Polynesian Languages and Culture (PLC) lessons in primary schools focus on, among other things, passing on Tahitian legends and linguistic content that is specific to the Polynesian languages (Reo mā'ohi). A co-analysis of the PLC teachers' culture of origin conducted with the teachers to identify the dimensions of their actual activity revealed a strong connivance between the teaching object and the teacher/pupils relationship (notably through gestures, postures and proxemics). This relationship was representative of the 'rapports de place' (relationships of place) found in particular in the non-school sphere. Respect for the roles and statuses of 'elders' and 'magisters', the importance of a commitment to learning, the valorisation of speaking up and the benevolence of encouraging pupils to persevere in their learning were all fundamental values of belonging in the Tahitian community. Beyond the Polynesian context, this research contributes to a conceptual enlargement of the theoretical field of 'didactique professionnelle' because it demonstrates that taking into account the influence of the context and its inherent values better identifies the resources that teachers implicitly draw on and that they refer or do not refer to in an interactive situation with learners.

中文翻译：

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教师文化在课堂管理中的作用：以法属波利尼西亚小学为例

小学的波利尼西亚语言和文化 (PLC) 课程的重点是传授大溪地传说和波利尼西亚语言特有的语言内容 ( Reo mā'ohi)）。与教师一起对 PLC 教师的原籍文化进行共同分析，以确定他们实际活动的维度，揭示了教学对象和师生关系（特别是通过手势、姿势和近义词）之间的强烈纵容。这种关系代表了特别是在非学校领域发现的“地方关系”（地方关系）。尊重“长者”和“大师”的角色和地位、致力于学习的重要性、敢于发声的价值以及鼓励学生坚持学习的仁慈，这些都是大溪地社区归属感的基本价值观。在波利尼西亚语境之外，这项研究有助于扩大理论领域的概念。