Dissertations / Theses: 'Narrations de soi'

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Delic, Emir. "Narrations de soi aux confins du temps : essai d’une herméneutique de la minoritarité." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/23890.

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Depuis les années 1980, la problématique identitaire a fait couler beaucoup d’encre dans le cadre des études des minorités culturelles, dont celles des communautés francophones du Canada. Si la richesse et l’apport de ces études ne font aucun doute, une tendance s’est profilée au cours des ans consistant à aborder la question des identités minoritaires à travers le thème de l’espace. Cette étude va, dans une certaine mesure, à contre-courant de ces travaux en faisant du temps son objet d’intérêt principal. Plus précisément, elle se donne pour objectif d’explorer, dans une perspective herméneutique, de quelle manière le soi minoritaire inscrit et interprète son être dans le monde du point de vue de la temporalité. Ayant comme ancrage théorique central l’anthropologie philosophique de Paul Ricœur, cette étude se divise en trois parties connexes. Pour commencer, il est question de cerner les fondements de la conception narrative que tout être humain possède de son existence dans le temps en ce sens que tout un chacun construit son identité par les histoires qu’il raconte et fait raconter à son propre endroit. Ensuite, il s’agira d’interroger si les sujets minoritaires sont en mesure de s’appréhender sur le même mode narratif que celui auquel ont recours les sujets majoritaires. De cette interrogation, il ressortira une particularité structurelle dans la manière dont les sujets minoritaires et majoritaires se réalisent (les premiers ont toujours un pouvoir d’agir alors que celui des seconds est inhibé à des degrés différents) et, par conséquent, une différence dans la manière dont ils se rapportent au temps. À la fin, la tâche sera de montrer comment le rapport particulier que les sujets minoritaires entretiennent au temps engendre, tel que nous l’enseigne l’unique vecteur culturel qu’est la littérature – et dans ce cas-ci la littérature franco-ontarienne – des narrations de soi qui leur sont propres.

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Valentin, Thierry Pordeus Ismael Laplantine François. "L'Amazonie métisse : narrations et définitions des figures de soi et d'autrui au sein de villages ruraux du Nord du Brésil - Etat du Para." [S.l.] : [s.n.], 2001. http://demeter.univ-lyon2.fr/sdx/theses/lyon2/2001/valentin_t.

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Valentin, Thierry. "L'Amazonie métisse : narrations et définitions des figures de soi et d'autrui au sein de villages ruraux du Nord du Brésil - Etat du Para." Lyon 2, 2001. http://theses.univ-lyon2.fr/documents/lyon2/2001/valentin_t.

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Cette étude ethnographique aborde la question des définitions de soi et d'autrui au sein de villages ruraux en Amazonie brésilienne (Etat du Pará). La population du terrain choisi est communément définie comme "Cabocla", catégorie complexe censée désigner la paysannerie métisse s'étant formée dans un creuset colonial puis néo-colonial. Une introduction critique, s'appuyant sur de précédents travaux historiques et anthropologiques, détaillera toute la polysémie d'un terme finissant par apparaître comme instrument d'une désignation exogène ambigue͏̈ plus que comme auto définition positive. Il s'agira alors de comprendre la tension entre une identité imposée, absente des discours explicites sur soi, et la nécessaire expression interne d'une culture spécifique, malgré tout perceptible au sein des villages étudiés. Partant de l'intense activité narrative localement rencontrée, nous essayerons de dégager plusieurs personnifications de l'altérité telles que racontées et interprétées dans des récits qui, événementiels et directement liés à la vie concrète des locuteurs, apparaîtront comme possibles énonciations de soi dans un détour par l'autre. Huit figures seront alors restituées et interrogées : celles des êtres enchantés, des soigneurs, des bêtes monstres, des sorciers, des revenants, des criminels, des étrangers et des saints. Toutes apparaîtront comme relevant d'une identification essentielle problématique, semblant répéter métaphoriquement et pratiquement celle des prétendus "Caboclos". Les récits permettront ainsi de reconnaître la constitution discrète de figures d'autres soi-même, d'alter ego. En conclusion, sera interrogée la dynamique particulière rendant possible, et cohérente, une telle réunion paradoxale de contraires: genre fictionnel, le merveilleux sera introduit comme débordant pourtant de la seule activité narrative et permettant à l'anthropologie de signifier l'expérience concrète d'une culture métisse à la fois dans et hors de la société brésilienne
This work treats about Brazilian Amazonian mixed people, not as mixed-blood by culturally mixed from several historical roots. As an hybrid culture, "Caboclo" people, as they are named in the Amazonian flood plain, create their own representation about themselves and the others, in through narrative images. The "Coboclo" narratives, as a symbolical work of the culture, is a daily and day full activity, and seems to be a real conceptual, but also practical, way to be able to self explain and maintain a problematic "way of life", a "Coboclo"-ness. The field work has been done in several villages of the Pará State, Northern Brazil

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Neto, Paulino Batista. "O que sei, eu conto; o que não sei, invento." Universidade Federal de Roraima, 2013. http://www.bdtd.ufrr.br/tde_busca/arquivo.php?codArquivo=144.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
O garimpeiro, atualmente, é figura estigmatizada por determinados segmentos da sociedade roraimense, contudo historicamente é elemento importante da sua cultura e identidade. Refletindo sobre essa questão, esta dissertação estuda a construção identitária do garimpo no Tepequém. Para tanto, aborda o imaginário em torno do El Dorado e sua relação com Roraima; depois discute memória individual e coletiva a partir das histórias de vida dos garimpeiros e, em seguida, analisa sua identidade a partir do imaginário do garimpo em torno, principalmente, da corrutela, da prostituta, da bebida e do sonho de encontrar a pedra que mudaria sua vida.
Currently the miner is a stigmatized figure by certain segments of Roraimas society, however he is historically important for being part of their culture and identity. Thinking about this issue, this paper studies the construction of identity in the mining of Tepequém. It thus explores the imaginary around the El Dorado and its relation with Roraima; it also discusses individual and collective memory from the life stories of the miners, and then analyzes their identity from the imaginary of the mining, mainly from the corrutela, the prostitute, the drink and the dream of finding a stone that would change their lives.

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Marques, Thaís Rejes. "O portuñol no ir e vir dos sujeitos fronterizos de Aceguá BR/UY: línguas e identidades sob o viés de uma Linguística Aplicada Indisciplinar." Universidade Federal de Pelotas, 2018. http://guaiaca.ufpel.edu.br:8080/handle/prefix/4075.

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A presente Dissertação de Mestrado tem como objetivo apresentar como os quatro participantes da pesquisa, fronterizos do município de Aceguá BR/UY, constituem suas identidades performativamente através do portuñol, atentando-se para os atravessamentos dessa língua no cotidiano de cada um deles. A pesquisa situa-se na Linguística Aplicada Indisciplinar (MOITA LOPES, 2006), abordando a linguagem enquanto prática social e, com isso, para estudá-la, é necessário refletir sobre a sociedade e sobre a cultura da qual faz parte. Além disso, as práticas discursivas não são vistas como neutras, portanto, elas partem de ideologias linguísticas (SILVERSTEIN, 1979), (WOOLARD, 1998), (IRVINE e GAL, 2000), (KROSKRITY, 2004), (MOITA LOPES, 2013) que, consequentemente, são perpassadas por relações de poder (BLOMMAERT, 2014). A metodologia se deu a partir de narrativas, compreendendo-as como um processo intimamente ligado à construção identitária (SANTOS, 2013), e as análises foram realizadas através das pistas analíticas propostas por Wortham (2001). A pesquisa destaca o quanto a fronteira é um espaço de mobilidade em vários aspectos, e que o portuñol, ainda que seja considerado uma língua de menor prestígio por parte de alguns dos participantes, está no dia a dia fronterizo, tornando-se, muitas vezes, uma transgressão linguística quando atravessa as barreiras impostas por certas ideologias linguísticas.
This Master’s Dissertation aims to present how the four participants to this investigation, fronterizos from the Aceguá city BR/UY constitute their identities performatively through the portuñol, paying attention to this language crossings in the daily life of them each one. The investigation is based on the Undisciplined Applied Linguistics (MOITA LOPES, 2006), approaching the language as a social practice and, this way, for study it is necessary to reflect about the society and the culture of which is a part. Moreover, the discursive practices are not seen as neutral, so, they start from language ideology (SILVERSTEIN, 1979), (WOOLARD, 1998), (IRVINE and GAL, 2000), (KROSKRITY, 2004), (MOITA LOPES, 2013) that, consequently, are permeated by power relations (BLOMMAERT, 2014). The methodology was from narratives, understanding them how a process closely linked to the identity construction (SANTOS, 2013) and the analysis were done through the analytical clues proposed by Wortham (2001). The research emphasize how the frontier is a mobility space in several aspects and that the portuñol, although considered a lesser prestige language by some participants, is in frontier everyday life, often becoming a linguistic transgression when it crosses the limits imposed by certain linguistic ideologies.

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Bishop, Marie-France. "Les écritures de soi à l'école primaire de 1850 à 2004 : places, fonctions et enjeux." Lille 3, 2004. http://www.theses.fr/2004LIL30010.

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Les écritures à la première personne occupent une place non négligeable dans les pratiques rédactionnelles scolaires. Elles apparaissent dans le primaire dès la naissance de la rédaction, à la fin du XIXe siècle, et sont utilisées tout au long du XXe siècle. Chaque période leur assigne une place et des fonctions différentes, fortement liées aux conceptions dominantes sur l'enseignement et sur l'enfant. L'analyse des textes officiels ou des discours pédagogiques, rend compte de la diversité des enjeux qui leur sont associés. La lecture des cahiers et des copies d'élèves permet d'en percevoir les ambiguités et l'évolution. Car la relation que l'école entretient avec ces écritures particulières est souvent ambivalente et rarement définie avec clarté. Leurs caractéristiques particulières sont peu prises en compte. L'objectif de cette recherche est de les envisager comme un genre scolaire singulier et enseignable

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Grønseth, Kristian Bøe. "A little piece of Denmark in India : the space and places of a South Indian town, and the narratives of its peoples /." Oslo : Department of Social Anthropology, Universitetet i Oslo, 2007. http://www.duo.uio.no/publ/sai/2007/61608/Completexxversionx6.1xxmedxinnholdsfortegnelse.pdf.

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Reis-Fernandes, Cristina Vicente dos. "Narrativas de agricultores familiares : sob um olhar agroecológico /." Tupã, 2019. http://hdl.handle.net/11449/191145.

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Orientador: Angelica Góis Morales
Resumo: O atual cenário de degradação ambiental traz a preocupação que envolve sistemas agroalimentares. A agricultura convencional possibilita emergir discussões acerca de assuntos como o uso abusivo de agroquímicos, monoculturas, herbicidas, fungicidas e insumos químicos sintéticos com consequências devastadoras ao meio ambiente rural. Nesse sentido, uma opção que propõe sustentabilidade rural é a agroecologia. O presente trabalho objetivou compreender a identificação do agricultor familiar e sua relação com o sistema de produção agroecológico do assentamento Boa Esperança. A metodologia utilizada foi qualitativa, sendo adotadas narrativas dos agricultores familiares, que estão em transição dos sistemas de produção convencional para o agroecológico, localizados no município de João Ramalho, estado de São Paulo. Essa pesquisa trouxe evidências da importância da agroecologia como uma ciência capaz de propor práticas sustentáveis no ambiente rural, identificou a essência do/a agricultor/a com base em suas motivações e dificuldades, constatando sua relação com o sistema agroecológico e seu nível de transição agroecológica. Agricultores/as narraram suas motivações, expectativas e principais dificuldades encontradas no sistema de produção, apresentando conhecimentos ainda insuficientes na prática de manejos agroecológicos como um fator prejudicial, além de outros fatores como comercialização, políticas públicas, assistência técnica, padrões de consumo, aquisição de tecnologias, elementos... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: The current scenario of environmental degradation brings concern that involves agri-food systems. Conventional agriculture enables discussions to emerge on issues such as the misuse of agrochemicals, monocultures, herbicides, fungicides and synthetic chemical inputs with devastating consequences for the rural environment. In this sense, one option that proposes rural sustainability is agroecology. The present work aimed to understand the identification of the family farmer and its relationship with the agroecological production system of the Boa Esperança settlement. The methodology used was qualitative, being adopted narratives of family farmers, who are in transition from conventional to agroecological production systems, located in the municipality of João Ramalho, state of São Paulo. This research brought evidence of the importance of agroecology as a science capable of proposing sustainable practices in the rural environment, identified the essence of the farmer based on his motivations and difficulties, noting its relationship with the agroecological system and its level of agroecological transition. . Farmers narrated their motivations, expectations and main difficulties encountered in the production system, presenting still insufficient knowledge in the practice of agroecological management as a harmful factor, as well as other factors such as marketing, public policies, technical assistance, consumption patterns, acquisition of technologies, elements that induce deci... (Complete abstract click electronic access below)
Mestre

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Clouard, Chantal. "Enjeux psychiques et éthiques de l'écriture de soi : attachement, narrativité, psychanalyse et destins des écrits en oncologie pédiatrique." Paris 7, 2013. http://www.theses.fr/2013PA070083.

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Cette étude vise la compréhension des enjeux psychiques mis en oeuvre dans l'écriture de soi à l'aide des outils conceptuels de la Théorie de l'Attachement et de la psychanalyse. Nous rappelons le contexte historique puis philosophique de l'émergence de la subjectivité dans la perspective de Michel Foucault. Le processus de liaison, les capacités sublimatoires sous-tendues par les investissements narcissiques et les besoins de contenance sont mis en évidence dans l'étude de textes littéraires autobiographiques. Nous montrons que les processus de subjectivation s'originent dans les interrelations précoces et se poursuivent tout au long de la vie. Le concept d'identité narrative avancé par Paul Ricoeur conjoint la perspective ontologique et narratologique de l'écriture de soi. Nous interrogeons la valeur transformationnelle de l'écriture en relatant deux expériences proposées aux adolescents en oncologie pédiatrique - ateliers d'écriture à l'Institut Curie à Paris et écriture de témoignage au C. H. U. De Nantes. Nous procédons à une analyse de ces dispositifs dans le contexte socio-éthique de leur mise en place : Art Thérapie, Médecine Narrative, Philosophie du soin. Nous espérons contribuer à la réflexion sur les conditions d'évaluation de telles pratiques. Intermédiaire entre l'intrasubjectif et l'interpersonnel, l'écriture permet de métaboliser l'expérience. Il est cependant nécessaire de préserver la singularité et la conflictualité psychiques, ce à quoi la psychanalyse est à même de répondre
This study aims at understanding psychological issues implemented in self-writing with Attachment Theory and Pschoanalysis. We recall the historical context and the emergence of philosophical subjectivity and sensitivity reported with rationality, from the perspective of Michel Foucault. The binding process, sublimation capacity underpinned by narcissistic investments and countenance needs are highlighted in literary autobiographies. We show that subjectivation arouses in the early interrelations and is continuing throughout life. The concept of "narrative identity" introduced by Paul Ricoeur connects the ontological and narratological perspectives. Recent propositions made to patients in palliative care and oncology services, leads us to question the value of writing. We report two experiments proposed to teenagers : writing workshops at the time of hospitalization in the Institut Curie in Paris and writing testimony in hospital of Nantes. We perform an analysis in the context of their socio-ethical development : Art Therapy, Narrative Medicine, Philosophy of care and supportive care. We question their validity and legitimacy. We hope to contribute to the debate on assessment requirements. Both intrasubjective and interpersonal, writing can metabolize experience. It is however necessary to preserve the singularity and psychological conflictuality to which psychoanalysis is able to answer

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Braga, Liliane Pereira. "Cinematografias afrodiaspóricas: imagens e narrativas sob regimes de oralidade." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21224.

