Dissertations / Theses on the topic 'Littérature bretonne – Étude et enseignement – 20e siècle'
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Gouthe, Glenn. "Xavier de Langlais et la langue bretonne : création, sauvegarde, transmission : étude de la place du breton dans la vie d’une personnalité bretonne du XXe siècle." Thesis, Rennes 2, 2021. http://www.theses.fr/2021REN20051.
How did Xavier de Langlais participate in the life and survival of the Breton language during the 20th century? Breton personality, member of the Seiz Breur, he is a direct witness of the upheavals then affecting the Breton language and gradually leading to its decline. His artistic activity, such as his paintings, engravings, illustrations and even his frescoes have made him famous in Brittany and beyond. His work in the Breton language and in favour of it is less well known. This study attempts to understand the link he had with the Breton language and his activism in favour of it. He took it upon himself to learn the Breton language in a non-breton-speaking family background. He composed poems, novels, short stories, plays. He actively participated in the main literary journals of the time such as Gwalarn or Dihunamb. He took interest in the language of his environment in Vannes country by collecting songs, tales, phrases, proverbs in the field, in the region of Surzur. He fully embarked on a spelling reform which had become essential in his eyes so that the language could be taught in the school system and thus allow a transmission to future generations
Jey, Martine. "La littérature dans l'enseignement secondaire (second cycle) en France de 1880 à 1925." Paris 3, 1996. http://www.theses.fr/1996PA030180.
The teaching of french which evolved into an actual discipline by the turn of the last century was a teaching of literature. From the study of official school regulations, hand-books and baccalaureat exam topics, it appears that this new type of teaching, despite the obvious will to enlarge the scope of studies, mainly dealt with a corpus of authors and texts that had been priorily selected. The analysis of the exercises, which were spread as school exercises, in so far as they took up older exercises meant for a body of specialists, shows the issues met by the invention of the new discipline. The debates on pedagogy, which went with the elaboration of official regulations and with the different reforms, point to the aims and values at stake in the teaching of french, whose recognition was painstakingly legitimed and whose reference patterns evinced contradictory features. Concerning innovation or conservative factors in process, the debates within the high board of public instruction are more particularly telling and reveal the part played by the different actors of the institution
Tari, Bita. "L'inscription de l'épistolaire dans le roman français du XXe siècle : les approches littéraire et didactique." Paris 3, 2006. http://www.theses.fr/2006PA030070.
The central question of this thesis revolves around the analysis of the interaction between epistolary and novelistic forms and the didactic possibilities of this interaction in the context of teaching French as a foreign language. The relationship between text and context implies the study of the enunciation in the exposition scenes. The elaboration of the theory of “scenography” enables us to deal with thoughts, ideas, points of view, ideologies, etc. When they are presented in the epistolary form within the fictional context of the novel. The approach adopted here involves two analyses: the first is an analysis of discourse, inspired by pragmatic theories, which consist in studying the epistolary form as a discursive activity within which the enunciation cannot be dissociated from a system of communication; the second analysis, which is didactic, borrows from social sciences, which deals with the conflation of three elements : the text, the enunciator and the reader/learner. The improvised nature of the epistolary form enables the learner to write freely with the aim of communicating. Through a process of identification, the learner takes the place of the letter writer to enter the fictional universe of the novel and to recognise certain moral and cultural values in the target language. The dialogical, interactive and hyper-generic frame of the letter incites the reader/learner to accept a specific worldview of the author who is positioned in the literary field constituted as “social space”. Acceptance of this “authorial world” is dependent on the expectations and cultural baggage of the learner, those having been formed by his reading habits and the approaches to reading imposed by social norms
Martah, Mohamed. "La réception critique de Lautréamont et de son oeuvre." Paris 12, 1994. http://www.theses.fr/1994PA120032.
A challenge. This is how the reading of ducasse's work could be qualified. The hermetisme of his poetical works seems to discourage even the hermetically experienced readers, but which, in reality, invites them to taste <> whitch are les chants. . . And poesies. From challenge to risk, from risk to interpretation, from interpretation to the history readings, such is the progress of the critical reception of lautreamont and his works. From an aesthetic experience to anather, lautreamont proves more and more accessible and more and more readable. Thanks to critical works of leon bloy, andre breton, salvador dali, gaston bachelard, maurice blanchot, philippe sollers, and many others, the reading of ducasse's poetical works materializes in a production of critical texts. They attest to the reception of lautreamont, to his eminent place in the process of reading
Houdart-Merot, Violaine. "La culture littéraire au lycée depuis 1880 : devoirs d'élèves et discours officiels." Paris 8, 1997. http://www.theses.fr/1997PA081219.
