic (genetics, biosecurity, quarantine, ), economic and organizational (financing, diffusion of genetic improvement) and pedagogic (awareness of farmers). Local institutions, producers associations, research centre and sanitary services associated to carry on the test of a first improvement strategy based on the crossing of different strains of L. stylirostris. This conceptually simple approach aimed at eliminating inbreeding, the first genetic limitating factor of improvement in captive populations. A second domesticated strain was obtained from Hawaii by the caledonian farmers, imported through a quarantine under the control of the zoosanitary local authorities, and reproduced and tested as pure or crossbred stocks by Ifremer within the framework of an interdisciplinary research project financed by caledonian institutions. Present results for hybrids (better growth and survival in the absence of virus) demonstrate the validity of this approach. They also bring out the importance to simultaneously integrate in a development scheme, a breeding centre to maintain and reproduce disease free breeders. This strategy and organization, tested in New Caledonia, could possibly be of benefit to other small scale aquaculture activities in the pacific islands.
La filière crevetticole de Nouvelle-Calédonie s’est développée jusqu’à aujourd’hui à partir d’un stock domestiqué de Litopenaeus stylirostris introduit d’Amérique à une époque où les principes de base en génétique n’étaient pas ou peu appliqués en aquaculture. Les avancées récentes en agriculture et chez quelques espèces aquacoles d’importance mondiale ont conduit les acteurs de cette filière à se poser la question de la mise en place d’une stratégie d’amélioration génétique adaptée aux contraintes biotechniques et économiques locales. Cette réflexion comportait à la fois des aspects scientifiques et technologiques (génétique, biosécurité, quarantaine, conservatoire), économiques et organisationnels (coût de l’opération, modalité de diffusion du progrès attendu), pédagogiques (sensibilisation des fermiers). Des acteurs d’horizons différents (institutions locales, association de producteurs, centre de recherche, police zoosanitaire) se sont associés pour monter une opération de testage d’une première stratégie d’amélioration par croisement de souches de la même espèce. Cette stratégie conceptuellement simple visait l’élimination du premier facteur génétique de limitation des performances d’élevage d’une population captive, à savoir une consanguinité d’autant plus élevée que le nombre de géniteurs fondateurs était faible. Une seconde souche domestiquée a ainsi été acquise à Hawaii par les producteurs calédoniens, contrôlée en quarantaine par les services vétérinaires calédoniens en charge de la réglementation sanitaire, reproduite et testée pure et en croisement par l’Ifremer dans le cadre d’un projet de recherche pluridisciplinaire plus large financé par les institutions du Pays. Les résultats obtenus démontrent l’intérêt de la démarche (meilleure croissance, meilleure survie en l’absence de virus). Mais ils montrent aussi l’utilité d’intégrer simultanément dans le plan de développement de la filière une stratégie de conservation des souches parentales afin de disposer de géniteurs exempts de pathogènes. Cette stratégie et cette organisation testées en Nouvelle-Calédonie pourraient vraisemblablement être profitables à d’autres filières aquacoles modestes, en particulier dans les pays insulaires du Pacifique.

Droits : info:eu-repo/semantics/openAccess
http://archimer.ifremer.fr/doc/00198/30879/29247.pdf
http://archimer.ifremer.fr/doc/00198/30879/