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Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
The use of cinematographic sources from Haiti, Cuba, Jamaica and Brazil in this research intends to escape the “archival power”, accompanying Michel-Rolph Trouillot (1995) and his questioning, in ways of deconstructing universal metanarratives and de-silencing of History. Challenging images and sounds of the 21st century aims to approach the traditions and ways of life of Afro-Latin American groups. Tracks opened by dimensions of postcolonial studies and cultural studies served as a starting point against the power of discourse, analyzing practices of representation that impose a “regime of truth” and mark cultural difference by signifying "the racialized 'Other' in Western popular culture" (HALL, 2016). While searching for what emerges when the „Other‟ represents his/herself from their own positionality and epistemic perspectives of the South, this work intentionally draws on references that produce knowledge and theories „otherwise‟, decentering Global North‟s instrumental rationalism. Approaching socialized cultures ruled by "regimes of orality" (ANTONACCI, 2016) requires getting close to multifaceted ways of being, living and knowing manifested in cognitive and communicational practices. It requires apprehending distinctions, and considering that the unforeseen of encounters / confrontations in the so-called New World have resulted in a plurality of Afrodiasporic cultures. As paradigms are being redefined, "musicosmoving afroepistemes" are being surveyed, confronting the concept of literacy and its lack of consideration for the senses. The term coined in this research pluralizes epistemes from a sensory-corporeal-reason standpoint, where the rhythm allows for alignment with the time of the Cosmos, updating and actualizing ideas that do not constitute themselves individually, but as a whole, as performances – “vital acts of transfers" (TAYLOR, 2013) – as seen in cinematographies I have used in this work
Nesta pesquisa, que interpela imagens e narrativas afrodiaspóricas do século XXI, em abordagens relacionadas a tradições e formas de vida de grupos populares de Afro-Latino-Américas, utilizam-se como fontes cinematografias de Haiti, Cuba, Jamaica e Brasil. Intencionando escapar ao “poder do arquivo”, o recurso a imagens, sons, montagens fílmicas acompanha questionamentos de Michel-Rolph Trouillot (1995), em caminhos de desconstrução de metanarrativas universais e de des-silenciamentos da História. Trilhas abertas por vertentes de estudos pós-coloniais e Estudos Culturais serviram de ponto de partida na contramão ao poder do discurso, analisando práticas de representação que impõem “regime de verdade” e marcam diferença cultural ao significar “o „Outro‟ racializado na cultura popular ocidental” (HALL, 2016). Em busca do que emerge quando “o „Outro‟” se autorrepresenta desde suas local-idades ao Sul, tornaram-se necessários referenciais outros, além teorias produzidas em racionalismo instrumental do Norte global. Lidar com culturas sociabilizadas sob “regimes de oralidade” requer acercar-se a modos de ser, viver e saber de práticas cognitivas e comunicacionais, apreendendo suas distinções, uma vez que o imprevisível de encontros/confrontos em terras do chamado Novo Mundo resultou em pluralidade de culturas afrodiaspóricas. Em percepção de paradigmas que se atualizam, na contramão de anulação dos sentidos própria de letramento, sondam-se “afroepistemes musicosmodançantes”. Com expressão cunhada nesta pesquisa, pluralizam-se epistemes desde razão corpóreo-sensorial, onde o ritmo permite alinhamento ao tempo cósmico, atualizando e presentificando pensares que não se constituem individualmente, mas em grupo, a partir de performances – “atos vitais de transferências” (TAYLOR, 2013) – como acompanhado em cinematografias trabalhadas

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Atiah, Sonia. "Jean Giono : chemins mythiques vers la découverte de soi." Phd thesis, Université de Bourgogne, 2013. http://tel.archives-ouvertes.fr/tel-00985066.

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Le but de cette étude est de suivre le chemin de la reprise du mythe dans l'oeuvre de Giono. Le monde antique reste pour Giono une donnée permanente et imprescriptible de la condition humaine. Reprendre un mythe c'est souvent pour refaire de son héros un autre Moi, identique ou opposé. L'univers mythique de Giono, tel qu'il est représenté dans ses oeuvres, relève bien sûr de son imagination psychologique et de l'envie de se trouver un chemin qui conduit à la découverte de Soi. Etre Soi ou être un Autre, voilà la question fondamentale de la littérature contemporaine qui prend toute son ampleur chez les écrivains d'après-guerre. Giono, dans le cours de son existence réelle, a inventé son mythe de l'écrivain à travers le " portrait de l'artiste par lui-même ". C'est en devenant Ulysse ou Noé qu'il est enfin le plus authentiquement lui-même, en commençant par les autoportraits notamment Pour saluer Melville, ensuite l'autobiographie de Jeunesse dans Jean le Bleu.

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Wang, Hao. "Dunhuang xiao shuo ji qi xu shi yi shu = Dunhuang xiaoshuo jiqi xushi yishu /." Hefei Shi : Anhui ren min chu ban she, 2005. http://www.loc.gov/catdir/toc/chi0701/2006430115.html.

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ALEXANDRIA, Genilda da Silva. "Narrativas de patrimônio e percepções culturais sob a ótica da cultura visual." Universidade Federal de Goiás, 2011. http://repositorio.bc.ufg.br/tede/handle/tde/2775.

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This dissertation aims to investigate the relationship between patrimony and society, and in this sense focuses on the processes related to the building of this patrimony, by seek-ing out through the so-called narratives on patrimony a mélange of senses and under-standings about this theme and linked to the field of the visual culture. In reality, this is also a research under a clear-cut pedagogical approach, so that there is herein an inten-tion to re-read, reanalyze and reinvestigate, giving rise to a speculative review, the rela-tionship between identity and culture concerning the topic patrimony.
A presente dissertação tem o objetivo de problematizar as relações entre patrimônio e sociedade e direciona o olhar para os processos de construção do universo patrimonial, buscando no que aqui convenciono chamar narrativas do patrimônio sentidos de ampli-ação do entendimento desta temática com subsídio nos estudos da cultura visual. Trata-se, com efeito, de uma proposta de dimensão também educativa, na medida em que aqui se propõe revisitar, reinterpretar e reanalisar os propósitos identitários e as relações culturais presentes no campo patrimonial a partir de uma ótica reflexiva entre a vida social e o artefato patrimonial.

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Jackson, Luce. "La narration de souvenirs et l'entretien direct sur la santé : une étude comparative de proximité à soi auprès de personnes âgées." Thèse, Université du Québec à Trois-Rivières, 1990. http://depot-e.uqtr.ca/5684/1/000583747.pdf.

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Santos, Jane dos. "Narrativas pessoais : uma experiência didática de escrita em inglês sob a aprendizagem implícita e explícita." Universidade Federal de Alagoas, 2009. http://repositorio.ufal.br/handle/riufal/466.

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The theme of this work is personal narrative as an element of English teaching. Personal narratives are a very frequent type of genre in our oral day-today interactions. These oral narratives have the constant presence of certain elements in their internal structure, which are usually incorporated by written narratives. Therefore, the objective of this work is to use personal narratives as a tool for the teaching and learning of the English language. In order to reach this objective, a didactic experience was developed with fourteen students from a group under my responsibility in the Licentiate Degree in Languages (Portuguese- English) at Faculdade José Augusto Vieira (FJAV), in the city of Lagarto, Sergipe. The aim of the didactic experience was to enable students to write texts by making conscious use of the structure and elements of personal narratives as a text genre. The instruments which were used to verify the effectiveness of the didactic experience were questionnaires, field notes, students writing production and interviews. The research was based on the analysis of narratives according to Labov and Waletzky (1967), Pratt (1977), Prince (1983), Polanyi (1979), and Tannen (1982), among others. A theory of genres by Bakhtin (2003), Schneuwly (2004) and Marcuschi (2005), as well as a theory of writing by Raimes (1983), Flower and Hayes (1981) and Grabe and Kaplan (1996) integrated the work. Likewise, studies on implicit and explicit learning by Mathews et al. (1989), Zimmer and Alves (2006), and others, gave theoretical support to the research. The results of the research revealed the necessity to develop writing practices which attend both to the linguistic and social needs of learners. I hope that this work can contribute to the development of more meaningful teaching tasks and to the formation of more efficient writers of English as a foreign language.
O tema deste trabalho é a narrativa pessoal como elemento do ensino da língua inglesa. As narrativas pessoais são um gênero textual muito freqüente na oralidade, nas nossas interações do dia-a-dia. Essas narrativas pessoais orais têm a presença constante de certos elementos, em sua estrutura interna, que são geralmente incorporados pelas narrativas escritas. Desta forma, a pesquisa tem como proposta utilizar as narrativas pessoais como uma estratégia de ensino para a aprendizagem da escrita na língua inglesa. Para alcançar este objetivo, uma experiência didática foi desenvolvida com catorze alunos de uma turma sob minha responsabilidade no curso de Letras com habilitação em português e inglês, na Faculdade José Augusto Vieira (FJAV), no município de Lagarto, Sergipe. O objetivo da experiência didática era levar os alunos a escreverem textos empregando conscientemente a estrutura e os elementos do gênero narrativa pessoal. Os instrumentos de pesquisa utilizados foram questionários, notas de campo, análise das produções escritas dos alunos colaboradores e entrevistas. O referencial teórico apoiou-se nas análises das narrativas, segundo Labov e Waletzky (1967), Pratt (1977), Prince (1983), Polanyi (1979), e Tannen (1982), entre outros. Uma teoria de gêneros baseada em Bakhtin (2003), Schneuwly (2004) e Marcuschi (2005), assim como uma teoria de produção de textos de Raimes (1983), Flower e Hayes (1981) e Grabe e Kaplan (1996), também integraram o arcabouço teórico do trabalho. Da mesma forma, estudos sobre aprendizagem implícita e explícita, realizados por Mathews et al. (1989), Zimmer e Alves (2006), e outros, deram suporte teórico à pesquisa. Os resultados da pesquisa revelaram a necessidade do desenvolvimento de práticas de escrita que atendam tanto às necessidades lingüísticas quanto às sociais dos aprendizes. Espera-se que este trabalho contribua para o desenvolvimento de atividades de ensino mais significativas e para a formação de escritores mais eficientes de inglês como língua estrangeira.

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Michineau, Stéphanie Raclot Michèle. "L' autofiction dans l'oeuvre de Colette." [S.l.] : [s.n.], 2007. http://cyberdoc.univ-lemans.fr/theses/2007/2007LEMA3001.pdf.

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Galiana, Abal Maria Pilar. "Hyperreligiosité post-lésionnelle et rétablissement du sentiment de soi par la psychothérapie narrative médiatisée : diagnostic et traitement psychothérapique des syndromes avec hyperreligiosité secondaires à un traumatisme cranio-cérébral sévère chez des sujets en situation de handicap cognitif." Thesis, Paris 8, 2017. http://www.theses.fr/2017PA080065.

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Cette thèse s’intéresse à la question du diagnostic et du traitement à travers la psychothérapie narrativemédiatisée de syndromes avec hyperreligiosité consécutifs à un traumatisme crânio-cérébral sévère. Desétudes neuroscientifiques ont proposé l’hypothèse que hyperreligiosité post-lésionnelle constitue unetentative de réorganisation de la psyché dans un contexte d’ébranlement du sentiment de soi (Persinger,1993a ; 1993b ; 2003) et ont exploré différents postulats explicatifs de la récurrence de l’expériencereligieuse chez le sujet avec traumatisme crânio-cérébral. Mais un regard psychanalytique permetd’apporter des éléments essentiels à la compréhension de la psychopathologie post-lésionnelle marquéepar l’hyperreligiosité. Le démantèlement de l’appareil psychique, la régression psychique du patientavec une primauté des processus primaires, le retour en force d’agonies primitives, l’émergence detraumatismes antérieurs et l’expérience du handicap sont des conséquences de la lésion cérébrale àconsidérer dans le diagnostic et le traitement de ces syndromes.Cette thèse présente une méthodologie composée de trois enquêtes distinctes.Une enquête phénoménologique (# 1) sera ici présentée afin de pallier au manque de recherchescliniques au sujet des différentes manifestations sémiologiques de l’hyperreligiosité post-lésionnelle.Partant d’un échantillon de trente-deux sujets, elle aura pour objet (1) le recueil de données concernantl’expression sémiologique des syndromes avec hyperreligiosité et (2) l’identification de thématiquesexpérientielles chez des sujets ayant présenté une hyperreligiosité post-lésionnelle. Elle s’appuiera surla passation de deux questionnaires crées dans le cadre de cette étude : le questionnaire de l’expériencereligieuse et le questionnaire de l’émergence de de l’hyperreligiosité post-lésionnelle et des entretiensde recherche qui seront analysés selon la méthode de l’analyse phénoménologique interprétative. Uneenquête fondée sur des sources littéraires (# 2) aura pour objet l’analyse de la thématique existentiellede biographies religieuses écrites par de survivants devenus hyperreligieux après un traumatisme crâniocérébralsévère. Enfin, une enquête en clinique psychothérapique (# 3) sera centrale au sein de cetteétude parce que cette thèse s’intéresse à l’hyperreligiosité en tant que processus potentiellementréorganisateur de la psyché. A travers cinq études de cas et des mesures réalisées à travers des outils(échelle de pensée magique, échelle pensée-action-fusion et test BNIS), la partie clinique de cette thèseaura pour objet de mettre en avant la fonction adaptative de l’expérience religieuse et montrera commentle rétablissement du sentiment de soi est possible par l’utilisation d’actes créatifs, comme le dessin,l’écriture (biographique, poèmes) et le choix d’images, activités qui serviront d’appui restructurationpsychique et cognitive de ces patients. L’utilisation du questionnaire de l’expérience religieuse en tantque grille thématique permettra de considérer les données issues des trois enquêtes de cette étude selondes critères communs
This dissertation focuses on the diagnosis and psychotherapeutic treatment of patients withhyperreligiosity secondary to a severe traumatic brain injury (TBI). The methodology of this workhas required three separate investigations. A first phenomenological survey (#I) based thirty-twosubjects sample had as an aim (1) to identify the clinical manifestation of syndromes withhyperreligiosity, and (2) to identify experiential themes in subjects who experienced post- lesionalhyperreligiosity. Two questionnaires were created and administered as part of this study: thereligious experience questionnaire, and emergence of post-lesional hyperreligiosity questionnaire.Research interviews analyzed following the interpretative phenomenological analysis method willcomplete the clinical data collection for this survey (#I). A second survey (#II) will consider theanalysis the existential themes of religious biographies written by TBI survivors who reportedrecurrent religious experiences secondary to a traumatic brain injury. A third and main survey(#III) provides a clinical analysis of the therapeutic support of patients with post-lesionalhyperreligiosity. Through five case studies and consistent (every 6 months) administration ofmeasurement tools (magical thinking scale, thought-action fusion scale and test BNIS), this surveydisplays through detailed case studies the adaptive function of religious experience and therestoration of the sense of self though the use of creative acts (drawing, writing biographicalnarratives and poems, commenting on images).Key

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Alcântara, Celina Nunes de. "Formação teatral como criação : narrativas sobre modos de ficcionar a si mesmo." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/69931.

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Cette thèse de doctorat envisage la formation théâtrale comme une possibilité de création de soi. Elle met en relation cette formation avec les modes de fiction de soi-même, c’est-à-dire les manières d'invention et de transformation de soi-même. Elle présente une réflexion sur la formation de l'acteur-enseignant à partir de l’analyse d'un ensemble de rapports de stages professionnels et de mémoires de fin d’année, effectués par des étudiants en Licence en Théâtre de l’Universidade Estadual do Rio Grande do Sul – UERGS et de la Fundação Municipal de Artes de Montenegro –FUNDARTE. L’analyse de ce matériau empirique a été réalisée grâce notamment à quelques outils théorico-méthodologiques comme les concepts d’éthique, de vérité et de souci de soi, tel qu’ils sont envisagés par Michel Foucault. Cette analyse s’appuie encore sur d’autres concepts comme celui d’expérience, de création, d'invention et de fiction, empruntés notamment à Marilena Chauí, Virginia Kastrup, Jacques Rancière, René Passeron et Paul Valéry. D’autres notions encore, comme celle de seconde nature et de corps fictif, ont été empruntées au champ théâtral et problématisées principalement par Constantin Stanislavski, Franco Ruffini, Eugenio Barba et Nicola Savarese. À partir de ces notions et concepts, des récits ont été créés, mélangeant les trajectoires des étudiants (ainsi que leurs processus de créations et leurs processus pédagogiques respectifs), les concepts signalés et les images de différents personnages de la littérature dramatique. Parallèlement, la notion de fiction a été utilisée en tant qu’outil et procédé pour mener la réflexion elle-même, dans la mesure où cette notion a fonctionné aussi bien comme une grille d'analyse pour traiter les données empiriques qu’en tant que support pour l’écriture du texte. La thèse soutient donc l’idée que la formation peut être envisagée comme la possibilité de faire de sa propre existence une expérience constante de création, en montrant les processus de transformation des étudiants-acteurs-enseignants comme un mode d’invention de soi-même, comme une manière de dépasser la création artistique, par la force d’une relation ethopoïétique ― pratique qui se caractérise par un mouvement éthico-esthétique.
Esta tese trata sobre a formação teatral como possibilidade de criação de si. Relaciona-se essa formação a modos de ficcionar a si mesmo, ou seja, a maneiras de invenção e transformação de si. Discute-se a formação do ator professor a partir da análise de um conjunto de relatórios de estágio e trabalhos de conclusão, oriundos do Curso de Graduação em Teatro: Licenciatura, da Universidade Estadual do Rio Grande do Sul – UERGS e da Fundação Municipal de Artes de Montenegro – FUNDARTE. Para a análise do material empírico, foram usados como ferramentas teórico-metodológicas, entre outros, os conceitos de ética, verdade e cuidado de si, conforme tratados na obra de Michel Foucault; outros conceitos, igualmente, foram tratados, como os de experiência, criação, invenção e ficção, principalmente, a partir das obras de Marilena Chauí, Virginia Kastrup, Jacques Rancière, René Passeron e Paul Valéry. Além disso, do campo teatral trouxemos as noções de segunda natureza e corpo fictício, problematizadas a partir de Constantin Stanislavski, Franco Ruffini, Eugenio Barba e Nicola Savarese. Na companhia de tais noções e conceitos, foram criadas narrativas, entrelaçando as trajetórias dos alunos (bem como os respectivos processos criativos e pedagógicos) aos conceitos aludidos e às imagens de diferentes personagens da literatura dramática. Ao mesmo tempo, trabalhou-se com a noção de ficção como mote e procedimento para efetuar a própria discussão, à medida que tal noção funcionou tanto como categoria de análise para pensar o material empírico quanto como fundamento para a constituição da escrita do texto. A tese defende, portanto, a noção de formação como possibilidade de fazer da própria existência uma experiência de constante criação, mostrando os processos de transformação dos alunos-atores-professores como uma forma de invenção de si, de extrapolar o âmbito da criação artística, por força de uma relação ethopoiética ― prática movida por um movimento ético-estético.
This thesis deals with theatrical education as a possibility for creation of the self. This kind of education is connected to different forms of fiction of the self, that is, different ways of inventing and transforming oneself. We discuss the training of actors and teachers based on the analysis of a set of trainee reports and dissertations from the Undergraduate Theatre Programme of Universidade Estadual do Rio Grande do Sul – UERGS and Fundação Municipal de Artes de Montenegro – FUNDARTE. For the analysis of the empirical data, we used as theoretical-methodological tools, among others, the concepts of ethics, truth and care of the self, as addressed in the work of Michel Foucault; other concepts were also discussed, such as experience, creation, invention, and fiction, based mainly on the works of Marilena Chauí, Virginia Kastrup, Jacques Rancière, René Passeron, and Paul Valéry. Moreover, we brought from the field of theatre notions of second nature and fictional body, problematised according to the ideas of Constantin Stanislavski, Franco Ruffini, Eugenio Barba and Nicola Savarese. With these notions and concepts as companions, narratives were created, intertwining the student's experiences (as well as their respective creative and pedagogical processes) to the concepts which were mentioned and to images of different characters from dramatic literature. At the same time, we have dealt with the notion of fiction as a theme and procedure to start the discussion itself, as this notion has worked both as a category of analysis to think the empirical material related to a foundation to the constitution of the process of writing. This thesis argues, therefore, for the notion of education as a possibility to turn existence itself into an experience of constant creation, exposing the transformations of students-actors-teachers as a form of self-invention and extrapolation of the scope of artistic creation, by virtue of an ethopoietic relationship ― a practice driven by an ethical-aesthetic movement.