Verny, Marie-Jeanne. "Enrasigament o nomadism (Enracinement ou nomadisme), trajectoire d'un écrivain occitan de la fin du XXè siècle, Roland Pécout." Montpellier 3, 2002. http://www.theses.fr/2002MON30052.
Roland Pécout was born in 1949 in Châteaurenard (Bouches-du-Rhône), in the Rhône river Provence and has written - both in Occitan and in French - an abundant work, the majority of which is still unpublished or dispersed. Reading these texts reveals a universe made of continuity and passages in which contraries, far from opposing each other, agree and complete themselves. Neither confinement in enrasigament , nor escape into nomadisme in this work but a fecund tension between here and there, the past and future of man, French and Occitan, orality and written culture. This study aims to demonstrate the formal and thematic coherence of this writer's written works beyond the first impression of diversity and crumbling. After a description of the totality of his written texts -including numerous unpublished materials- from the middle of the 1960's to the most recent present time, it more particularly focuses on the four groups of poetry and poetic prose which comprise Avèm decidit d'aver rason (1969), Poèmas per tutejar (1978), Portulan (1978 et 1981) and Mastrabelè (1999)
Golzad, Mithra. "Littérature et canons littéraires dans les quatre revues universitaires (1965-1984) : Le Français aujourd'hui, L’Information littéraire, Littérature, Poétique." Paris 4, 1996. http://www.theses.fr/1996PA040043.
This discourse on the four university literary reviews, le Francis aujourd'hui, L'Information littéraire, Littérature, Poétique, analyses the fundamental concept of literature based on the choice and the definition of the subject under study, based on an overall view of the articles from each review. This concept is viewed from the basis of the statistics of the works and the periods from 1965 to 1984. Supported by the analysis of a large number of contributions to these reviews, we have defined the model presented by each review. It is possible to situate the relationship of these reviews to schools and universities through the exploration of these canons, and to clarify the ideological foundation of the debates on the choice of subject under study. Through an analysis of the texts concerning the literary works, we can discern the center of interest of researchers which is geared towards stories and narratives, as well as the predilection of university researchers towards fictional prose, hence the priority given to storytelling. Contesting the hierarchy of types of literature does not prevent the reviews from discovering literature, not due to social requirements but due to the requirements of the reaching profession. The literature presented in our collection is the result of a joint project by university researchers who are also members of the teaching profession. Consensus here consists of training students to take pleasure in reading within a field of production, a "collection" of institutional literary knowledge. The aesthetics of interpretation do not dissolve literary canons, they are chosen and read for university. Moreover, once the period of crisis has passed, the image of the author always remains behind these literary canons
Connan-Pintado, Christiane. "Les contes de Perrault à l'épreuve du détournement dans la littérature de jeunesse de 1970 à nos jours : de la production à la réception." Rennes 2, 2006. http://www.theses.fr/2006REN20039.
Pillars of the patrimony, rooted in the collective unconscious, the tales to which Perrault gave a written form three centuries ago have swarmed into all possible forms of expression, and found a privileged space in contemporary children's literature – at times complete, usually altered, diverted and distorted. In order to define and assess its causes, its scope and effects, this phenomenon must be approached from three successive angles. First, one must revert to the original work to question the reasons of its fortune. Then, according to the word of Umberto Eco, examine the " migration " of the characters and patterns of the tales to the sphere where they multiply, to suggest a classification of the re-issues, the adaptations and the hypertextual variations. Last, one has to pay particular attention to the school-child to whom they are directed. Indeed we postulate that tales, when distorted, are particularly suited to literary reading, and very early in the child's life, thanks to a close relationship with the original tales, allowing an identification of their source, and a comparison between primary and secondary text, on the axiological plan as well as on structural one. In short, from Perrault to the present time, from the original tale to the deviated tale, from its production to its reception, it is a question of following the course of a major literary work, of spanning all its transformations in contemporary books for the young, and studying how, in these first years of this new century, children read them
Bonnemaison, Marie. "De l'enseignement du français au lycée : des attentes institutionnelles aux pratiques des élèves." Paris 8, 2001. http://www.theses.fr/2001PA081977.