Éditeur(s) : Université des Antilles Études caribéennes
Résumé : La préservation et l’exploitation durable du patrimoine culturel, en particulier du patrimoine historique (et, accessoirement, scientifique), et sa mise en tourisme au service d’activités de loisirs et de découverte, suscitent de nouvelles formes et alimentent de nouvelles offres de tourismes, dites « alternatives », sur lesquelles elle s’appuie en retour.Le patrimoine historique de la Guadeloupe, tant agricole qu’industriel, longtemps délaissé et aujourd’hui redécouvert et remis en valeur, en constitue un exemple significatif, comme il en va dans d’autres territoires et pays de la Caraïbe. Il en illustre les potentialités tout en justifiant les attentes qui s’y attachent en matière de développement local tant touristique que plus général.La reconnaissance de la valeur patrimoniale et de l’intérêt culturel des sites concernés constitue toutefois un phénomène relativement récent, à travers leur sauvegarde et leur réhabilitation. Leur valorisation et leur ouverture au public vont de pair avec leur exploitation au profit d’un tourisme de mémoire marqué par une forte connotation pédagogique.
The preservation and sustainable use of cultural heritage, especially historical (and, incidentally, scientific) heritage, and its introduction into tourism for the benefit of leisure and discovery activities, give rise to new forms and fuel new offers of tourism, called “alternatives”, on which they rely in return.The historical heritage of Guadeloupe, both agricultural and industrial, which has long been untouched and now being rediscovered and restored, is a significant example of this, as it is in other Caribbean territories and countries. It illustrates their potentialities while justifying the expectations that are attached to them in terms of local development both tourism and more general.Recognition of the heritage value and cultural interest of the sites concerned, however, is a relatively recent phenomenon, through their safeguarding and rehabilitation. Their valorisation and their opening to the public go hand in hand with their exploitation in favor of a tourism of memory marked by a strong pedagogical connotation.
La conservación y el uso sostenible del patrimonio cultural, especialmente del patrimonio histórico (y, de paso, científico), y su asignacion al turismo en el servicio de la recreación y del descubrimiento, dan lugar a nuevas formas y nuevos acuerdos de suministro turismo "alternativo", en los que se basa en el rendimiento.El patrimonio histórico de Guadalupe, tanto agrícolas como industriales, y hoy a largo redescuidado y redescubierto, constituye un ejemplo significativo, como es el caso en otros territorios y países del Caribe. Esto ilustra sus potencialidades y justifica las expectativas para uno desarrollo local turistico como mas general.El reconocimiento de la valor patrimonial y de la importancia cultural de los sitios considerados, sin embargo, es un fenómeno relativamente reciente, a través de su protección y rehabilitación. Su desarrollo y su apertura al público van mano a mano con su explotación en beneficio de un turismo de memoria marcada por una fuerte connotación educativa.
Guadeloupe

Droits : info:eu-repo/semantics/openAccess
urn:doi:10.4000/etudescaribeennes.11137
http://journals.openedition.org/etudescaribeennes/11137

Éditeur(s) : HAL CCSD University Centre for E-Learning,
Résumé : The article presents the results of a French-Bulgarian study of the professional competencies of the teachers. The authors analyse only one aspect of these competences, namely their conceptions on the development and education of pupils. The article looks for the answer to the question which psychological and pedagogical theories can explain the teachers’ perceptions of professional competence, trained in two different educational philosophies and systems. It reaches conclusions that confidence in the professional knowledge, skills and competencies of Bulgarian teachers are more independent in comparison with the perceptions of their French colleagues.
ISSN: 1314-0086

hal-01532820
https://hal.univ-antilles.fr/hal-01532820

Éditeur(s) : HAL CCSD
Résumé : International audience
Graphomotor control constitutes a condition to the mastery of literacy and more widely to successful school apprenticeship. The Guadeloupian context is marked by significant rates of early school leaving and illiteracy. In such context, our research is concerned with two questions: “Does graphomotor training can help since kindergarten to strengthen graphomotor performances and the progression of literacy?” and “Which methodological approach can help to characterize the impact of graphomotor training?” By using online acquisition devices, we have tried to characterize the graphomotor skills for 132 pupils. These 3 to 5 years old children were submitted to 3 methods of graphomotor training. One of the methods that suppose family involvement, includes activities inspired by kid’s early scribbles. We considered the statistical analysis of the blind feedbacks of the teachers, of the features provided by the visuo-spatial processing of handwritten productions and of features provided by the sigma-lognormal modeling of the pupils’ movements. The results of this multimodal study show an increase in graphomotor control and in interest for drawing and handwriting tasks. The implication of these preliminary results on the pedagogical and co-educative choices is discussed.
Yves Mazabraud, Thomas Forissier, Alain Pietrus, Olivier Gros, Claire Anjou. CARIBBEAN ACADEMY OF SCIENCES 20 th GENERAL ASSEMBLY AND BIENNAL MEETING: Planning and Abstracts book. Nov 2016, Dehaies, Guadeloupe. 2016.
Deshaies, Guadeloupe