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Nascimento, Neto Octávio. "Série na tv sob demanda : as estruturas narrativas frente as mudanças nas práticas de consumo /." Bauru, 2016. http://hdl.handle.net/11449/150083.

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Orientador: Ana Silvia Lopes Davi Médola
Banca: Arlindo Rabechi Junior
Banca: João Carlos Massarolo
Resumo: As maneiras de assistir seriados televisivos vêm mudando e, como consequência, alteram os modos de discursivização das estruturas narrativas, bem como as formas de consumo. Diante de um cenário comunicacional em que o público ganha, por meio dos avanços tecnológicos e mudanças culturais, autonomia para organizar a sua própria programação de conteúdos audiovisuais, as formas de se contar histórias passam a enfrentar novos desafios. Por meio da análise da série House of Cards - da Netflix, com base na semiótica discursiva e nos estudos de televisão, procura-se identificar quais são as características narrativas permanecem e quais são inauguradas na TV por demanda. Como decorrência da fragmentação do consumo, também é analisado o surgimento de aplicativos como o TVShow Time que realizam o gerenciamento do consumo e das relações entre os telespectadores no âmbito da cultura de fãs.
Abstract: The way we watch TV shows has changed and, as a consequence, it alters the discursivization modes of narrative structures, as well as the ways of consumption. As a consequence of the technological advances and cultural changes, the public starts to gain the autonomy to organize their own schedule of audiovisual content, giving us a new communication scenario where the forms of storytelling come to face new challenges. Through the anlysis of the show House of which are the narrative features that remain and which are introduced by TV on demand. As a result of the fragmentation of consumption, it is also analyzed the app appearence, such as the TVShow Time, that perfoms a management of consumption and interaction among viewers within the fan bases
Mestre

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Nascimento, Neto Octávio [UNESP]. "Série na tv sob demanda: as estruturas narrativas frente as mudanças nas práticas de consumo." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/150083.

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As maneiras de assistir seriados televisivos vêm mudando e, como consequência, alteram os modos de discursivização das estruturas narrativas, bem como as formas de consumo. Diante de um cenário comunicacional em que o público ganha, por meio dos avanços tecnológicos e mudanças culturais, autonomia para organizar a sua própria programação de conteúdos audiovisuais, as formas de se contar histórias passam a enfrentar novos desafios. Por meio da análise da série House of Cards – da Netflix, com base na semiótica discursiva e nos estudos de televisão, procura-se identificar quais são as características narrativas permanecem e quais são inauguradas na TV por demanda. Como decorrência da fragmentação do consumo, também é analisado o surgimento de aplicativos como o TVShow Time que realizam o gerenciamento do consumo e das relações entre os telespectadores no âmbito da cultura de fãs.
The way we watch TV shows has changed and, as a consequence, it alters the discursivization modes of narrative structures, as well as the ways of consumption. As a consequence of the technological advances and cultural changes, the public starts to gain the autonomy to organize their own schedule of audiovisual content, giving us a new communication scenario where the forms of storytelling come to face new challenges. Through the analysis of the show House of Cards – from Netflix, based on discursive semiotics and television studies, it seeks to identify which are the narrative features that remain and which are introduced by TV on demand. As a result of the fragmentation of consumption, it is also analyzed the app appearance, such as the TVShow Time, that performs a management of consumption and interaction among viewers within the fan bases.

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Lupu, Ioana. "La construction de l’identité des femmes experts-comptables en France : rendre compte de la construction de l’identité : la négociation du soi chez les femmes experts-comptables." Thesis, Paris, CNAM, 2011. http://www.theses.fr/2010CNAM0743/document.

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Cette thèse a comme objectif de contribuer à la compréhension du processus de construction de l’identité des femmes experts-comptables. Elle s'appuie sur la réalisation d'une quarantaine d’entretiens semi-directifs, à portée biographique, réalisés auprès de femmes et d'hommes experts-comptables et stagiaires. Deux identités saillantes, de professionnelle et de mère, ont été plus particulièrement mises en évidence. Ces deux identités s’influencent réciproquement. Leurs évolutions s'interpénètrent et nourrissent une même construction identitaire. Les rôles de mère et de manager/professionnelle sont cependant porteurs de contradictions et de tensions qui induisent différentes stratégies de conciliation. La distinction de deux grandes catégories de stratégies, une stratégie de gestion familiale et une stratégie de gestion professionnelle a permis d'analyser la manière dont les femmes professionnelles comptables ont pu s’adapter à la culture organisationnelle des cabinets d'expertise. Ces pratiques ne sont cependant que principalement adaptatives et peinent à véritablement induire des changements culturels
The thesis is positioned at the confluence of literature on gender, professions and identity and aims to contribute to the understanding of the processes of identity construction of women public accountants. The empirical data presented in this dissertation is based on over forty semi-structured biographic interviews with women and men, CPAs and trainees. My method was built progressively as a result of my immersion in the field and of my personal experience as a woman and professional accountant. Based on my findings, I highlighted the existence of an approved organizational path characterized by linear, constant upward mobility and submitted to organizational norms. This professional model, constructed as masculine, does not appeal to a majority of women, and especially mothers, who decide to have recourse to alternative professional models. Although promoted by the firms, these models lack the legitimacy of approved routes and often imply a derailment of women’s careers right from the early days because previous choices may limit the range of choices available in the future. My study is focused on the construction of women CPA’s professional identity and of its interaction with motherhood. I show that in constructing their identity women dwell on socially defined roles and organizationally available discourses that may be in contradiction with each other. Thus, women attempting to construct themselves as both good professional and mother may experience identity tensions. Nevertheless, their identities are not fragmented, but are the result of a continuous effort to integrate contradictory discourses in an ongoing biography. In addition, I highlight two types of strategies that women professional accountants use: strategies concerning family and strategies concerning work. Their analysis allow me to draw the conclusion that women CPA impose new work practices that are mostly adaptive practices and do not aim to alter the current ones

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Lee, Shung-wai. "Mixing narratives and commentaries reading the "Leizhuan" of Shiji = Xu shi yu yi lun zhi jian : "Shi ji" "Lei zhuan" de jie du /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B4269453X.

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Lu, Pei'er. "Xu shu "jiu qi" : Xianggang xiao shuo zhong de shi jian yu xu shi = Narrating "1997" : time and narrative in Hong Kong novels /." click here to view the fulltext click here to view the abstract and table of contents, 2006. http://net3.hkbu.edu.hk/~libres/cgi-bin/thesisft.pl?pdf=b19843926f.pdf.

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Lupu, Ioana. "La construction de l'identité des femmes experts-comptables en France : rendre compte de la construction de l'identité : la négociation du soi chez les femmes experts-comptables." Phd thesis, Conservatoire national des arts et metiers - CNAM, 2011. http://tel.archives-ouvertes.fr/tel-00624385/en/.

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Cette thèse a comme objectif de contribuer à la compréhension du processus de construction de l'identité des femmes experts-comptables. Elle s'appuie sur la réalisation d'une quarantaine d'entretiens semi-directifs, à portée biographique, réalisés auprès de femmes et d'hommes experts-comptables et stagiaires. Deux identités saillantes, de professionnelle et de mère, ont été plus particulièrement mises en évidence. Ces deux identités s'influencent réciproquement. Leurs évolutions s'interpénètrent et nourrissent une même construction identitaire. Les rôles de mère et de manager/professionnelle sont cependant porteurs de contradictions et de tensions qui induisent différentes stratégies de conciliation. La distinction de deux grandes catégories de stratégies, une stratégie de gestion familiale et une stratégie de gestion professionnelle a permis d'analyser la manière dont les femmes professionnelles comptables ont pu s'adapter à la culture organisationnelle des cabinets d'expertise. Ces pratiques ne sont cependant que principalement adaptatives et peinent à véritablement induire des changements culturels.

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Hamilton, Alexa Kate. "What's the Story? Micro- and Macro- Analyses of Narratives from Children with ADHD and LI." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1430341132.

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Daher, Claudia Helena. "Sob o signo de Terpsícore : cenas de baile em narrativas francesas, portuguesas e brasileiras do século XIX." reponame:Repositório Institucional da UFPR, 2016. http://hdl.handle.net/1884/45106.

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Orientadores : Profª Drª Patrícia da Silva Cardoso e Prof. Dr. Bernard Emery
Tese (doutorado) - Universidade Federal do Paraná, Setor de Ciências Humanas, Programa de Pós-Graduação em Letras e École Doctorale de Langues, Littératures et Sciences Humaines de l'Université Grenoble Alpes. Defesa: Curitiba, 05/07/2016
Inclui referências : f.300-313
Área de concentração : Estudos literários
Resumo: A presente tese tem por objetivo a análise de cenas de baile em textos narrativos do século XIX produzidos em três países: França, Portugal e Brasil. Destacamos primeiramente a presença e o imaginário construído em torno desta prática social; em seguida, a partir de onze cenas literárias de baile, analisamos e discutimos a diversidade das representações às quais este evento deu lugar. Considerando a cena de baile uma situação privilegiada para o desenvolvimento de encontros, dramas e promoções, observa-se como cada texto trabalha com o fenômeno do baile, estabelecendo-se, para isso, um constante movimento dialético entre o imaginário social e o literário. Na última parte do trabalho, os resultados obtidos são colocados à luz dos estudos sobre os regimes do imaginário, análise que nos permite verificar a presença do regime noturno como traço comum, embora, dentro deste universo, os personagens apresentem elementos contraditórios e inovadores. Ao longo do trabalho, colocamos em destaque a posição ocupada pelo indivíduo no baile e sua relação com a sociedade moderna, analisando, ao mesmo tempo, de que modo as cenas contribuem a reforçar ou refutar concepções literárias e artísticas vigentes. Visa-se a demonstrar que este topos, frequente nas produções do século XIX, constitui um elemento notável para a compreensão do imaginário histórico, social e literário do período. Trata-se de uma pesquisa de caráter pluridisciplinar que tem por apoio textos de crítica literária, história, sociologia, antropologia, em complemento à leitura dos textos literários. A perspectiva comparatista revela-se estimulante para compreender as particularidades e a complexidade destas cenas, bem como os elementos do imaginário que as compõem. Palavras-chave: cenas de baile, narrativas do século XIX, literatura comparada, imaginário.
Abstract: This thesis aims at analyzing ball scenes in narrative texts produced in three countries in the nineteenth century: the countries are France, Portugal, and Brazil. First, we emphasize the presence and the imaginary built around this social practice; after that, altogether with the eleven ball literary scenes, we analyze and discuss the diversity of representations to which this event has given place. Considering the ball scene as a privileged situation to the development of meetings, dramas, and promotions, we observe in what way each text works with the ball phenomenon, settling for this, a constant dialectical movement between the social and literary imaginary. In the last part of this paper, the results are placed to the light of studies on the imaginary schemes; such an analysis that allows us to verify the presence of the night scheme as a common thread, though, within this universe, the characters exhibit contradictory and innovative elements. Throughout this study, we have highlighted the position occupied by the individual at the ball and his or her relationship with modern society, analyzing at the same time, how the scenes contribute to strengthen or refute literary and artistic conceptions at the time. Our aim is to demonstrate that this topos, often present in the nineteenth century literary pieces, is a significant element in understanding the historical, social and literary imaginary of those times, social and literary period. Our research has a multi-disciplinary nature supported by literary criticism, history, sociology, anthropology, in addition to the reading of literary texts. The comparative perspective proves to be stimulating when it comes to understanding the characteristics and complexity of these scenes as well as imaginary elements that compose them. Keywords: ball scenes, nineteenth-century narratives, comparative literature, imaginary.
Résumé: L'objectif de cette thèse est l'analyse de scènes de bal dans des textes narratifs du XIXe siècle produits dans trois pays : France, Portugal et Brésil. Nous soulignons premièrement la présence et l'imaginaire construits autour de cette pratique sociale ; ensuite, à partir d'onze scènes littéraires de bal, nous analysons et discutons la diversité de représentations auxquelles cet événement a donné lieu. En considérant la scène de bal un endroit privilégié pour le développement de rencontres, drames et promotions, on observe comment chaque texte travaille le phénomène du bal, en établissant, pour cela, un constant mouvement dialectique entre l'imaginaire social et le littéraire. Dans la dernière partie du travail, les résultats obtenus sont placés à la lumière des études sur les régimes de l'imaginaire. Cette analyse nous permet de vérifier la présence du régime nocturne comme trace commune, bien que, à l'intérieur de cet univers, les personnages présentent des éléments contradictoires et innovateurs. Au long du travail, nous observons la position occupée par l'individu dans le bal et sa relation avec la société moderne, en analysant, en même temps, de quelle manière les scènes contribuent à renforcer ou à réfuter des conceptions littéraires et artistiques de l'époque. Nous visons à démontrer que ce topos, fréquent dans les productions du XIXe siècle, constitue un élément remarquable pour la compréhension de l'imaginaire historique, social et littéraire de la période. Il s'agit d'une recherche de caractère pluridisciplinaire qui se fonde sur des textes de critique littéraire, d'histoire, de sociologie, d'anthropologie, en complément à la lecture des textes littéraires. La mise en perspective comparatiste se révèle stimulante pour comprendre les particularités et la complexité de ces scènes, ainsi que les éléments de l'imaginaire qui les composent. Mots-clés : scènes de bal, récits du XIXe siècle, littérature comparée, imaginaire.

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MESSEGUE, ANNE. "Reorganisation de textes narratifs par des enfants de cm1 (9-10 ans) : roles du concept de soi comme redacteur et du niveau de competence." Lyon 2, 2000. http://www.theses.fr/2000LYO20021.

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Cette these a un double objectif : l'etude du concept de soi comme redacteur chez des enfants de cm1, selon leur competence, et son role en situation de reorganisation de textes narratifs. Les travaux recents sur la redaction de textes et l'expertise mettent en evidence les capacites cognitives et metacognitives qui distinguent le fonctionnement des sujets. Or, la metacognition mettant en jeu desrepresentations de soi comme de la tache. Le concept de soi est aborde, notamment dans sa dimension scolaire. Concu comme multidimensionnel et hierarchise, il serait compose de concepts de soi specifiques aux disciplines, comme la lecture et l'ecriture. Apres le reperage du concept de soi et des representations liees a l'ecrit, la recherche etudie le role du concept de soi. Selon sa nature et le niveau de competence des enfants, lors d'une reorganisation de textes narratifs avec ou sans apport d'information sur le schema narratif. Puis, un entretien metacognitif evalue l'impact de cet apport. Les resultats suggerent que la competence intervient dans la construction du concept de soi, mais peu dans les representations de la tache, pour lesquelles les enfants se distinguent en fonction de leur concept de soi. En reorganisation de textes, le niveau de competence differencie les enfants du point de vue de la coherence de leur texte comme de la distance qui les separe du texte modele. Le concept de soi intervient de facon differente pour les enfants moins competents avec ou sans apport d'informations, puisque ceux ayant un self positif rencontrent plus de difficulte avec apport, alors que sans, ceux qui ont un self negatif sont dans ce cas. Enfin, les enfants ayant eu un apport d'informations verbalisent davantage le schema narratif, mais l'entretien metacognitif semble beneficier aux enfants sans apport d'information pour la reorganisation de textes.

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Delaunay, Claire. "Léon Tolstoï, écrivain de l'angoisse." Thesis, Paris 4, 2017. http://www.theses.fr/2017PA040181.