Aguettaz, François. "Le lecteur et ses figures : le lecteur de poésie et son imaginaire de la lecture." Chambéry, 1995. http://www.theses.fr/1995CHAML001.
For the reader of poetry, the effectiveness of his reading largely depends on his own imagination of reading, that is to say, his perception of himself as a reader. This perception - this representation - is in fact a source of energy likely to produce various dynamics in the process of reading. In this respect, it can either inhibit the reader if it is a negative perception, or stimulate him if it reflects a positive image of himself. This representation which is extremely habitual in fact, has frequently lost its power of stimulation because it has been reduced to cliches or commonplaces. But many readers know how to draw a vivid stimulus which revitalizes their reading. The description of this representation (for example, reading as a picking, hunting, travelling), on one hand allows to explore a few fundamental dynamics (dynamics of opening, preying on, travelling over, or initiatory quest) and, on the other hand to emphasize, in its various aspects, the specific creativity of the reader : production of new perceptions of the world, production of order or destruction of fossilized structures, development of instruments, regeneration of vital energy and finally creation of a representation. The process of reading, such as it is experienced by the real reader, is then enlightened in all its dimensions of profound experience, and, for from being limited to a mere intellectual operation, it becomes the way to achieve poetical knowledge
Bonnardot-Litaudon, Marie-Pierre. "Les abécédaires contemporains de l'enfance au regard de l'histoire du genre : le domaine français et sa mise en perspective avec le domaine anglo-saxon." Rennes 2, 2008. http://www.bu.univ-rennes2.fr/system/files/theses/theseLitaudon.pdf.
This comparative study intends to identify the characteristics of the contemporary alphabet book. It covers mainly the period 1860-2000. The French area serves as a basis for anchoring confrontation. The Anglo-American area is mentioned in counterpoint, in order to highlight national specificities. The analysis proceeds by gradual expansion of the historic field, and through three parts covering various disciplinary fields. The first part deals with educational and pedagogical questions. It aims first to describe the changes in the teaching practices of reading skills, both academic and private, as a result of government reforms undertaken in this field; secondly to come back on the history of pedagogy through image - that was instituted in the late nineteenth century - and to observe its different applications within the alphabet book. The second part analyzes the problems related to the economy of the book. It briefly describes the evolution of printing technologies and the impact of industrialization; it then follows the evolution of editorial strategies from 1860 to 2000, strategies that reflect the gradual emergence of the alphabet album; and it finally discusses translation problems related to the internationalization of publishing. The last section addresses the ideological and cultural issues through the analysis of representations conveyed by the alphabet book, related to religion, to social and political organisation, and to the child's statute. During the nineteenth and twentieth centuries, the genre goes through remarkable changes in these fields. To discuss the reasons for these changes is to analyze how contemporary society has rethought the nature of education, its relationship with the child and the individual, but also with writing, knowledge and culture
Le, Meur Morgane. "Les littératures postcoloniales à l’école de la République : un travail sur le vivre ensemble." Thesis, Rennes 2, 2017. http://www.theses.fr/2017REN20043/document.
First, the absence of the post-colonial literature in the school curriculum was a personal observation. From this observation, this idea was born according to which the absence of representation of the ethnic and cultural diversity in the literary heritage passed on at the school would lead to an imbalance within the society. Accordingly, in what the study of the postcolonials literatures at school could allow the improvement of the coexistence ? Considering this, the thought that the absence of representation of the ethnic and cultural diversity in the literary heritage taught at school would lead to an imabalance within our society came up. So, how the study of post-colonial literature at school might imrove our way of « living together » ? In an opening approach, we tried to measure the real impact and place of post-colonial literature in the educational sphere. For some various reasons, this study was unsuccessful, so we’ve developped didactiv, societal and literary dimensions. French society experiences an identity crisis. « What does being Frenc mean ? » is a reccuring question. The tragic events which have become more multiplied since 2015 have magnified this issue. Religion and identity matters mix with security. All this comes with a serious trouble to deal calmly with information because of an excessive media coverage and the overexposure of the events in an ever shorter time. School could take up this issue and develop a special work around what we defined as didactic and post-colonial literature
Legros, Valérie. "De l'histoire à l'histoire : lire la comtesse de Ségur." Rennes 2, 1996. http://www.theses.fr/1996REN20022.