hal-01516420
https://hal.archives-ouvertes.fr/hal-01516420

Éditeur(s) : HAL CCSD
Résumé : International audience
The purpose of this study is to identify links between the geothermal context and the conceptions in different initial teachers training, from the Caribbean and North America. The Caribbean Islands are located in a subduction zone, creating a great potential for geothermal energy. In Guadeloupe, this potential has been harnessed and a geothermal power plant produces about 5% of the local demand for electricity. It is called high temperature geothermy. In Quebec the bedrock mainly consists of ancient Precambrian rocks from the Canadian Shield, which does not allow for electricity production. The geothermal heat is used to regulate the temperature in buildings, to create spars, to grow crops and other purposes. It is called low temperature geothermy. This design-based research (Sandoval, W. et Al., 2004) takes part in the contextualization of sciences education research works (Blanchet, P. et Al., 2009, Anciaux, F. et Al., 2013) and in the continuation of the Gounouy project (Fecil, S. et Al., 2014). A project-based learning on geothermal energy has been set up with two groups of initial teachers training from the Université du Québec à Montréal (UQAM) and from the French West Indies University (UA). The purpose is to create collaborations between each group in order to enable them to encounter, recognize and formulate their conceptions. Further, they will collectively elaborate a more complex understanding of conceptions about geothermy. More specifically, the design used in this experiment aims to highlight context effects (Merlo-Leurette, S., Forissier, T., 2009). Context effects are pedagogical events occurring when there is a clash between the different conceptions of students, observed uring courses regarding different problematics related to geothermal energy. Communications via videoconferences were arranged so that the counterpart teams may discuss their investigative findings. Videos from the exchanges have been collected, as well as weekly summaries about student’s accomplishment, ideas, questions and feelings. Pre-test and post-test questionnaires on geothermal energy were submitted at the beginning and at the end of the project, to compare conceptions before and after the learning process. Collected data enables to bring out the student’s contextuality. Therefore, they highlight context effects, due to the differences between the geothermal contexts in Guadeloupe and in Montreal.This study is supported by the Geotref project.
CARIBBEAN ACADEMY OF SCIENCES 20 th GENERAL ASSEMBLY AND BIENNAL MEETING
Dehaies, Guadeloupe, France

hal-01534665
https://hal.univ-antilles.fr/hal-01534665

Éditeur(s) : HAL CCSD "Giornale Italiano della Ricerca Educativa - Italian Journal of Educational Research".
Résumé : International audience
The aim of this research is to try to explain beliefs of teachers in favour of student retention, beginning with their psycho-pedagogical beliefs in other areas: learning, intelligence, assessment, principle of justice. A questionnaire was administered to 112 primary teachers of the Belgium French. The responses have been processed through factor analysis to construct and validate metric scales. Then, using regression equations, we have tried to predict beliefs about student retention using other categories of beliefs. Finally, we conducted cluster analyses in order to identify groups of teachers, distinguishable by the nature of their beliefs. Two major results emerge from these analyses. On the one hand, it appears that the awareness of research on the effects of repetition influences teachers’ beliefs about this practice. On the other hand, contrary to our assumptions, the other categories of beliefs do not seem to affect teachers’ beliefs about student retention. These results are discussed in relation to the classical theories postulating that beliefs and social representations are organized into a system.
ISSN: 2038-9744