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L’angoisse joue un rôle primordial dans l’œuvre de Léon Tolstoï, principe structurant de son système narratif et aiguillon de sa quête personnelle – littéraire, philosophique et religieuse. Trois grandes familles peuvent être distinguées parmi les personnages tolstoïens : ceux du « on », les « hommes de la société », constituant la masse des personnages secondaires ; ceux du « je », « je » qui émerge dans et par l’expérience de l’angoisse, « héros mobiles » auxquels il est donné d’évoluer ; et ceux du « nous », figures de la communauté des « hommes de la nature », détenteurs du savoir auquel aspirent les héros. L’intrigue se construit autour de la destinée de ces héros, dont l’évolution constitue une forme de parcours initiatique procédant par ruptures. Les étapes de ce parcours s’articulent autour de la crise, de la réaction à celle-ci et de sa résolution dans la révélation. Si les héros aspirent au salut de l’angoisse dans le dépassement de l’être individuel et la communion universelle, cette aspiration se traduit chez Tolstoï par un rapport complexe au moi se révélant à travers ses différentes pratiques d’écriture et par l’élaboration d’un projet éthique et esthétique devant permettre cette communion universelle. L’angoisse de Tolstoï lui-même semble devoir en outre être considérée dans le contexte du tournant du siècle, qui représente un tournant dans la culture et en particulier dans la littérature russe. L’utilisation, dans les textes où Tolstoï fait le récit de sa propre conversion, des schémas narratifs et procédés d’écriture élaborés dans les œuvres littéraires semble suggérer la possible « fictionnalité » de la résolution de sa crise personnelle
Angst plays a primordial role in Leo Tolstoy’s writing, being the structuring principle of his narrative system and the heart of his personal – literary, philosophical, and religious – quest. Three categories can be distinguished among tolstoyan characters: the “men of society”, who constitute the mass of the secondary characters; the “mobile heroes”, whose individuality emerges in and from the angst experience; and the figures of the “men of nature”, holders of the knowledge heroes aspire to. The plot is built on these heroes’ destiny, whose evolution represents a form of initiatory path proceeding by ruptures. The steps of this course are articulated around the crisis, the response to it, and its resolution as revelation. While heroes aspire to escape from angst by going beyond the individual “I” and by the universal communion, this desire shows itself in the Tolstoy’s complex relation to the “I”, revealing itself through his various writing practices and by the development of an ethic and aesthetic project that should ensure this universal communion. Tolstoy’s personal Angst should be considered in the context of the century’s turn, representing a turning point in culture and in particular in Russian literature. The use, in the texts in which Tolstoy tells the story of his own conversion, of narrative patterns and writing devices developed in his literary works seems to suggest the possible “fictionality” of his personal crisis’s resolution

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Rego, Vânia Cecília Almeida. "La mise en scène du je dans l'oeuvre de José Luís Peixoto : problématiques de l'écriture de soi." Thesis, Poitiers, 2015. http://www.theses.fr/2015POIT5007.

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Le travail d'écriture de José Luís Peixoto met en valeur le Je par le biais de l'utilisation de formules inédites et d'une innovation constante au sein de l'écriture de soi, en mobilisant notamment des formes traditionnelles (contes, contes philosophiques, romans d'initiation) que l'auteur conjugue de façon à obtenir une manière nouvelle et ingénieuse d'aborder les territoires autobiographiques. Le jeu entre la fiction et le langage du Je, centré sur des récits de filiation, crée une écriture qui oscille toujours entre le domaine de l'imagination créatrice de fiction et les domaines de l'intime et de l'écriture sur soi, dans une espèce de pulsion double caractéristique de l'auteur. La force de l'œuvre de Peixoto résulte de l'alliance entre des thématiques qui découlent d'un regard idéologique sur la société portugaise contemporaine et un langage extrêmement lyrique et à forte charge symbolique, mettant en scène la ruralité par le biais d'univers tantôt réalistes tantôt oniriques et poétiques
José Luis Peixoto's works emphasize the self by means of unique formulas and constant innovation of the writing of the self. This is achieved through the use of mainly traditional procedures which the author handles in order to obtain a result that is both imaginative and original. The relation between fiction and the language of the self, which is centered on narratives of affiliation, spawns a writing style that wavers over the fiction-creating imagination and the domains of intimacy and the writing of the self, in a kind of double urge that defines the author. The author's literary strength is a result of the interweaving of themes that emerge from an ideological view on contemporary Portuguese society and a use of language that is extremely lyrical and charged with symbolism, which accentuates rurality through the creation of universes that can be both realistic and oneiric
A escrita de José Luís Peixoto coloca o EU em relevo através da utilização de métodos inéditos e de uma inovação constante dentro da escrita de si, mobilizando nomeadamente técnicas tradicionais (conto, conto filosófico, romance de iniciação) que o autor conjuga de forma a obter uma forma original e imaginativa de abordar o campo autobiográfico. O jogo entre a ficção e a linguagem do Eu, centrado nas narrativas de filiação, cria uma escrita que oscila sempre entre o domínio da imaginação criadora de ficção e os domínios da intimidade e da escrita sobre si, numa espécie de pulsão dupla característica do autor. A força da obra de Peixoto resulta da aliança entre temáticas que emergem de um olhar ideológico sobre a sociedade portuguesa contemporânea e uma linguagem extremamente lírica e com uma forte vertente simbólica, colocando em evidência a ruralidade através de universos tanto realistas como oníricos e poéticos

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Meirelles, Lívia Xavier de. "Amamentação sob a ótica do desejo e das tecnologias não invasivas de cuidado de enfermagem: narrativas de vida." Universidade do Estado do Rio de Janeiro, 2014. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=6648.

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Trata-se de uma pesquisa qualitativa exploratória que teve como objeto de estudo o desejo de amamentar na perspectiva das tecnologias não invasivas de cuidado de enfermagem. Objetivou: Descrever a vivência da mulher em relação à amamentação quanto ao seu desejo de amamentar. Identificar se o desejo da mulher de amamentar foi respeitado. Discutir os cuidados de enfermagem recebidos pela mulher durante o período de amamentação na perspectiva das tecnologias não invasivas de cuidado de enfermagem. Utilizou a Narrativa de Vida como método, adotou o referencial metodológico de Daniel Bertaux e realizou entrevista aberta com dezesseis mulheres em processo de amamentação, a partir do pós-parto imediato até os 06 meses de vida do bebê em atendimento no alojamento conjunto, no alojamento de mães que possuem seus bebês internados na UTI neonatal e as Estratégias de Saúde da Família com a seguinte pergunta norteadora: Fale a respeito de sua vida que tenha relação com a amamentação. O estudo foi aprovado pelo Comitê de Ética e Pesquisa da Prefeitura Municipal de Saúde do Rio de Janeiro. A coleta de dados foi realizada no período de fevereiro a julho de 2013, até atingir o ponto de saturação. Emergiram a partir de suas narrativas duas unidades de significação: Vivência da mulher em relação à sua amamentação e Cuidados de enfermagem na perspectiva da tecnologia não invasiva de cuidado de enfermagem. O referencial teórico adotado foi Donald Woods Winnicott. As narrativas de vida das mulheres entrevistadas evidenciaram que entre dezesseis mulheres, onze queriam amamentar e cinco relataram que não queriam amamentar. Das mulheres que queriam, observa-se que algumas já possuíam o desejo, por decisão própria. Vivenciar ou ter vivenciado a amamentação; influência familiar e relação mãe-filho são fatores que levam uma mulher a decidir ou não amamentar. O estudo evidenciou que a mulher se sente completamente responsável pelo filho, julga as que não amamentam e amamenta mesmo com dificuldades. As que inicialmente, relataram o desejo de não amamentar na gravidez, no puerpério decidiram amamentar e algumas dessas, justificaram a mudança em função da pressão profissional. A Enfermagem não utiliza dos preceitos das Tecnologias Não Invasivas de Cuidado de Enfermagem para cuidar da mãe e seu filho com relação ao desejo de amamentar. O relacionamento mãe-filho é um fator que nos leva a uma reflexão considerada como uma das mais importantes quando se fala de amamentação na concepção de Donald Winnicott. A enfermagem deve incorporar possibilidades e concepções das tecnologias não invasivas de cuidado de enfermagem em sua prática nas diversas áreas de atuação. Na amamentação, as Tecnologias Não Invasivas de Cuidado de Enfermagem são excelentes ferramentas para a enfermagem praticar no seu cotidiano assistencial com mulheres que estão amamentando. Uma vez que priorizam a não invasão, o respeito ao desejo, o empoderamento, a autonomia e a autoconfiança.
It is an exploratory qualitative research that had as study object the desire to breastfeed woman from the perspective of the non invasive technologies for nursing care. It aimed: Describe the experience of women in relation to breastfeeding as your desire to breastfeed. Identify whether the woman's desire to breastfeed was respected. Discuss the nursing care received by women during the period of breastfeeding from the perspective of non-invasive technologies for nursing care. It was used the Life Narrative method, adopted Daniel Bertaux methodological reference and conducted open interviews with sixteen women in the breastfeeding process, from the immediate postpartum period until 06 months of baby's life in attendance in rooming-in facility, in the accommodation of mothers who have their babies hospitalized in a neonatal ICU and Basic Health Units with the following guiding question: Talk about your life that is related to breastfeeding. The study was approved by the Ethics and Research of the Rio de Janeiro Municipal Government of Health. Data collection was conducted in the period of February to July 2013, up to the saturation point. Emerged from their narratives two units of meaning: "Experience of women in relation to their breastfeeding" and "Nursing Care from the perspective of non-invasive technology for nursing care." The theoretical approach adopted was Donald Woods Winnicott. The life narratives of women interviewed showed that women between sixteen, eleven wanted to breastfeed and five reported that they did not want to breastfeed. Women who wanted, it is observed that some already had the desire, by her own decision. Experiencing or have experienced breastfeeding; family influence, and mother-child relationship are factors that lead a woman to decide whether or not to breastfeed. The study showed that the woman feels completely responsible for the child, judges those who do not breastfeed and breastfeeds even with difficulties. Those who initially reported the desire not to breastfeed during pregnancy, in the postpartum decided to breastfeed and some of these justified the change due to professional pressure. Nursing does not use precepts of Noninvasive Technologies for Nursing Care to care for the mother and her child in relation to the desire to breastfeed. The mother-child relationship is a factor that leads to a reflection regarded as one of the most important when it comes to breastfeeding in the conception of Donald Winnicott. Nursing must incorporate concepts and possibilities of non-invasive technologies for nursing care in his practice in several areas. In the breastfeeding, Non-invasive Technologies of Nursing Care are excellent tools for nursing to practice in their daily care to women who are breastfeeding. Since they do not prioritize invasion, respect the desire, empowerment, autonomy and self-confidence.

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Olioni, Raymundo da Costa. "Tema e n-rema: a construção do fluxo de informação em textos narrativos sob uma perspectiva sistêmico-funcional." Pontifícia Universidade Católica do Rio Grande do Sul, 2010. http://hdl.handle.net/10923/4282.

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This study is grounded in M. A. K. Halliday’s Systemic Functional Grammar (SFG), focusing on the functions of Theme and New Information. These two functions belong, respectively, to the Thematic structure and to the Information structure in the textual metafuncation, the latter being one of the levels of linguistic analysis in SFG. By following Halliday’s (1985, 1994, 2004) conceptualization of Functional Theme, Daneš’ studies on “Thematic Progression” (1974) and Fries’ (1981; 1983; 1994; 1995; 1997; 2002; 2009) investigations on the method of development of the text and on the N-Rheme, we analysed narrative texts in Portuguese in order to verify the construction of each text as a whole. We observed the flow of information, that is, how the New Information in the clause relates to its local context – the Theme – and the movement from the point of departure of the clause to its end, in which the reader may find the information which is presented as New, the focus of attention, in structures in canonical order. We move on and show that, being highly predictable, the unmarked themes of each clause which occur in this type of production indicate the writer’s point of view on the subject of the text; besides, the N-Rhemes of the clause, being highly informative, correspond to the most meaningful information to the reader. This considered, the Themes and N-Rhemes of the clause make up the main structure of the text, by characterizing a schema which contains the writer’s point of view as well as the most informative ideas to be captured by the reader. This allows for the construction of a text summary, that is, a synthesis of the original text.
Este estudo tem como referencial teórico a Gramática Sistêmico-Funcional (GSF) de M. A. K. Halliday, centrando-se especificamente nas funções de Tema e de Informação Nova – pertencentes respectivamente à Estrutura Temática e à Estrutura de Informação na Metafunção Textual, um dos níveis de análise linguística da GSF, que organiza a oração como mensagem e sistematiza os significados experienciais e interpessoais. Com base nas noções de Halliday (1985, 1994, 2004) sobre Tema funcional, nos estudos de Daneš (1974) sobre Progressão Temática e nas investigações de Peter Fries (1981; 1983; 1994; 1995; 1997; 2002; 2009) concernentes a Método de Desenvolvimento Textual e a N-Rema, observa-se de que modo, em textos narrativos escritos em língua portuguesa, se constrói o texto como unidade de sentido. Verifica-se, assim, o fluxo de informação, ou seja, como a Informação Nova em uma oração se relaciona ao contexto local desta – o Tema – e qual o movimento realizado do ponto de partida da oração como mensagem em relação ao final da oração, ponto em que se concentra a informação de maior valor para o leitor em estruturas de ordem canônica. Na seqüência, constata-se que os Temas oracionais não-marcados recorrentes neste tipo de produção, por terem um alto índice de previsibilidade, indicam o ponto de vista do escritor sobre o assunto do texto, e que o mapeamento dos N-Remas oracionais – que possuem um alto índice de informatividade – coincidem com a informação mais significativa para o leitor. Dessa forma, tem-se, na configuração dos Temas e dos NRemas oracionais, um esqueleto do texto, isto é, um esquema contendo o ponto de vista do escritor agregado às idéias mais significativas a serem retidas pelo leitor, o que possibilita, numa segunda instância, a formação de um resumo, uma síntese do texto original.

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Pereira, Ana Leticia Guedes. "Narrativas de pais sobre meninas com Transtorno do Déficit de Atenção e Hiperatividade: um estudo sob o enfoque sistêmico." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/15108.

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Conselho Nacional de Desenvolvimento Científico e Tecnológico
In recent years, complaints about Attention Deficit Disorder and Hyperactivity became frequent services to destinations child and adolescent population. This disorder is also presented by adults and impairs the academic, professional and staff who present it. Although they have many strengths, people with ADHD can be put in place a number of problems in the environments they frequent. And it is noteworthy that there are studies that demonstrate the existence of comorbidities related to the disorder in question. Based on the facts presented above, research on the subject are essential to enhance understanding about it. This research aimed to verify the existence of similarities and differences in the design of the parents in relation to ADHD, specifically to verify the existence of factors related to the dynamics between parents and children that could be contributing to the maintenance of the difficulties experienced and the existence of alternative used by the family to minimize these difficulties. To this end, this research adopted a qualitative design and is based on the systemic approach, participants were two sets of parents with children who have complaints of ADHD. To collect data we used a semi-structured interview, dealing with the issue. The results showed that parents differ little about ADHD. And that among the alternative coping adopted the recurrence of professionals working on the subject and finding information, using instruments such as the Internet, strategies are chosen by parents. Through analysis of the collected material was observed that at times during the trajectory family responsibility dimension of each of the difficulties faced, remained forgotten and because some member of this family was placed in a position crystallized within the family. On the other hand the existence of family myths and communication difficulties disrupted the relationship between parents and children
Nos últimos anos, queixas sobre Transtorno do Déficit de Atenção e Hiperatividade se tornaram frequentes nos serviços destinados à população infantil e adolescente. Vale ressaltar que este transtorno é apresentado ainda por adultos e prejudica a vida acadêmica, profissional e pessoal de quem o apresenta. Apesar de possuírem muitas potencialidades, pessoas com TDAH podem ser colocadas no lugar de problemáticas nos diversos ambientes que frequentam. Por outro lado há ainda estudos que demonstram a existência de comorbidades relacionadas ao transtorno em questão. Com base nos fatos expostos, pesquisas sobre o tema são essenciais para ampliar a compreensão acerca deste. Esta pesquisa teve por objetivo verificar a existência de semelhanças e diferenças na concepção dos pais em relação ao TDAH, mais especificamente de verificar a existência de fatores relacionados à dinâmica entre pais e filhos que pudessem estar colaborando para a manutenção das dificuldades vivenciadas e a existência de alternativas utilizadas pela família para minimizar estas dificuldades. Para tanto, esta pesquisa adotou um delineamento qualitativo e fundamenta-se na abordagem sistêmica. Foram participantes dois casais de pais com filhas que têm queixa de TDAH. Para a coleta de dados, foi utilizado um roteiro semiestruturado de entrevista, versando sobre o tema. Os resultados evidenciaram que os pais divergem pouco acerca do TDAH. E que dentre as alternativas de enfrentamento adotadas a recorrência a profissionais atuantes sobre o tema e a busca de informações, por meio de instrumentos como a internet, foram estratégias escolhidas pelos mesmos. Por meio da análise do material coletado, foi possível observar que, em alguns momentos durante a trajetória familiar, a dimensão da responsabilidade de cada um sobre as dificuldades enfrentadas permaneceu esquecida e que, em decorrência disso, algum membro familiar foi colocado em uma posição cristalizada dentro da família em tais momentos. Por outro lado, a existência de mitos familiares e dificuldades de comunicação tumultuaram as relações entre pais e filhos

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Follis, Kristin. "The Exercise of Power through Creation of Knowledge: A Narrative of Environmental Change During Colonization in Kiambu, Kenya." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-182693.