How children can read today the Comtesse de Segur with "ethno-education comparee". About their results, two situations are effectively analysed. First, the lecture for pleasure from the Comtesse de Segur works, invites to a new universe fiction construction, roles and actions. The child reader selects then, a special sens inside the text fertily and, in term about his own demanding. That literary lecture guides the romantic situation roles, to identification. On the other side, Comtesse de Segur lecture placed on an history teaching at the primary school, involved to a select informations in the text. Lively understanding from social history, lecture renewal, autonomy about learning knowledge, child decentration, seems then consequentially
Omiya, Shiho. "Stratégie de lectures comparées pour étudiants japonais en français langue étrangère : journaux intimes français et japonais contemporains." Paris 3, 2008. http://www.theses.fr/2008PA030051.
Our study focuses on the strategy of teaching reading comprehension to undergraduate students studying Introductory French in Japanese universities. The objective of the course is to teach students how to read French texts and to introduce them to the literature and culture of France. Our study is unique in presenting lectures that will allow students to learn about French culture based on their understanding of Japanese culture. We selected journals as text, a familiar genre of literature among Japanese. First, we examined the origins and evolution of journals in both Japan and France, the general characteristics of contemporary journals, and reviews of journals in both countries. Next, we compared the texts of contemporary journals that describe aspects of everyday life in the past 20 years and have been published in the two countries after 1980. Themes of these journals include climate notations, proverbs, descriptions such as botanical observation, landscape and portraits, narratives such as conversational reports, and articles such as book reviews. After analyzing these texts, we developed the lecture plan. The method consists of comparative reading of journals of various themes in 3 steps. It is designed to promote understanding of the uniqueness of the journals of both countries and discovering of respective characteristics of the two societies, histories and literatures, and to guide the students to write an extract of their own journal in French based on a model of French journal
Ridoux, Charles. "Evolution des études médiévales en France de 1860 à 1914." Paris 3, 1998. http://www.theses.fr/1998PA030151.
The thesis is arranged in three sections of unequal length. The first section deals with the early stages of the development of the french school of romanic philology, from 1860 to 1872. Section 2 covers the period 1872-1903, from the creation of the romania to the death of gaston paris. Section 3 is devoted to the emergence of a new generation of philologists (1903-1914). Section 2 falls into 2 parts, one devoted to institutions and instruments of research, with a final survey of the expansion of the new school both in france and abroad, the other dealing with the debates within french romanist studies and their contribution to the various genres of medieval literature, with a portrait of the founding fathers and leading figures in the field. Such a wide ranging study, covering both medieval studies and the history of scholarly institutions in france, calls for a large reference section. It is made up of two separate bibliographies organized on a similar pattern. One is an exhaustive list of works, articles and accounts cited in the thesis, the other an additional bibliography listing books and articles likely to provide further insights into the subject (2280 items altogether). A detailed index of names (13 pages) is provided as well at the end of the thesis
Ravet, David. "Didactique du texte de voyage au XXème siècle : dans une perspective interculturelle et transartistique pour des classes de Français Langue Etrangère de niveau supérieur." Paris 3, 2008. http://www.theses.fr/2008PA030003.
This thesis constitutes an elaboration of a method for teaching twentieth century travel literature from Apollinaire to Kessel. It is intended for advanced students of French as a Foreign Language. It adopts a cross-cultural and multi-disciplinary approach, ranging from the study of literature and the plastic arts (painting, photography and posters) to cinema and music. The thesis focuses on several themes and genres of travel literature : the travel poetry of Apollinaire and Cendrars ; the representation of New York in French literature and American painting from 1910 to the 1950s ; the anti-colonial texts of Gide, Nizan and Céline (in direct confrontation with the colonialists’ posters) ; and the politically committed reporting of Albert Londres and Kessel. We establish a multi-disciplinary methodology which aims to cast a new light on traditional literary analysis and teaching. In addition, we propose a number of very precise educational syllabuses which will permit students to develop cultural skills to a high level in literature, the plastic arts, and music. This thesis could thus be a basis for the creation of seminars, writing workshops, and cultural programs in the French departments of foreign universities, in French institutes, for the Alliance Française network, or for the F. L. E. (French as a Foreign Language) institutes in France
Michel, Raymond. "Lectures d'"Un balcon en forêt" de Julien Gracq : l'écriture de la fiction." Nancy 2, 1997. http://www.theses.fr/1997NAN21005.