hal-01532840
https://hal.univ-antilles.fr/hal-01532840

Résumé : Le monde, depuis des millénaires, est bâti sur les fondations de sociétés bilingues. Or, ce « parler multiple » semble depuis toujours être source de conflit. Loin d’être considéré comme une richesse, le bilinguisme (ou plurilinguisme) semble plutôt représenter un problème auquel on tâcherait de trouver une solution. « La multiplicité » dit Louis-Jean Calvet (1999), « est chose mauvaise, on lui préfère de façon toute jacobine un bon gros Etat monolingue bien cerné dans ses frontières politiques et linguistiques ».La région caraïbe occupe une place tout à fait intéressante sur cette scène en perpétuel mouvement qu’est la mondialisation. Ces pays/îles doivent continuellement chercher l’équilibre entre appartenance locale, régionale et internationale, grand nombre d’entre eux luttant toujours aujourd’hui pour concilier leur statut d’anciennes colonies et le rythme rapide de la mondialisation. Cette thèse porte sur la place des langues vivantes dans les écoles du premier degré à la Martinique et à la Dominique et sur les enjeux d’un enseignement bilingue pour ces deux îles qui appartiennent à la fois à la Caraïbe et au monde. Nous proposons, dans un premier temps, une étude de la situation actuelle de l’enseignement des langues dans les deux îles : quelles sont les politiques linguistiques dans les deux contextes? Dans quelle mesure sont-elles mises en œuvre? L’enseignement des langues répond-il aux exigences des textes officiels ? Les politiques linguistiques sont-elles adaptées aux réalités sociolinguistiques de ces îles ? Dans un deuxième temps, nous interrogeons la possibilité d’un enseignement bilingue dès l’école préélémentaire dans les îles de la Martinique et de la Dominique et nous expérimentons des approches d’enseignement des langues en milieu institutionnel et en contexte périscolaire. Nous nous interrogeons sur des modes de fonctionnement différents : ne pourrait-on pas imaginer d’autres manières de faire ? Que pouvons-nous proposer comme solutions complémentaires et/ou alternatives à l’existant ?Enfin, dans un troisième temps, dans une perspective plus globale, nous posons la question de l’éducation bilingue, par une approche comparée, en analysant les faits éducatifs dans deux systèmes différents et en nous intéressant à la question de l’altérité. La compréhension de l’Autre peut-elle améliorer l’existant dans le cas de la Martinique et de la Dominique ? Nous revenons ainsi à la question de l’intérêt et des enjeux d’une comparaison de l’enseignement des langues dans ces deux systèmes, en prenant en compte les identités locales, régionales et internationales à travers des analyses historiques et sociolinguistiques. A la suite de cette analyse, nous faisons des propositions concrètes en faveur d’un enseignement bilingue intégré dans ces deux îles. Ces propositions concernent les domaines tels que la didactique, la planification en éducation et le curriculum bilingue, la formation des enseignants et la politique linguistique de la Caraïbe. Notre question centrale est la suivante : comment enseigner aujourd’hui pour mieux préparer les citoyens caribéens au monde de demain ?
The Caribbean region occupies an interesting space in the perpetually changing scene of globalisation. Caribbean countries or islands must continually seek to balance their sense of belonging to a local, regional and international community. This is sometimes a difficult task as any of them are still fighting to balance their evolution as old colonies with the fast pace of globalisation in a new world.This thesis focuses on language teaching at primary level in the islands of Martinique and Dominica. It examines the many issues surrounding language teaching and questions the role of bilingual education in the development of these two Caribbean islands as they evolve within the Caribbean and the world. Firstly, we propose a careful study of the current situation of language teaching in Martinique and Dominica. What are the language policies of these islands? How and to what extent are they implemented? Does language teaching truly reflect the objectives of official texts? Are the present language policies adapted to the sociolinguistic reality of each island?Secondly, we raise the question as to the possibility of the implementation of bilingual education at the pre-primary level in the islands of Martinique and Dominica. We examine the question through the experimenting of different language teaching methods within a school setting and as part of an extracurricular bilingual program. Can we envision alternative approaches to the present situation? What complementary or alternative solutions can we propose to improve on what already exists?Lastly, we look at the subject from an overall perspective and we address the question of bilingual education. We analyse how comparative education, the study of other education systems and the understanding of others play a major role in developing solutions to present day situations. This analysis takes into account issues relating to local, regional and international identities through a study of the historical and sociolinguistic context of the islands of Dominica and Martinique.Based on our analysis and on the literature, we put forward concrete proposals for holistic bilingual education on the islands of Martinique and Dominica. These proposals focus on areas such as language teaching pedagogy, education planning, the bilingual curriculum, teacher training, and language policy for the Caribbean. The main question underlying this thesis is: how do we teach today to better prepare Caribbean citizens for the world of tomorrow?