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Ongoing environmental change is one of the greatest barriers facing programs and policies aiming to achieve sustainable development today. While the concept of sustainable development is relatively new, the threat of environmental change is not. Throughout colonization in Kenya the British colonial government was overly concerned with the quality of soil and increasing possibilities of erosion. Both Victorian ideologies of culture and society as well as the colonial discourse that existed in Kenya lead to a conception of the Africans as environmentally and agriculturally inept. Thus, they were blamed as the greatest threat to soil fertility. These notions together created a colonial environmental narrative based on inaccurate conceptions of the African farmer. International examples of environmental degradation as well as the expertise of Western research were used to support the narrative and further intervention into Kenyan society. The goal of this thesis is to examine exactly what made up the narrative, what purposes it served and who benefited from it. Through analysing the case of the Kikuyu in Kiambu, the district where Africans came in closet contact with the Europeans, this paper examines how a reorganization of power and control occurred. Specifically, archival research was utilized to gain direct insight into colonial perceptions and departmental reporting. The results show that African farmers were wrongly accused as the main culprits of soil degradation; in fact, changes to cultivation methods during much of colonization such as increased output and forced implementation of European techniques had a detrimental effect on soil fertility. While evidence existed to counter the narrative, it was reinforced as truth by Western research and colonial power. The result for the settlers was prioritized agriculture as well as security over land rights; simultaneously, for the colonial administration the narrative served as justification for their humanitarian mandate, while fostering an amount of social control. The results reveal that the creation of a narrative based on environmental change where the African was labelled as the problem, created a situation where colonial and settler interests triumphed over all others.

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Lima, Patrícia de Moraes. "Infância e experiência : as narrativas infantis e a arte-de-viver o cuidado." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2008. http://hdl.handle.net/10183/15340.

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L'abordage prédominant de la compréhension de l'enfance se fait par le truchement de différents récits qui contiennent le lieu de l'incomplétude, de l'ingénuité, de la beauté absolue, de la bonté, parmi d'autres prérogatives qui définissent ce lieu. Il faut penser à la problématisation de ces conceptions dès le début, puisqu‟elles sont répetées dans les différents contextes et milieux sociaux qui enveloppent l'enfance, cela nous renvoie à un mouvement qui embrouille nos “premières” vérités et nous pousse, non seulement à savoir ce qu'est l'enfance, mais plus que cela, à penser l'enfance comme une chose encore inconnue. Tous les efforts faits pour fixer l'enfance dans une seule conception s'avèrent être un exercice d‟enfermement, ou alors se résument à des efforts qui mettent en valeur une règle, une position-de-sujet, installant des territoires, ceux-là même qui prétentent enfermer toute l'idée, l'emprisonne toute en s'enfermant en elle-même. Il est temps de comprendre que ce mot enfance s'éparpille en plusieurs sens, en une énigme d'ailleurs suivie d'infins glissements conceptuels. C'est ainsi que, supposer que l'enfance peut s'exprimer dans une expérience, me pousse parfois à penser qu'il y a possibilité de concevoir une enfance hors du langage, c'est-à-dire, dans ce glissement continu de l‟expérience dans et par le langage, (et) qu'il est possible de trouver une enfance-expérience qui fait des agencements dans le soin de nous-mêmes. Donc, la perspective d‟une enfance m'invite à penser au monde par ses irrégularités ses précarités, ses contingencements, bref, cela exige que j'envisage un autre champ du discours, c‟est-à-dire, ce champ qui se fait par ce qui fuit, ce qui resiste, par une force vitale de liberté qui nous amène à nous pencher sur nous- mêmes. Et tant que dimension de l'inattendu, l'imprévu de cette enfance glisse en nous le doute et l'incertitude comme possibilités de connaître ce qu'on ne connaît pas encore, de savoir ce qu'on ne sait pas, mais, surtout de prendre une position devant les choses du monde, qui nous place dans notre simple humanité. Cette simple humanité qui nous envoie à tout faire et à rien faire.
A perspectiva predominante de captura da infância marcou e vem marcando as diferentes narrativas que pressupõe o lugar de incompletude, ingenuidade, beleza irrestrita, bondade, entre tantos outros atributos que definem este lugar. Problematizar essas concepções de início, repetidas nos diferentes contextos e práticas sociais que envolvem a infância, nos remete a um movimento que desarranja nossas „primeiras‟ verdades e nos instiga, mais do que saber o que é a infância, pensá-la como algo ainda por nós desconhecido. Vemos que toda tentativa de fixar a infância em uma única designação constitui-se num exercício em encerrar, em sobrepor um valor, uma norma, uma posição-de-sujeito que institui territórios, que pretensiosamente designa a si toda a palavra aprisionando-a e aprisionando-se à ela. Perceber que essa palavra eclode em múltiplos sentidos, desdobra-se num enigma seguido por infinitos deslizamentos conceituais. Portanto, supor que a infância, por vezes, poderá expressar-se numa experiência, me provoca saber se existe a possibilidade de uma infância fora da linguagem e se nesse deslizamento contínuo de se experenciar na e pela linguagem, poderá residir uma infância-experiência que nos agencia um modo de cuidado de nós mesmos. Essa infância me convida a pensar o mundo por suas irregularidades, precariedades, contingencionalidades, por fim , me exige lidar com um outro campo discursivo, esse que se faz por aquilo que vaza, por aquilo que resiste, por uma força vital de liberdade que nos interpela a pensarmos sobre nós mesmos. Como dimensão do inesperado, a imprevisibilidade desta infância nos instala a dúvida e a incerteza como possibilidade de conhecer o que ainda não conhecemos, de saber o que ainda não sabemos, mas, sobretudo, de assumirmos uma postura diante das coisas do mundo, que nos coloque no lugar de nossa mera humanidade, a de que nem tudo e com tudo podemos.

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Mendes, Rute Elisa Jorge. "A criação do conflito em narrativas literárias escritas por mulheres." Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/14467.

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Secretaria da Educação do Estado de São Paulo
This work treats of the characterization of the conflict in literary narratives written by women, with focus in its construction. It is developed starting from an analysis model that considers the analysis of the narrative structure, based on Sayeg Siqueira's work in which he shows up the organizational aspects, the narrative course and the modalization of the characters' attitude. It also contemplates the critical analysis of the speech, grounded in Fairclough's theory that also shows the way how the practices discursive linguistic overlay sociopolitical structures more comprehensive of power and dominance and they hope to produce changes not just in the discursive practices, but also in the practices and sociopolitical structures that support the discursive practices. For that two short stories were analyzed: "Amor" (Love) by Clarice Lispector and "Venha ver o pôr-do-sol" (Came to see the sunset) by Lygia Fagundes Telles. By those considerations,we intend to show how the narrative conflict is built in texts written by women. It is considered important to establish the constitution of the feminine universe, for that we present a concise historical of the Brazilian women's situation from the colonization to the present time, it still approaches other aspects as the gender that exposes how men and women are organized social and culturally because of the individuals' sexual identity; the sexism, that reflects about the discriminatory attitudes in relation to the opposite sex; and still the ethos, with focus in the feminine ethos, that allows to consider the image that is built of itself in a speech. The feminine discursive speech assists in the formation of a new woman's image, it allows her recognition as social subject. It is evidenced the power that the social rules imposed, and still do, to the feminine papers, and it is characterized the conflict for that universe with the break of expectations caused by social pressure
Este trabalho trata da caracterização do conflito em narrativas literárias escritas por mulheres, com enfoque em sua construção. Desenvolve-se a partir de um modelo de análise, que considera a estrutura narrativa, baseado no trabalho de Sayeg Siqueira em que destaca os aspectos organizacionais, o percurso narrativo e a modalização da atitude das personagens. Contempla ainda a análise crítica do discurso, fundamentada na teoria de Fairclough que mostra o modo como as práticas lingüísticas discursivas imbricam estruturas sociopolíticas mais abrangentes de poder e dominação e esperam produzir mudanças não apenas nas práticas discursivas, mas também nas práticas e estruturas sociopolíticas que apóiam as práticas discursivas. Para tanto, dois contos foram analisados: Amor , de Clarice Lispector; e Venha ver o pôr-do-sol , de Lygia Fagundes Telles. Mediante essas considerações, pretende-se mostrar como se constrói o conflito narrativo em textos escritos por mulheres. Considera-se importante estabelecer a constituição do universo feminino, e inicia-se por um breve histórico da situação das mulheres, principalmente as brasileiras, desde a colonização até a atualidade, abordando-se ainda outros aspectos como o gênero, que expõe como homens e mulheres organizam-se social e culturalmente em virtude da identidade sexual dos indivíduos; como o sexismo, que reflete sobre as atitudes discriminatórias em relação ao sexo oposto; e ainda, como o ethos, com enfoque no ethos feminino, que permite considerar a imagem que se constrói de si em um discurso. O discurso feminino auxilia na formação de uma nova imagem da mulher, permite o seu reconhecimento como sujeito social. Evidencia-se o poder que as regras sociais impuseram, e ainda o fazem, aos papéis femininos, e caracteriza-se o conflito para esse universo com a quebra de expectativas causadas por pressão social

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Morgant, Tolaïni Bruno. "Agir par le verbe. Mémoires et mémorialistes des guerres de Religion." Thesis, Paris Sciences et Lettres (ComUE), 2018. http://www.theses.fr/2018PSLEH164.

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La disgrâce, la retraite ou l’exil invite des femmes et des hommes à réfléchir aux événements survenus durant leur existence. Rétrospectivement, chacun a désormais l’occasion de remonter le chemin de sa vie et d’en constater les succès, les écueils et les échecs. Sur le champ de bataille, à la cour ou dans le secret des cabinets, ils ont, d’une manière ou d’une autre, participé aux affaires publiques de leur époque et aspirent encore à faire entendre leur voix. En prenant la plume et en couchant sur le papier ces instants, ils deviennent des mémorialistes. Ils passent ainsi du statut de personnage de l’histoire à celui qui la conte en s’octroyant une place de choix. Leur entreprise rédactionnelle est pensée, mûrie, et s’inscrit dans le contexte troublé des guerres de la seconde moitié du XVIe siècle. Assurément, ces scripteurs n’écrivaient pas sans but.Parce qu’ils corrigent ce qui a pu être dit sur le mémorialiste, les Mémoires agissent sur son passé ; parce qu’ils permettent de revivre un temps révolu et laissent entrevoir un changement de condition, ils agissent sur son présent ; parce qu’ils participent de sa transmission sociale et familiale, ils agissent sur son avenir. Ces trois dimensions ne semblent pas pouvoir être dissociées, l’écriture de Mémoires est indéniablement polymorphe. En prenant la plume, chaque mémorialiste agit, par le verbe. C’est ce que cette thèse entend démontrer
Disfavour, retreat or exile invite women and men to think about the events which took place during their life. Looking back, everyone has the opportunity to go back in time and face his successes, pitfalls or failures. Whether it was on battle fields, at the Court or behind the closed doors of cabinets, in a way or another, they played a role in the public affairs in that time and they are still yearning to make themselves heard. Setting pen to paper and writing down those moments, they suddenly become chroniclers. They consequently turn from the status of storybook characters to the status of storywriters granting themselves a prominent place. Their editorial initiative was thought out, nurtured and part of the troubled times of the wars of the second half of the 16th century. Those writers were undoubtlessly writing with a specific aim.Because they correct what could have been said on the chronicler, Memoirs act on his past ; because they allow to experience again a past that no longer exists and suggest a change in conditions, they act on his present ; because they pertain to his social and family transmission, they act on his future. Those three aspects cannot seem to be dissociated, writing Memoirs is undeniably polymorphous. While setting pen to paper, every chronicler acts out through the verb

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Olioni, Raymundo da Costa. "Tema e n-rema : a constru??o do fluxo de informa??o em textos narrativos sob uma perspectiva sist?mico-funcional." Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 2009. http://tede2.pucrs.br/tede2/handle/tede/1964.

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Este estudo tem como referencial te?rico a Gram?tica Sist?mico-Funcional (GSF) de M. A. K. Halliday, centrando-se especificamente nas fun??es de Tema e de Informa??o Nova pertencentes respectivamente ? Estrutura Tem?tica e ? Estrutura de Informa??o na Metafun??o Textual, um dos n?veis de an?lise lingu?stica da GSF, que organiza a ora??o como mensagem e sistematiza os significados experienciais e interpessoais. Com base nas no??es de Halliday (1985, 1994, 2004) sobre Tema funcional, nos estudos de Dane (1974) sobre Progress?o Tem?tica e nas investiga??es de Peter Fries (1981; 1983; 1994; 1995; 1997; 2002; 2009) concernentes a M?todo de Desenvolvimento Textual e a N-Rema, observa-se de que modo, em textos narrativos escritos em l?ngua portuguesa, se constr?i o texto como unidade de sentido. Verifica-se, assim, o fluxo de informa??o, ou seja, como a Informa??o Nova em uma ora??o se relaciona ao contexto local desta o Tema e qual o movimento realizado do ponto de partida da ora??o como mensagem em rela??o ao final da ora??o, ponto em que se concentra a informa??o de maior valor para o leitor em estruturas de ordem can?nica. Na seq??ncia, constata-se que os Temas oracionais n?o-marcados recorrentes neste tipo de produ??o, por terem um alto ?ndice de previsibilidade, indicam o ponto de vista do escritor sobre o assunto do texto, e que o mapeamento dos N-Remas oracionais que possuem um alto ?ndice de informatividade coincidem com a informa??o mais significativa para o leitor. Dessa forma, tem-se, na configura??o dos Temas e dos NRemas oracionais, um esqueleto do texto, isto ?, um esquema contendo o ponto de vista do escritor agregado ?s id?ias mais significativas a serem retidas pelo leitor, o que possibilita, numa segunda inst?ncia, a forma??o de um resumo, uma s?ntese do texto original.

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Barcaro, Carla Fabiana. ""A menina que falava inglês" : a construção identitária de uma professora de inglês sob as lentes da pesquisa com base em narrativas." Universidade Estadual de Londrina. Centro de Letras e Ciências Humanas. Programa de Pós-Graduação em Estudos da Linguagem, 2012. http://www.bibliotecadigital.uel.br/document/?code=vtls000183291.

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Esta dissertação apresenta reflexões concebidas a partir de uma pesquisa com base em narrativas (BRUNER, 1998, 2001; POLKINGHORNE, 1988, 1995; BELL, 2002; CLANDININ, 1986, CONNELLY, CLANDININ, 1999; CLANDININ, CONNELLY, 2000) fundamentada na análise de minhas narrativas autobiográficas. Como base ontológica e epistemológica para o desenvolvimento desta autoinvestigação, considerei a perspectiva sócio-histórico-cultural (VYGOTSKY, 1991; FREITAS, 1994, 2002; LAVE, 1996; COLE, 1996; BRUNER, 1998, 2001; MATEUS, 2005, 2006, 2011; REIS, 2006; DAMIANOVIC, 2009; JOHNSON, 2009; VAGAN, 2011). Pesquisas embasadas nesses construtos teóricos viabilizam a compreensão de experiências do sujeito em relação a outros indivíduos sociais nelas envolvidos. Também permitem ponderar como as experiências elencadas e analisadas se articulam em favor da constituição identitária e da formação profissional do sujeito (CLANDININ, 1986; CLANDININ, CONNELLY; 1999; SILVA, 2000; MOITA, 1995; NÓVOA,1995; HALL, 2006; ROMERO, 2008, 2010; BAUMAN, 2005; VAGAN, 2011). Portanto, no contexto deste estudo, a vida social é vista como solo de construção do ser professor e do ser indivíduo, pleno de singularidades e inclinações identitárias múltiplas. Assim, o objetivo do estudo foi analisar as possíveis relações entre as experiências marcantes de minha vida (JOSSO, 2006) e a participação de outros na escolha em ser professora de inglês e na constituição identitária. A Linguística Aplicada, por meio da Semântica Argumentativa (BENVENISTE, 1995, 2006; CARVALHO, 1998; DUCROT, 1987; KOCH, 2000, 2004; OLIVEIRA, 2002, 2004, 2008, OLIVEIRA; SOUZA, 1993; SANDMAN, 1993), concorreu para a mobilização de conhecimentos ao potencializar um distanciamento entre mim, professora-pesquisadora, e meus próprios dados. Como resultado da pesquisa, foram observadas marcas linguísticas que apontam para pontes construídas em direção à docência, a despeito das vozes contrárias a essa escolha, e para traços de uma constituição identitária múltipla, flexível e marcada pelo papel do outro nos processos de ser/tornar-se professora. Foi possível, portanto, verificar a pertinência da perspectiva socio-histórico-cultural e dos construtos teóricos de identidade explicitados no estudo. Por esse motivo, considero que pesquisas com narrativas que envolvem em suas análises o próprio autor dos relatos, permite vislumbrar importantes compreensões de si mesmo e de outros envolvidos no processo formativo do pesquisador. Elas podem ser uma estratégia proveitosa na conscientização daqueles que decidem, de uma forma ou de outra, seguir o caminho da carreira docente.
This thesis presents reflections derived from a narrative-based research (BRUNER, 1998, 2001; POLKINGHORNE, 1985, 1988, BELL, 2002; CLANDININ, 1986, CONNELLY, CLANDININ, 1999; CLANDININ, CONNELLY, 2000) that has, as a starting point, the analysis of my autobiographical narratives. The socio-historical-cultural perspective (VYGOTSKY, 1991; FREITAS, 1994, 2002, LAVE, 1996; COLE, 1996; BRUNER, 1998, 2001, MATEUS, 2005, 2006, 2011; REIS, 2006; DAMIANOVIC, 2009; JOHNSON, 2009; VÅGAN, 2011) was the ontological and epistemological basis I considered for the development of this self-investigation. A research which is grounded in these theoretical constructs enables the understanding of the subject's experiences in relation to other social individuals involved in them. Also, it allows for the consideration of how the experiences selected and analyzed articulate to clarify processes of identity construction and professional development (CLANDININ, 1986; CLANDININ, CONNELLY, 1999; SILVA, 2000; MOITA, 1995; NÓVOA, 1995; HALL, 2006; ROMERO, 2008, 2010; BAUMAN, 2005; VÅGAN, 2011). Therefore, in the context of this investigation, social life is understood as the construction ground for becoming individual and becoming professional, full of peculiarities and multiple identity inclinations. Thus, the objective of this study was to analyze possible relations between the turning point experiences of my life (JOSSO, 2006) and the participation of others in my choice to become an English teacher and in my identity construction. Applied Linguistics, through Argumentative Semantics (BENVENISTE, 1995, 2006; CARVALHO, 1998; DUCROT, 1987, KOCH, 2000, 2004; OLIVEIRA, 2002, 2004, 2008, OLIVEIRA, SOUZA, 1993; SANDMAN, 1993), contributed to mobilize knowledge as it maximized a distancing between me, the researcher and my own data. As results of the research, first it was possible to perceive linguistic markers that indicated the construction of bridges towards the teaching profession, in spite of voices that opposed this choice. Through these markers, it was also possible to perceive traces of an identity that is multiple, flexible and marked by the role of others in the processes of becoming/being a teacher. Upon these reflections, it was possible to verify the relevance of socio-cultural-historical perspective and of the theoretical constructs of identity presented in the study. For these reasons, I believe that narrative-based-researches that involve the author of the stories in the analysis of the narratives, provide important understandings of oneself and of others involved in the researcher's professional development. These researches can be a useful strategy to raise awareness in those who have decided, one way or another, to follow the teaching career path.