The analysis of Julien Gracq's Un balcon en forêt is based on propositions elaborated in Temps et récit by Paul Ricoeur, who considers fiction as the "time-keeper". The study aims at linking comprehension, interpretation and explanation of the functioning of the text (the "configuration"), at questioning the relation between history (the "phoney war") and fiction, ans at making clear the operation of "refiguration" performed by the reader to build meaning. It first proposes an interpretation of the frame of the fiction in its paratextual organization and its strategic places. The analysis, then, strives to demonstrate how the gracquian text makes the marks of enunciation in fiction waver. The study of temporality does demonstrate that beyond the linearity of fiction a subtle game of anachronies appears, which tends to refuse every kind of referential reading, as the text weaves singular and iterative narrations. As time seems to have stopped, space then occupies an important place : conflictual, it takes on a symbolical and poetical signification, fundamental for the comprehension of the fiction. The study of diegesis in its three elements (pragmatic, cognitive, thymic) shows that in Un balcon en forêt, action is superseded by what is felt and suffered. Thus, a very strict analysis of the textual manifestation allows us to demonstrate how fictional writing is contested by poetical writing, which prefers a paradigmatic structuring. However, even if the gracquian text works in a "closed circumference" it avoids all formalist closure ; on one hand, it appears as a sequence of "imaginative variations on time", on the other hand it leaves initiative to the reader who has become the true producer of an ambiguous and elliptical fiction, and finally, it is "fertilized" by literature and makes sense with reference to an intertext which is always solicited
Zogovska, Elena. "L'enseignement du Français Langue Étrangère en Macédoine à partir de textes littéraires des XIXe et XXe siècles sur Paris." Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCA045.
The literary text with his artistic, historical, linguistic, cultural and sociological power is privileged medium for the class of the French as a Foreign Language. Relying on the literature to teach various aspects of the French language and culture is the main idea of this research. But what type of literary text to choose? Paris – the world capital of art and culture, the home of writers, poets and artists, the most visited place in Earth, the nest of lovers and romantics, Paris dreamed, Paris loved, Paris fantasized: with this series of attributes, the City of light in the past has been and today still is an inspiration for writers and poets from around the world. It is magical Paris, poetic and festive, but also Paris unfortunate and unhappy that inspires, fascinates and drives them to write. An exceptional literary heritage has therefore built up over the centuries. In this context, a literary corpus of nineteenth and twentieth centuries in Paris - very diverse, consisting of novels, chronicles, collections of poems and plays - is at the heart of this thesis. Three dimensions are mentioned: linguistic, literary and cultural. The study of many facts about the language, then the discovery of the specificities of French literary genres, as well as putting into perspective numerous questions on Paris and his inhabitants – all these are topics of my work. I also demonstrate that the literature does not lock in on itself, but opens, goes further and embraces the other arts such as painting, photography and cinema. The literature pierces a new path to French culture and makes teaching/learning of the French as a Foreign Language more dynamic and more creative. Different approaches and techniques are implemented so that linguistic, literary and cultural skills are acquired in the most efficient way possible by the learners of French as a Foreign Language
Pulido, Martha. "L'approche d'autrui, dans l'oeuvre romanesque de Maurice Blanchot." Paris 12, 1994. http://www.theses.fr/1994PA120058.
The present work introduces the theme of the process of transformation experienced in the ways of seeing the other ; therefore, a transformation of the perception of the literary work, and of the time favourable to its creation. M. Blanchot's work speaks to the contemporary man questioning : what is litterature good for ? the character that allows this approach is the wandering poet, thomas, whom we have drawn near the image of the suppliant and the troubadour. In this manner, m. Blanchot's work reveals itself as a challenge against the law in general, and against the narrative laws in particular, so serving the purpose of forgetting the weight of the law