This thesis questions the ideological stakes and school linguistical practices in French Polynesia, within a sociodidactical perspective, in the aim of finding ways to improve school and educational success. Within the epistemological and ethical framework of complexity, this investigation implements a qualitative methodology based on a comprehensive approach with an actional aim. Anchored in the specific field of the language sciences, this work apprehends the different levels of the educational system (macro – meso – micro – nano) establishing links with other human sciences fields. The analysis of language practices emphasizes the existence of a “language macrosystem” and allows us to draw the outlines of a true plurilingual and pluricultural collective background. Then, we think about the ways to highlight this multilinguistic wealthserving to improve the educational system quality