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Volckaert-Legrier, Olga. "Le courrier électronique chez les adolescents : un nouveau registre de la langue écrite." Poitiers, 2007. http://www.theses.fr/2007POIT5010.

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L'objectif de ce travail est de mettre en évidence que le courrier électronique (CE) constitue un registre langagier à part entière et qu'il combine de façon originale des traits de langue écrite, de la langue orale et des traits spécifiques de la CMO. Dans une perspective pragmatique, deux situations de communication sont proposées à des adolescents de 11 à 15 ans. Dans la situation du script de la présentation, les adolescents doivent prendre contact et se présenter à deux interlocuteurs (un pair d'âge et un professeur). Dans la situation du script de la narration, les adolescents doivent raconter à un pair d'âge ou à un professeur un évènement qui s'est déroulé dans le collège. Les narrations sont produites dans quatre modalités de communication (CE, oral via téléphone, clavier et écrit traditionnel envoyés par fax). Dans le script de la présentation, les adolescents ne respectent pas les règles structurelles de l'écrit et font beaucoup de distorsions orthographiques (néographies) en particulier les adolesents les plus âgés et les plus experts en CMO. Les formules de salutations sont proches de celles observées dans les interactions orales. En ce qui concerne les distorsions orthographiques, les pronoms personnels, les formules de salutation, les actes de langage et les types de directifs, les adolescents respectent les règles pragmatiques de la conversation. Dans le script de la narration, nos résultats soulignent que les distorsions orthographiques ne sont liées ni à l'utilisation du clavier, ni au niveau linguistique des adolescents. Les récits produits par CE contiennent davantage de distorsions orthographiques (en particulier de néographies) que ceux produits dans les modalités écrites (traditionnelles et clavier). Les récits produits par CE ont une complexité syntaxiqueset une diversité lexicale comparables à celles des textes écrits. En conclusion, le CE est un registre spécifique de la langue écrite. Ce registre possèdedes caractéristiques propres qui le distinguent de l'écrit traditionnel et de l'oral. C'est une combinaison d'écrit, d'oral et de CMO. Le registre CE à des règles pragmatiques générales de l a conversation. C'est un ensemble de marques linguistiques adaptées à une situation et non pas une langue écrite dégradée. Ce registre s'acquiert et évolue avec l'âge
This study was aimed at demonstrating, from a pragmatic point of view, that the electronic mail (EM) constitutes a full linguistic register, and that it combines, in an original way, some characteristics of written language, spoken language, and computer-mediated communication (CMC). Two communication situations were proposed to teenagers aged 11 to 15 years. .

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Wong, Ka-man. "On the phenomenon of "being strong in narration and weak in characterization" in Xiaohong's novels Xiao Hong xiao shuo "qiang yu xu shi, ruo yu xie ren" tan xi /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B40717847.

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Rodrigues, Tiago de Aguiar. "Análise da transitividade em narrativas de habeas corpus sob o olhar da linguística cognitivo-funcional : estratégias para não devolver a liberdade a pessoas em situação de rua." reponame:Repositório Institucional da UnB, 2017. http://repositorio.unb.br/handle/10482/25193.

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Tese (doutorado)—Universidade de Brasília, Instituto de Letras, Departamento de Linguística, Português e Línguas Clássicas, Programa de Pós-Graduação em Linguística, 2017.
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A presente pesquisa nasce a partir das aulas de Língua Portuguesa (LP) que ministrei para o curso de Direito de uma faculdade particular em Brasília-DF. Em sala de aula, analisando com os/as estudantes as narrativas dos profissionais do Direito em processos de habeas corpus (HC), vimos que, por meio da escolha da forma verbal e dos atores que estavam (ou não) em torno dela na cena discursiva, as narrativas se mostravam verdadeiras estratégias argumentativas, cuja finalidade era convencer magistrados a respeito de um ponto de vista. Assim, para continuar as investigações iniciadas em sala de aula, esta tese analisa como a transitividade concorre para a naturalização de discursos em narrativas de processos de habeas corpus (HC) que solicitam a liberdade provisória de pessoas em situação de rua. Para atingir esse objetivo, utilizei, como referencial teórico básico, a Linguística Cognitivo-funcional (LCF), em especial as seguintes categorias dessa vertente: transitividade escalar, figura e fundo (HOPPER & THOMPSON, 1980); frames (FILLMORE, 1982; FERRARI, 2012; DANCYGIER, 2012); estrutura argumental (FURTADO DA CUNHA, 2006; PAYNE, 1997); valência e operações de ajuste de valência (DIXON & AIKHENVALD, 2010); informatividade (FURTADO DA CUNHA, BISPO e SILVA, 2013); iconicidade e marcação (FURTADO DA CUNHA, COSTA e CEZÁRIO, 2015); metáforas e metonímias (LAKOFF & JOHNSON, 2002; KÖVECS, 2010). Na metodologia, conjuguei estratégias da abordagem quantitativa e da abordagem qualitativa para analisar 298 enunciados narrativos de delegados, juízes, defensores e ministros, que apresentaram suas versões dos fatos em três processos de HC, os quais compuseram o corpus desta pesquisa. Os resultados quantitativos indicaram predominância de enunciados de transitividade baixa (190/298) em relação aos de transitividade alta (108/298), o que revela forte tendência de as narrativas dos processos de HC terem mais enunciados que assistem, amplificam ou comentam os principais objetivos discursivos do narrador, desmistificando o senso comum da “imparcialidade” e da “neutralidade” do texto jurídico. Os resultados qualitativos, por sua vez, revelaram que, além de estarem alinhadas ideologicamente, as narrativas de delegados, juízes e ministros criam/reforçam, nos enunciados de transitividade baixa, frames negativos das pessoas em situação de rua, relacionando-as ao uso de drogas, vadiagem, furtos etc., o que conduz o leitor a naturalizar ações moralmente condenáveis apresentadas nos enunciados de transitividade alta, bem como a reforçar uma suposta necessidade de se manter essas pessoas encarceradas. Os resultados qualitativos revelaram ainda que as narrativas dos defensores públicos tentam descontruir esses frames por meio da ativação de outros, como abandono do Estado, invisibilidade social, seletividade do Poder Judiciário etc. A presente tese traz, portanto, contribuições não só para os estudos funcionalistas, que têm se debruçado sobre a intrínseca relação forma-função da linguagem, mas também para os laços entre a Linguística e o Direito, duas grandes áreas das Ciências Humanas que discutem temas caros à sociedade do século XXI, como a inclusão social e a busca pela igualdade social. Ademais, por ter surgido a partir de reflexões feitas em sala de aula, durante a interação professor de Língua Portuguesa-alunos de Direito, esta tese reforça a necessidade de um ensino interdisciplinar que contribua para a busca de soluções para problemas complexos enfrentados na sociedade brasileira, em especial a situação de rua.
The present research emerges from Portuguese Language classes of Portuguese Language that I taught for the course of Law of a private college in Brasília-DF. In classroom, analyzing with students the narratives of Law professionals in habeas corpus (HC) cases, we saw that, by choosing the verbal form and the actors that were (or not) around it in the discursive scene, the narratives were, in fact, argumentative strategies whose purpose was to convince magistrates about a point of view. Thus, to continue the investigations initiated in classroom, this thesis analyzes how transitivity contributes to the naturalization of discourses in narratives of habeas corpus (HC) processes that request the provisional release of people in street situation. In order to reach this goal, I used as a basic theoretical reference the Cognitive-Functional Linguistics (CFL), especially the following categories of this strand: scalar transitivity, figure and background (HOPPER & THOMPSON, 1980); frames (FILLMORE, 1982; FERRARI, 2012; DANCYGIER, 2012); argument structure (FURTADO DA CUNHA, 2006; PAYNE, 1997); valence and valence adjustment operations (DIXON & AIKHENVALD, 2010); informativeness (FURTADO DA CUNHA, BISPO and SILVA, 2013); iconicity and marking (FURTADO DA CUNHA, COSTA and CEZÁRIO, 2015); metaphors and metonymy (LAKOFF & JOHNSON, 2002; KÖVECS, 2010). In the methodology, I conjugated strategies of the quantitative approach and the qualitative approach to analyze 298 narrative statements of delegates, judges, advocates and ministers, who presented their versions of the facts in three HC processes, which composed the corpus of this research. The quantitative results indicated a predominance of statements of low transitivity (190/298) in relation to those of high transitivity (108/298), which reveals a strong tendency for the narratives of the HC processes to have more statements that assist, amplify or comment the main discursive goals of the narrator, demystifying the common sense of "impartiality" and "neutrality" of the legal text. The qualitative results, in turn, revealed that, in addition to being ideologically aligned, narratives of delegates, judges and ministers create/reinforce, in statements of low transitivity, negative frames of people in a street situation, relating them to the use of drugs, vagrancy, theft, etc., which leads the reader to naturalize morally condemnable actions presented in statements of high transitivity, as well as reinforce a supposed need to keep these people incarcerated. The qualitative results also revealed that the narratives of public defenders try to dismantle these frames by activating others, such as abandonment of the State, social invisibility, selectivity of the Judiciary, and so on. The present thesis therefore contributes not only to functionalist studies, which have focused on the intrinsic form-function relationship of language, but also on the links between Linguistics and Law, two major areas of Human Sciences that discuss relevant themes to the 21st century society, such as social inclusion and the search for social equality. In addition, because it emerged from reflections made in the classroom, during the interaction of Portuguese Language teachers and Law students, this thesis reinforces the need for an interdisciplinary teaching that contributes to the search for solutions to complex problems faced in Brazilian society, especially the street situation.

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Hardy, Anne France. "Prendre soin des histoires qui comptent : apports des récits de jeunes pour l’éducation à la santé." Thesis, Rennes 2, 2020. http://www.theses.fr/2020REN20010.

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La thèse interroge les pratiques de prévention pensées pour les jeunes à travers le processus d’autonomisation que suggère le développement des compétences psychosociales. En partant de « l’histoire qui compte » et d’une méthode participative construite sur l’échange réciproque de récits, cette recherche s’éloigne du postulat épidémiologique de l’evidence based médecine (EBM) pour explorer, à partir des hypothèses dialogiques de la « médecine narrative », une autre manière d’aborder ces pratiques d’éducation à la santé. L’enquête empirique analyse un matériau qualitatif composé d’entretiens et de narrations plurielles recueillies auprès de 30 jeunes âgés de 15 à 20 ans. Construite selon le postulat de la méthode de la théorie ancrée (MTE), la démarche inductive est formalisée à partir des ressources heuristiques d’une analyse de données empruntant des processus pluriels. Au-delà de l’enjeu performatif que représente les échanges coopératifs de récits, les résultats attestent du développement des compétences psychosociales et de l’accroissement d’une confiance en sa propre expérience. À travers la diversité de ces narrations, ils mettent en avant la nécessité de redéfinir le contenu des « savoir en santé » ainsi que la notion de responsabilité individuelle des comportements de chacun. Pensée à l’instar d’une « santé relationnelle », les jeunes mettent en avant la nécessité d’une attention soutenue aux affects et aux vulnérabilités que permettent d’explorer les soubassements philosophiques du care
The thesis questions prevention practices designed for young people through the empowerment process that underlies the development of life skills. Starting from "history that counts" and a participatory method based on the reciprocal exchange of narratives, this research moves away from the epidemiological premise of evidence-based medicine (EBM) to explore, based on the dialogical hypotheses of “narrative medicine,” another way of approaching these health education practices. The empirical survey analyses a qualitative materials composed of interviews and plural narratives collected from 30 young people aged 15 to 20 years old. Built according to the MTE procedure, the inductive method is formalized from heuristic resources. Beyond the performative challenge of cooperative storytelling, the results attest to the development of psychosocial skills and the increase in confidence in one's own experience. Also, through the diversity of these narratives, they highlight the need to redefine the content of health knowledge as well as the notion of individual responsibility for each person's behaviour. Thought of as a "relational health", young people emphasize the need for sustained attention to the affects and vulnerabilities explored by the philosophical foundations of care

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LeBlanc, Éric. "Le bleu des garçons : suivi de : «Pourquoi se refuser, ce soir, à cette supposition?» : imaginaire et contamination narrative dans Dix heures et demie du soir en été de Marguerite Duras." Master's thesis, Université Laval, 2018. http://hdl.handle.net/20.500.11794/33224.

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Ce mémoire de maîtrise en recherche-création se divise en deux parties, soit un recueil de fictions et un essai théorique. Le bleu des garçons regroupe douze fictions interrogeant le désir masculin. La forme versifiée des textes explore la frontière entre prose et poésie, alors que la mobilisation de stratégies narratives variées et d’un style minimaliste exacerbe les non-dits de chaque situation, tout en brouillant la ligne entre le réel et l’imaginaire. Qu’ils soient fils, oncles, amoureux, queers, traîtres ou voyageurs, les protagonistes de ces fictions se rejoignent à travers la mise en doute de leur identité, de leur sexualité et de leur rapport avec autrui dans un moment de crise concentré dans l’espace et le temps. En continuité avec les considérations narratologiques du recueil, «Pourquoi se refuser, ce soir, à cette supposition?» Imaginaire et contamination narrative dans Dix heures et demie du soir en été de Marguerite Duras étudie l’adhésion de la narration de ce roman aux fabulations de la protagoniste. Notre essai analyse comment l’émotion et les appréhensions croissantes de cette dernière, initiées par le désir, contaminent le regard narratif en focalisation interne et contribuent à l’objectif cognitif de l’œuvre : faire du sensible son événement central.
This Master’s Dissertation in research-creation splits in two parts: a collection of short fictions and a theoretical essay. Le bleu des garçons regroups twelve fictional stories questioning masculine desire. The texts’ versified form explores the limit between prose and poetry, while the use of various narrative strategies, along with a minimalist style, highlights every situation’s underlying sense and blurs the line between reality and imagination. They might be sons, uncles, lovers, queer men, traitors and travellers, the protagonists of these short fictions still come together as they challenge their identity, their sexuality and their relationship with others in a critical moment condensed in time and space. Ensuing from the creative part’s narratological issues, “Why refuse oneself, tonight, to this supposition?” Imagination and narrative contamination in Marguerite Duras’s Dix heures et demie du soir en été studies this novel’s narrative adherence to the protagonist’s imagination. Our essay analyses how the narration’s gaze and internal focalization are contaminated by the main character’s growing emotion and apprehensions initiated by desire, while assisting the book’s cognitive objective: making passion its central event.

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Moioli, Aurélie. "Le récit de soi : poétique et politique de la dissemblance : Jean Paul, Ugo Foscolo, Stendhal, Gérard de Nerval." Thesis, Paris 10, 2013. http://www.theses.fr/2013PA100151.

