Interfaces between language practices and linguistic policies: diglossia, creoleness and teaching of creole languages in the French Antilles

In this article we seek to analyse the pedagogical teaching/learning contexts of creole language in the French overseas departments of Martinique and Guadeloupe. Our analyses are organized in three axes that articulate language, teaching and literary cultures. At first, we examine the pedagogical French national guidelines to understand public politics of creole languages in the Caribbean Islands from the departmentalization (1946). Then, we focus on the importance of creole languages in the identity formation of island peoples and in the fullness of their citizenship. Finally, we intend to observe how the literature became space of awareness and of questioning of identity, social trends, political and cultural post-colonization. In this context, many Caribbean writers welcome in their production the school environment and their facets. It is decoupled from reality Creole schools report and claim a school space capable of promoting the arts to say and live on creoleness. --- DOI: http://dx.doi.org/10.22409/gragoata.2017n42a867