http://www.theses.fr/2015AGUY0834/document

Résumé : Cette étude a pour missions essentielles de comprendre et d’expliquer comment le passage d’une langue à une autre voire le mélange des deux codes langagiers qui se côtoient au sein de la population de la Guadeloupe, département français d’outre-mer, le français et le créole, peuvent, dans le cadre des échanges médicaux éducatifs, influencer la compréhension des mécanismes de la maladie par le patient, son acceptation et sa gestion.La justification de cette étude tient du constat que la prévalence de cette maladie chronique en Guadeloupe, l’asthme bronchique, est relativement importante, que la prise en charge reste perfectible malgré les recommandations de bonnes pratiques édictées par les sociétés savantes, et que certains patients ont du mal à comprendre les termes utilisés en français par leur médecin lors de l’annonce du diagnostic, ainsi que par les éducateurs chargés de leur apporter les outils de bonne gestion de cette maladie, ce qui n’est pas sans incidents en termes de morbidité et de mortalité.L’auteur décompose sa recherche autour de cinq grands thèmes :- La description du territoire d’étude, sur le plan géographico-climatique, historico-économique, sanitaire et social, la naissance d’une ère culturelle nouvelle générant une langue partagée par plus de 95% de la population et transmise au sein des familles et dans la communauté.- La présentation de l’éducation thérapeutique, démarche considérée par la communauté scientifique comme essentielle pour améliorer la prise en charge du patient et l’autogestion de la maladie, les plans gouvernementaux successifs traitant de cette matière.- L’état des connaissances sur l’asthme bronchique en France, dans le monde et en Guadeloupe plus particulièrement.- L’impact de la langue créole dans le processus de compréhension de la maladie à travers la relation soignant-soigné, et ses conséquences chez les natifs bilingues en termes d’acquisitions des outils d’autogestion en comparaison à l’utilisation du français.- La formulation de propositions de contextualisation didactique, tant en termes de formation des professionnels de santé par la préconisation de l’utilisation de la langue créole, par l’adaptation des outils psychopédagogiques au contexte local, que d’encouragement du patient à utiliser sa langue maternelle dans l’expression de ses ressentis.La recherche montre que la langue créole, utilisée autant au cours de la consultation par le médecin traitant et par le malade que pendant les séances d’éducation thérapeutique par les éducateurs et le public, influence les indicateurs de gestion de cette maladie.En conclusion, l’auteur défend l’hypothèse selon laquelle l’utilisation de la langue créole dans les échanges médicaux éducatifs chez les adolescents asthmatiques bilingues français-créole favoriserait la compréhension des mécanismes de la maladie asthmatique, la prise de conscience de sa gravité et la nécessité de se soigner pour éviter les complications, corollaire d’une bonne qualité de vie.
In Guadeloupe, a French Overseas Territory, the population uses French and Creole linguistic codes. The main goals of this thesis are to understand and to explain how a better use of French and Creole, within the framework of educational medical exchanges, can improve the understanding of the mechanisms of the disease by the patient, its acceptance and its management.The bronchial asthma is a chronic disease, which affects an important part of the Guadeloupian population. In spite of the recommendations promulgated by the medical scholars, the care of the patients can be improved in Guadeloupe. Certain patients have difficulty understanding the terms used in French by their doctor during the announcement of the diagnosis, as well as by the educators in charge of bringing them the tools of good management of this disease what is not without incidents in terms of morbidity and mortality.The author elaborates his research around five main themes:- The thorough description of the space studied in this thesis; the geography of the land, the history of the population, the impact of the economic; the presentation of the social and health care infrastructures; and furthermore the birth of a new cultural era generating a language shared by more than 95 % of the population and passed on within families and communities.- The presentation of the therapeutic education, the approach considered by the scientific community as essential to improve the management of the patient and the self-management of the disease, the successive governmental plans dealing with this subject.- The state of the knowledge on the bronchial asthma in France, in the world and in Guadeloupe more particularly.- The impact of the Creole language in the process of understanding of the disease within the healthcare relationships and its consequences at the bilingual natives in terms of acquisitions of the tools of self-management in comparison to the use of French.- The formulation of proposals of didactic contextualization regarding the training of the healthcare professionals; the recommendation to the healthcare workers to use the Creole language; the adaptation of the psycho-pedagogical tools to the local context; the encouragement to the patients to use their native language in the expression of their feelings.- Researches show that the Creole language used during the consultation by the regular doctor, but also during the educational sessions therapeutics by the educators influence the indicators of management of this disease. In conclusion, the author defends the hypothesis according to which, the use of the Creole language in the educational medical exchanges at the bilingual asthmatic teenagers French-Creole would favor the understanding of the mechanisms of the asthmatic disease, the awareness of its gravity and the necessity of looking after oneself to avoid the complications, corollary of a good quality of life.

http://www.theses.fr/2015AGUY0827/document