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Il s’agit de reprendre la question autobiographique à l’époque où le genre se constitue en Europe, au premier XIXe siècle, en déplaçant le regard vers les marges du genre. Les œuvres de Jean Paul, d’Ugo Foscolo, de Stendhal et de Gérard de Nerval sont d’abord étudiées sous l’angle de la poétique des genres dont elles déstabilisent les catégories. La thèse déplace la question générique en soulevant les enjeux éthiques et politiques du récit de soi qui sont liés à l’expérience du sujet et du temps. À côté de ce qui deviendra le canon en matière d’autobiographie se dessine une autre ligne autobiographique qui, en souvenir de Laurence Sterne, se place sous le signe de l’imagination et de l’arabesque. Les œuvres du corpus mettent en évidence la ligne de poésie de la vie et du sujet. Ces poétiques autobiographiques excentriques manifestent une dissemblance de soi, du temps et de l’histoire. Elles mettent en crise l’identité pensée comme « mêmeté » et l’idée d’un temps homogène. Le soi n’est pas un ; l’autobiographe n’est seul ni dans sa peau, ni dans sa langue, ni dans sa plume ; il se déplace entre les lieux et entre les langues, ne trouvant pas d’assise. La figure de l’auteur est plurielle et collective, en rupture avec le mythe du génie. Aux transfigurations de soi s’ajoutent les transfigurations de la mémoire qui ressaisit le passé au présent et pour l’avenir. Expérience mélancolique de revenance, le récit de soi multiplie les fantômes qui sont le signe d’un deuil personnel et des disjonctions de l’histoire. Témoignant des révolutions du siècle, l’autobiographe ouvre aussi l’histoire individuelle et collective : le récit de soi est prospectif. C’est une mémoire au futur
The thesis takes up the question of autobiography by focusing on works at the margins of the genre during the early 19th century, the period in which autobiographical writing in Europe came into its own. The works of Jean Paul, Ugo Foscolo, Stendhal and Gérard de Nerval destabilize established generic and canonic categories. They do so by pointing to the ethical and political issues at stake in the narration of the self, which are in turn linked to the experience of the subject and of time. The thesis thereby identifies and explores another autobiographical “line” emerging alongside canonical forms of the genre, a “line” which recalls Laurence Sterne through the use of arabesques and the reliance upon imagination in life narratives. These works emphasize the “line of poetry” which constitutes life and the subject. The poetics of these eccentric autobiographical works explores dissemblance in writing the self, time, and history. They question reductive understandings of identity as ‘sameness’ and conceptions of time as homogenous. The self is not ‘one’; the autobiographer is alone neither in his body, nor in his language, nor in the act of writing. Rather, he is in constant movement between places and languages, unable to establish a stable grounding for his narrative. The author’s persona is multiple and collective, inverting the myth of the romantic genius. Such transfigurations of the self are tied to transfigurations of memory, which allow for the past to be reenacted in the present and for the future. This melancholic experience is also one of haunting, for narratives of the self draw on the figure of the phantom as a sign of mourning for both personal and historical disjunctions. As witnesses of recent or contemporary revolutions, the autobiographers stress the incomplete nature of both individual and collective history, that is, the potential that such history contains. Narrating the self is therefore prospective; it is memory addressing the future

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Michineau, Stéphanie. "L' autofiction dans l'oeuvre de Colette." Le Mans, 2007. http://cyberdoc.univ-lemans.fr/theses/2007/2007LEMA3001.pdf.

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Malgré le début d’institutionnalisation dont bénéficie depuis 2003 l’autofiction, son sens est encore à l’heure actuelle sujet à polémique. Serge Doubrovsky qui est l’inventeur de cette forme littéraire - qu’en dernier ressort il appréhende comme une variante de l’autobiographie - considère Colette comme une pionnière illustrant sa conception. Notre thèse s’inscrit dans une telle perspective conceptuelle, chronologiquement paradoxale. En effet, l’examen attentif de l’œuvre de Colette nous conduit à l’inscrire globalement dans un espace autofictionnel. Colette n’a d’ailleurs jamais souscrit de pacte autobiographique, et demeure dans ce domaine volontairement ambiguë. Néanmoins elle n’est pas pour autant indifférente aux considérations théoriques d’ordre autobiographique, et nous nous sommes fixé pour objectif d’expliquer les motivations qui l’ont poussée à privilégier l’autofiction plutôt que l’autobiographie canonique comme mode d’expression de soi. Sans doute pouvons-nous penser que ce choix tient à l’originalité de l’autofiction qui se définit plus particulièrement comme une recherche de soi par l’écrivain, recherche d’un sujet insaisissable en son essence, ainsi que d’un espace-temps oscillant entre rêve et réalité, projection plutôt que rétrospection
Although the genre ‘autofiction’ has been accepted by the literary Establishment since 2003, its exact meaning is still open to controversy today. Serge Doubrovsky, who invented this particular form of literature, views it essentially as a variant of autobiography. He regards Colette as being the first writer to put his particular theory into practice. Our thesis employs the theoretical perspective of autofiction, with all the chronological paradox that the term implies. Indeed, a close examination of Colette’s work prompts us to situate it globally in a autofictional sphere. Colette never actually subscribed to any autobiographical pact, maintaining a deliberate ambiguity in this regard, but nevertheless she cannot be accused of indifference to theoretical autobiographical considerations, and we have set out to explain the reasons why she favoured autofiction rather than straightforward autobiography as a means of self-expression in this study. One could no doubt put her choice down to the originality of autofiction, a genre that Colette more specifically defines as self-searching, the quest for an essentially elusive subject and a space-time oscillation between dream and reality which has more to do with projection than retrospection

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Ramos, Vera Lúcia. "Será Huckleberry Finn mesmo um romance racista?: uma análise da obra, de algumas de suas traduções e do discurso racial no século XIX em narrativas sobre escravos sob a luz da Linguística de Corpus." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/8/8160/tde-03092018-131140/.

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Adventures of Huckleberry Finn (1884) de Mark Twain (1835-1910) tem estado de modo frequente na berlinda. Em cada época, desde o seu lançamento, a proibição da obra, nas bibliotecas e escolas, foi motivada pelas temáticas tratadas, pelos dialetos criados ou pela reiteração da palavra nigger(s). No Brasil, as traduções da obra fazem parte do nosso Polissistema Literário de Tradução desde 1934 (Monteiro Lobato). Visto que a obra foi lançada há mais de cem anos, muitos têm se dedicado a ela, a fim de discutir suas principais controvérsias. Esta pesquisa visa a apresentar algo diferente na forma de analisar os dados da obra e de quatro de suas traduções. Para tanto, elegeu-se a Linguística de Corpus (LC) como metodologia e principal abordagem, pois a LC oferece a possibilidade de investigar uma grande quantidade de dados por meio eletrônico (WordSmith Tools, Scott, 2006), assegura precisão na apresentação das informações, e também mostra dados não detectados a olho nu pelo analista. Dessa forma, esta pesquisa apresenta um estudo dirigido pelo corpus embasado na lista de palavras-chave que detectou nigger(s) como a palavra mais relevante. A partir desse dado, delineou-se o objetivo geral do estudo que é verificar a importância que o termo nigger(s) assume na caracterização dos negros em Huckleberry Finn por meio do discurso racial, investigando o campo semântico racismo/escravidão. Para tanto, julgou-se necessário buscar na literatura de língua inglesa obras do século XIX (nove narrativas sobre escravos) que também empregaram o termo nigger(s), a fim de comparar as narrativas e a obra de Twain e verificar (des)semelhanças na construção do discurso racial. Por ser nigger um termo culturalmente marcado e os tradutores brasileiros o traduzirem por um vocábulo neutro (negro ou escravo), decidiu-se investigar obras brasileiras do século XIX (em número de seis) sobre a escravidão, a fim de entender a (não) existência de um vocábulo que se aproxime da carga semântica de nigger, com o intuito de confrontar os termos usados pelos autores brasileiros com aqueles usados pelos tradutores. Assim sendo, a tese a ser demonstrada é que Huckleberry Finn, embora use nigger(s) reiteradamente, caracteriza os negros de forma positiva, subvertendo o discurso racial, e emprega nigger(s) com o fim de mostrar como a sociedade estadunidense do século XIX tratava os negros de forma negativa. As obras brasileiras analisadas revelaram um termo para representar os negros, crioulo, cuja prosódia é negativa; porém os tradutores não fazem uso desse termo, possivelmente pelo fato de as normas do nosso Polissistema Literário, ligadas ao grau de aceitabilidade (TOURY, 1995) da tradução, imporem uma reescritura consoante com o discurso politicamente correto de nossos dias. Esta tese ainda tem o papel de mostrar a contribuição inestimável da LC para os estudos literários, uma vez que foi possível, por meio das linhas de concordância, apresentar análises impraticáveis de serem realizadas sem tal metodologia, em função da exiguidade do tempo da pesquisa (quatro anos), do número de obras analisadas (vinte) e do recorte escolhido, o campo semântico, difícil de ser investigado a olho nu.
Adventures of Huckleberry Finn (1884), written by Mark Twain (1835-1910), has been frequently in the spotlight. Since it was published, the prohibition to use the book imposed on libraries and schools has been caused by the issues Twain addressed, the dialects he created and his repeated use of the word nigger(s).The translations of Huckleberry Finn have been part of Brazils Translation Literary Polysystem since 1934, when a Portuguese version was published by Monteiro Lobato. Given that Mark Twains work came out more than one hundred years ago, many people have dedicated themselves to studying it in order to discuss its main controversial topics. The purpose of our research is to propose a different manner of analyzing Huckleberry Finns data and four of its translations into Portuguese. To that end, we have chosen Corpus Linguistics (CL) as our work methodology and main approach, because it offers the possibility of investigating a large amount of data by electronic tools (WordSmith Tools, Scott, 2006) which ensures the accuracy of the information presented by the analyst and shows data not detected with the naked eye. Therefore, this research consists of a corpus-driven study grounded in a list of key words, which revealed that the most relevant word was nigger(s) These data have allowed us to set the overall purpose of the study, namely to find out the importance of the word nigger(s) for Mark Twains depiction of the Black characters of Huckleberry Finn in his racial discourse, through our exploration of the racism/slavery semantic field. For that purpose, we found it necessary to search for works in English Literature written in the 19th century (nine narratives on slaves) that also used the word nigger(s). The purpose was to compare those narratives with Twains novel and check for similarities and differences in their construction of racial discourse. Because nigger is a culturally marked word and Brazilian translators use a neuter word to translate it (negro or escravo) we decided to dig into Brazilian works on slavery written in the 19th century (six of them) in order to understand the (in)existence of a word whose semantic content approximates that of the word nigger and to contrast the words used by Brazilian authors against those used by translators. The Brazilian works that we analyzed have revealed a word used to depict Black people, crioulo, which has a negative prosody; however, translators do not use this word, maybe because the standards of Brazils Literary Polysystem, linked to the translations level of acceptability (TOURY, 1995) impose a rewriting in tune with the current politically correct discourse. This PhD dissertation also aims at showing the remarkable contribution of Corpus Linguistics to literary studies, given that concordance lines have allowed us to carry out analyses that would have been impossible if this methodology had not been applied, considering the little time we had for conducting the research (four years), the number of literary works we examined (twenty) and the semantic field, which cannot be investigated with the naked eye.

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Zerman, Ece. "Nouvelles pratiques de représentation de soi de la fin de l’Empire ottoman à la république de Turquie : écrits du for privé, photographies, intérieurs." Thesis, Paris Sciences et Lettres (ComUE), 2018. http://www.theses.fr/2018PSLEH166.

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Cette thèse vise à étudier des egodocuments dans une période de transformations politiques et sociales qui s’étend des années 1890 aux années 1930. Notre réflexion se base sur des études de cas : un journal intime, des agendas, des lettres, des carnets de famille, des albums de photographies, des photographies d’intérieurs ainsi qu’une corpus de sources publiées. A partir de la fin du XIXe siècle de nouvelles formes de représentation de soi se développaient dans l’Empire ottoman, souvent reliées aux discours politiques émergents. La diffusion de la photographie et des nouvelles techniques de reproduction des textes et des images a certainement contribué au développement de ces nouvelles formes de représentation. Notre objectif est d’analyser dans une démarche englobante des moyens écrits et visuels de représentation de soi qui s’entremêlaient dans la plupart des cas. L’étude de cette documentation permet d’analyser à l’échelle individuelle la façon dont les sujets de cette étude ont fait l’expérience d’un monde en transformation, comment ils/elles ont construit et gardé leurs souvenirs, comment ils/elles se sont projetés au futur dans une époque de bouleversements politiques et sociaux. Cela nous permet aussi de suivre la circulation transnationale des objets et des pratiques, ainsi que les manières avec lesquelles ils sont adaptés et réappropriés par une « nouvelle base sociale ». Nos sources sont l’objet-même de notre étude. L’intérêt est aussi bien porté sur la matérialité et les usages de ces documents que sur ce qu’ils nous apprennent sur l’expérience, les émotions, les sens, la mise-en-scène ou la performance de soi que mettent en œuvre chacun.e.s de nos auteurs
This thesis aims to study egodocuments in a period of political and social transformations, from the 1890s to the 1930s. Our study is based on case studies: A diary, almanacs, letters, photo albums, interior photographies as well as a series of published sources. From the end of the 19th century, new forms of self-representation developed in the Ottoman Empire, often related to emergent political discourses. The diffusion of photography and the new techniques of reproduction of texts and images contributed to the development of these new forms of self-representation. Our aim is to analyze written and visual tools of self-representation, that are most of the time intermingled, in an all-encompassing approach. The study of this documentation enables us to analyze, at the individual level, the ways in which the subjects of this study made experience of a world in transformation, constructed and preserved their memories, imagined their future. This also allows us to follow the transnational circulation of objects and practices, as well as their adaption and reappropriation by a “new social base”. Our sources are also the objects of our study. We are also interested in the materialities and uses of these documents as well as in what they tell us on the experiences, emotions, senses and the mise-en-scène or the performance of the self

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Malisch, Sherrie Lee. "Kids take charge : reflections on an emergent motif in school stories for young adults." Mémoire, Université de Sherbrooke, 2016. http://hdl.handle.net/11143/9895.

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Abstract : In this thesis, I explore the kids-take-charge (KTC) motif within recent school stories produced for young adult audiences, situated in terms of a genealogy of school stories. The corpus of school stories includes English- and French-language works produced as fiction, film, or life-writing, both for teens and adults in Canada, the US, and the UK. This thesis identifies the historical and ideological shifts that may have given rise to the motif. School stories lend themselves to the identification of some of the distinct models of selfhood and ‘coming into one’s own’ that have figured prominently in works about and for adolescents in various sociocultural contexts. The research question that is asked is: Why is this type of story emerging now, and what social purposes might it serve? The question is inspired by the possible impact of power relations on youth in society, discussed in Disturbing the Universe: Power and Repression in Adolescent Literature by Roberta Trites, who suggests that power is everywhere in young adult literature because power is the key category of the adolescent experience. The thesis also draws on the work of theorists such as Louis Althusser, Michel Foucault, Beverly Lyon Clark, Henry Giroux, George Herbert Mead and Charles Horton Cooley, among others. The corpus includes the following works: The Lightning Thief, part of the Percy Jackson series by American author Rick Riordan; Schooled, by Canadian-born author Gordon Korman; the Harry Potter series by JK Rowling; High School Musical, a film that appeared in movie theatres and was shown on the Disney Channel; Harriet’s Daughter by M. NourbeSe Philip; and variations on the classic residential and early school stories as they travelled to the New World, such as Louisa May Alcott's Jo's Boys; Thomas Hughes' Tom Brown School Days, LM Montgomery's Anne of Green Gables, and Ralph Connor's Glengarry School Days, among other works. iv Chapter One establishes the contours of the KTC motif via a variety of contemporary fictional works for young adults through contrasting the stories of change-making by young adults in these works with patterns found both in classic British school stories of the 19th century and in early Canadian and American variations on the theme. The chapter explores what it means for young people to achieve an adult sense of self, and what resources they are expected to engage in the process. The chapter also examines the kinds of models of youth selfhood and emerging adulthood that can be linked to the KTC motif. In Chapter Two, I argue that a qualitatively new motif concerning power and agency has emerged within a number of school stories produced over the past two decades. As I identify it, the KTC motif is characterized by three defining features, whether it appears in works of fantasy or realism. First, the central protagonist must confront a problem or crisis of systemic importance; how this challenge is resolved will affect an entire school, community, or even—in works of fantasy—the fate of entire worlds. Second, stories that feature the KTC motif generally de-emphasize the importance of adult mentors in preparing young people for, and guiding them through, these challenges. Third, the KTC motif enshrines a particular notion of the ‘authentic self’ as the source of personal power and agency: victory is assured only insofar as the central protagonist becomes and remains ‘true’ to himself or herself. Finally, I ask what the vision of power and agency implicit in the KTC motif could mean for young people as they move toward becoming adult actors in a complex and globalizing world. In Chapter Three, I examine questions that enable me to access the model of social change, comparing these accounts to a narrative of social change in the broader world. I also assess how adolescents are liable to view and interpret their own experiences through a global v lens as prodigious consumers of narratives produced in a global culture. This chapter assesses the extent to which social forms of difference and inequality, such as gender, race, and class, are integrated into presentation of the problem and strategy/solution within the KTC motif, and how social changes are encouraged by young protagonists. In the KTC motif, I find that self-actualization brings power—and power from within trumps power from without, at least within cultures based on Western individualism. Exceptions are discussed through the examples of narratives based on Caribbean-Canadian identities (Norbese-Philip) and on indigenous identities. Contemporary school stories that follow the KTC motif continue to have a moralizing or didactic bent, in keeping with a trend in YA literature that underlines the agency of youth protagonists over that of adults. Where the classic school story ultimately affirms the existing order, the KTC motif suggests that the existing power order is corrupt. I suggest that the KTC motif may in part reflect the needs of a post-industrial, knowledge-based economy, in which people are flexible, self-motivated, and willing to believe that whether they succeed or fail depends not on the soundness of institutions, but on the strength of their own unique talents and even their personal 'authenticity.'
Résumé : Dans cette thèse, j’explore le modèle de l’enfant qui prend charge "kids-take-charge (KTC)", à travers des récits produits pour des audiences de jeunes adultes, en termes de généalogie de récits scolaires. Le corpus des récits scolaires inclut des travaux en anglais et en français produits comme science-fiction, film ou faits vécus, pour les adolescents et les adultes du Canada, des États-Unis et le Royaume-Uni. Cette thèse identifie les changements historiques et idéologiques qui ont pu causer la naissance de ce modèle. Les récits scolaires ont mené à l’identification de certains modèles distincts d’individualité et "coming into one’s own" qui ont figurés principalement dans les travaux sur et pour les adolescents dans des contextes socioculturels variés. La questionrecherche qui est posée est : pourquoi ce genre d’histoire émerge maintenant, et quel but social peut-il servir ? La question est inspirée par l’impact possible du pouvoir des relations sur la jeunesse dans la société, examiné dans Disturbing the Universe : Power and Repression in Adolescent Literature par Roberta Trites, qui suggère que le pouvoir est partout et la littérature de jeunes adultes parce que le pouvoir est la catégorie clé de l’expérience des adolescents. Cette thèse nous amène aussi au travail des théoriciens comme Louis Althusser, Michel Foucault, Beverly Lyon Clark, Henry Giroux, George Herbert Mead et Charles Horton Cooley parmi tant d’autres. Le corpus inclut les travaux suivants : The Lightning Thief, partie de la série Percy Jackson des auteurs américains Rick Riordan; Schooled, de l’auteur canadien Gordon Korman; la série des Harry Potter de JK Rowling; High School Musical, un film qui est apparu sur les écrans de cinéma et qui a été diffusé sur la chaine Disney ; Harriet’s Daughter de M. NourbeSe Philip; et variations des classiques sur les pensionnats et récits scolaires qui ont voyagé dans le temps, comme Louisa May Alcott's Jo's Boys; Thomas Hughes' Tom Brown School Days, LM Montgomery's Anne of vii Green Gables, and Ralph Connor's Glengarry School Days, pour ne nommer que ceux-là. Le chapitre 1 établit les contours du motif "KTC” à travers une variété d’œuvres de fiction contemporaines pour jeunes adultes en contrastant les histoires des changements faits par les jeunes adultes dans ces travaux avec des modèles trouvés dans les classiques récits scolaires britanniques du 19e siècle et dans les premières variations canadiennes et américaines sur le sujet. Le chapitre examine également les types de modèles d’individualité des adolescents et jeunes adultes qui peuvent être liés au motif “KTC”. Au chapitre 2, je soutiens qu’un relativement nouveau concept concernant le pouvoir et l’agence est apparu dans un certain nombre de récits scolaires produits dans les deux dernières décennies. Comme je conceptualise le motive KTC, 3 fonctions bien définies que ce soit dans les ouvres de fantaisie ou le réalisme. Premièrement, le personnage central doit confronter un problème ou une crise d’importance systémique ; comment ce défi est résolu affectera une école entière, une communauté ou même – dans les œuvres de fantaisie – le destin du monde entier. Deuxièmement, les récits qui représentent le concept KTC insistent généralement moins de l’importance de mentors adultes dans la préparation et la supervision des jeunes à affronter ces défis. Troisièmement, le concept KTC conserve la notion particulière du "soi authentique" comme source du pouvoir personnel et agentivité : la victoire est assurée seulement dans la mesure où le protagoniste central devient et demeure "vrai" pour lui et elle-même. Finalement, je demande qu’est-ce que la vision du pouvoir et de l’agentivité du concept du KTC implique pour les jeunes lorsqu’ils deviennent des acteurs adultes dans un monde complexe et globalisé. Au chapitre 3, j’examine les questions qui me permettent d’accéder au modèle du changement social en comparant les explications du changement social dans un monde plus large. J’évalue aussi comment les adolescents sont susceptibles de voir et d’interpréter leur propre expérience à viii travers une lentille globale comme consommateurs prodigieux de récits produits dans une culture mondiale. Ce chapitre évalue la mesure dans laquelle les différentes formes sociales et l’inégalité, comme le sexe, la race et la classe sociale sont intégrés dans la présentation du problème et la stratégie/solution dans le motif KTC et comment les changements sociaux sont encouragés par les jeunes protagonistes. Dans le motif KTC, je constate que le développement personnel apporte le pouvoir – et le pouvoir de l’intérieur est un atout du pouvoir de l’extérieur, au moins dans les cultures basées sur l’individualisme occidental. Les exceptions sont traitées dans les exemples de récits basés sur les identités Cara𝑖𝑖𝑖bes-canadiennes (Norbèse-Philip) et sur les identités indigènes. Les récits scolaires contemporains qui suivent le motif KTC continuent d’avoir un penchant moralisateur ou didactique, conformément à une tendance dans la littérature jeunesse qui souligne l’agentivité des jeunes protagonistes sur celui des adultes. Où l’histoire scolaire classique affirme en fin de compte l’ordre établi, le motif KTC suggère que le pouvoir établi est corrompu. Je suggère que le motif KTC peut en partie refléter les besoins d’une économie post-industrielle basée sur la connaissance dans laquelle les gens sont flexibles, motivés et décidés à croire que s’ils réussissent ou non de dépend pas de la force des institutions, mais de leur force de caractère et même de leur propre "authenticité".

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Benoit, Laelia. "Du refus scolaire au suivi psychiatrique. Trajectoires d’adolescents déscolarisés." Thesis, Université Paris-Saclay (ComUE), 2018. http://www.theses.fr/2018SACLS506.

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Ce travail décrit les trajectoires des adolescents qui sont amenés à être suivis en psychiatrie parce qu'ils refusent d'aller à l'école en France. Il se propose ainsi d’employer une démarche sociologique de théorie ancrée (Grounded Theory) afin de répondre à une question de santé publique. En 1991, on estimait que les enfants et adolescents refusant d'aller à l'école représentaient 5% des consultations de pédopsychiatrie en France. Depuis 25 ans, il demeure pourtant difficile de quantifier ce phénomène et son évolution, notamment parce que le refus scolaire ne correspond à aucune catégorie de maladie mentale. L'enjeu sociétal et économique est toutefois considérable. Les associations de parents alertent sur le coût élevé de la déscolarisation, la 'phobie scolaire' rencontre un écho médiatique constant, et les jeunes qui achèvent leurs études sans obtenir de diplôme ont un taux de chômage supérieur à la moyenne pour leur tranche d'âge. De plus, une littérature psychiatrique internationale considérable sur le refus scolaire s’adosse à de nombreuses institutions de soin dédiées à la rescolarisation (consultations et hôpitaux de jours) et de manifestations professionnelles à ce sujet. Dans un contexte de contraintes budgétaires du sanitaire et de crise du système éducatif français, la gestion par le champ médical du refus scolaire pose question. Premièrement, une analyse socio-historique de la littérature médicale internationale entre 1941 et 2018 décrit comment le problème du « refus scolaire » s’est développé dans le discours scientifique selon les deux courants distincts de la phobie scolaire (school phobia) et du refus scolaire (school refusal) ; et tend actuellement à s’élargir vers une problématisation médicale de toute absence scolaire. La deuxième et la troisième partie de ce travail explorent les processus décisionnels qui sous-tendent la médicalisation du refus scolaire à l’échelle individuelle. En effet, le diagnostic psychiatrique intervient relativement tard, à l’issue d’une carrière débutée au sein de l’institution scolaire et de la famille. Comment un jeune en vient-il à être désigné par la catégorie de 'phobie scolaire'? Cette approche interactionniste se fonde sur plus de 100 entretiens réalisés auprès de familles et de professionnels de l’école et analyse le travail produit par le jeune et par les acteurs qui l’entourent. On décrit comment les professionnels de l’école repèrent et qualifient ses difficultés de fonctionnement scolaire. Quatre styles de gestion du problème émergent au sein de l’école, selon le degré d’extériorisation du problème hors du champ scolaire, l’usage des pratiques de care et les modes relationnels avec les autres acteurs. Une analyse dite des « carrières » retrace la trajectoire d’adolescents déscolarisés, de l'école à l'hôpital, en partant du récit des jeunes et de leurs parents. Si les enquêtés présentent le refus scolaire comme une prise de décision brutale, celle-ci vient interrompre un processus de longue durée notamment caractérisé par un épuisement lié au travail de représentation de soi en société. Après la décision de refus scolaire, sont analysés le récit de la transformation de soi, le remaniement des relations aux autres (parents, camarades, enseignants, soignants), la déconstruction et la construction de certaines modalités de socialisation
School refusal is an increasingly common motive for consultation in child psychiatry. According to the psychiatrists, situations leading to school refusal are extremely diverse, from anxiety feelings in the classroom to truancy, and may lead children to miss school occasionally or to give up their studies. This sociological study, uses the grounded theory to describe the career of teenagers who receive psychiatric care in France because they refuse to go to school. More than 100 in-depth interviews with teenagers, parents and school professionals allow to describe their careers from the school to the psychiatric care. First, we provide a socio-history of the medicalization of school absenteeism through the construction of medical categories (school phobia, school refusal, school attendance problems), based on a review of the international psychiatric literature from 1941 to 2018. Second, teachers discourse on school refusal, their daily management of student who refuse school and their involvement in the medicalization of the absenteeism of some pupils is analyzed. Four styles of management are described among school professionals. Third, the narratives of teenagers and of their parents are analyzed. If school refusal appears as an immediate shift, it answers to a process of long duration. For some students, struggling to attend school from day to day required a consuming work: the presentation of self in public places and emotional work towards peers. After refusing school, students ‘illness’ narratives describe their career in deconstructing and reconstructing their socialization and self

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Hilali, Bacar Darouèche. "L’autofiction en question : une relecture du roman arabe à travers les œuvres de Mohamed Choukri, Sonallah Ibrahim et Rachid El-Daïf." Thesis, Lyon 2, 2014. http://www.theses.fr/2014LYO20130/document.

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Depuis son invention par Serge Doubrovsky en 1977, le concept d’autofiction n’a cessé d’évoluer et de stimuler la réflexion sur la production romanesque. Après sa consécration en France, l’autofiction gagne les littératures européennes et occidentales, d’abord en Allemagne et en Pologne, puis au Canada et aux États-Unis, ou encore en Espagne et en Amérique latine. Elle franchit ensuite les frontières pour s’adapter aux spécificités culturelles des littératures étrangères. Elle est adoptée au Japon, questionnée en Iran et pratiquée aux Antilles, dans l’Océan Indien, en Afrique du Sud, au Brésil ou encore en Chine. Depuis quelques années, le phénomène littéraire semble gagner le monde arabe. Certains écrivains s’en réclament, d’autres s’en accommodent et d’autres préfèrent employer divers concepts pour définir leur pratique romanesque, ce qui a poussé la critique arabe à forger un vocabulaire technique. Parmi les notions proposées, un terme se dégage : al-taḫyīl al-ḏātī. Mais cette nouvelle terminologie peut-elle attester l’émergence d’un « nouveau genre » dans la littérature arabe ? La présente thèse se propose donc d’étudier la question de la validité de l’autofiction dans la littérature arabe. La première partie de cette thèse donne un aperçu historique de la longue tradition d’écriture du moi depuis le XIXe siècle. La seconde partie questionne la production romanesque contemporaine, ensuite présente un certain nombre d’œuvres qui sont à mi-chemin entre l’autobiographie et la fiction, pose le débat critique et fixe notre cadre théorique. La troisième partie est consacrée à l’étude des œuvres choisies de Mohamed Choukri, de Sonallah Ibrahim et de Rachid pour observer au plus près la pratique autofictionnelle, d’en comprendre les mécanismes et d’en connaître les motivations. À partir de ces trois auteurs et des exemples qu’ils nous donnent de leur pratique d’écriture, on se propose dans la conclusion d’établir un modèle d’autofiction arabe et de définir des thèmes que l’on pourrait appliquer à un vaste ensemble de textes modernes et contemporains
Since its invention by Serge Doubrovsky in 1977, the concept of auto-fiction has continued evolve and stimulate thinking about the novel and its production. After its consecration in France, the auto-fiction has won over European and Western literature, starting first in Germany and Poland, Canada and the United States, as well as gathering acclaim in Spain and Latin America. It then crossed borders and adopted itself to the cultural specificities of foreign literature which is why it has also been adopted in Japan, questioned in Iran and practiced in the Caribbean, the Indian Ocean, South Africa, Brazil or China. In recent years, this literary phenomenon has also gained momentum in the Arab world. Some Arab writers have adopted it, others have accommodated it, and still others have chosen various concepts to help define their practice as novelists, inspiring the critics to create a new technical vocabulary such as: al-taḫyīl al-ḏātī. However, does the creation of new Arabic terminology within the realm of auto-fiction merit the claim that a ‘‘new genre’’ has emerged in the Arabic literature? This study raises the question of the validity of the auto-fiction as applied to Arabic literature. Therefore, the first part of this thesis gives a historical panorama of the long tradition of auto-fiction since the 19th century. The second part questions the contemporary novel’s production, then presents a number of works that are part autobiography and part fiction, exemplifying the critical debate that sets up the theoretical framework of this study. The third part is dedicated to studying selected works by Mohamed Choukri, Sonallah Ibrahim and Rashid El-Daïf and examining the practice of these authors use of auto-fiction in order to understand its mechanisms and their motivations. In conclusion, as a result of the examination of these three authors and the examples they give of their writing, an attempt is made to show a pattern for Arab auto-fiction in order to identify some of the themes that could be applied to a wide set of modern and contemporary texts
استمرّ مفهوم autofiction أو "ذات متخلية" في تطوّره و تطوير التفكير حول إنتاج الرواية، منذ اختراعه من قبل سيرج دوبروفسكي في عام 1977. بعد تكريسه في فرنسا، يتقدّم المفهوم في الأدب الأوروبي والغربي، أوّلاً في ألمانيا وبولندا وكندا والولايات المتّحدة، أو في إسبانيا وأمريكا اللاتينية. ثم يجتاز الحدود ليَتَأَقْلَمَ بخصوصيات ثقافة الأدب الأجنبي. فتَمّ اعتماده في اليابان، شُكِّكَ به في إيران وتمارس في منطقة البحر الكاريبي والمحيط الهندي وجنوب أفريقيا والبرازيل والصين. وفي السنوات الأخيرة، يبدو أن هذه الظاهرة الأدبية تكتسح العالم العربي. بدأ بعض الكتّاب يصرحون بانتماء نصوصهم إلى هذه الكتابة الأدبية، والبعض الآخر يعترفون بأن نصوصهم تنتمي سردياً إلى هذا النوع الأدبي غير أنها تحافظ على تجنيسها المألوف (الرواية، السيرة الذاتية، الخ) وآخرون يفضلون استخدام مفاهيم مختلفة لتعريف تجاربهم الروائية، مما دفع النقاد العرب بصياغة مفردات تقنية جديدة. و يظهر من بين المفاهيم المقترحة مصطلح "الــــتخييل الذاتي". ولكن هل هذا المصطلح الجديد يمكنه أن يشهد ظهور "نوع جديد" في الأدب العربي؟يطرح هذا البحث مسألة صحة التخييل الذاتي في الأدب العربي. يقترح الجزء الأول من هذه الأطروحة إعطاء لمحة تاريخية عن تقليد قديم في كتابة الذات منذ القرن التاسع عشر . والجزء الثاني يطرح إنتاج الرواية المعاصرة، ثم يعرض عدداً من الأعمال الروائية التي تقع بين السيرة الذاتية والخيال، ويثير النقاش حول هذه المسألة في النقد العربي والغربي، ثم يثبت الإطار النظري. ويخصّص الجزء الثالث في دراسة الأعمال المختارة لمحمد شكري، وصنع الله إبراهيم ورشيد الضعيف لمراقبة ممارسة كتابة "التخييل الذاتي"، لاستعاب آلياتها ومعرفة دوافعها. ومن هؤلاء المؤلفين لثلاثة ومن الأمثلة المتواجدة في كتاباتهم، نقترح في الخاتمة إقامة نموذج للتخييل الذاتي العربي وتحديد مواضيع من الممكن تطبيقها على نطاق مجموعة واسعة من النصوص الحديثة والمعاصرة

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Dissertations / Theses on the topic 'Narrations de soi'

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