Avec l'émergence de la révolution industrielle, les populations rurales se dirigèrent vers les centres industriels nouveaux. S'y constitua un nouveau peuple, le peuple ouvrier, s’entassant dans les villes et dans les banlieues autour des usines. Surgirent de terre autour des manufactures industrielles des habitations destinées à minimiser la distance entre les logements et les lieux de travail. S'y Avec l'émergence de la révolution industrielle, les populations rurales se dirigèrent vers les centres industriels tissèrent des structures sociales simples, aboutissant à une nouvelle forme de ville : la ville industrielle, dont la caractéristique la plus importante, avant la présence du milieu ouvrier, réside dans celle d’une usine ou d’une mine, pleine d'objets et d'inventions mécaniques et techniques. La présente recherche se propose pour but de présenter cette ville industrielle en tant que produit le plus typique du XIXe siècle, avec ses composants techniques et ses habitants ouvriers. La ville s'y envisage comme l'un des berceaux les plus importants des romans, ceux-ci allant jusqu'à la prendre comme support de leur intrigue. Sans négliger l’importance considérable de la machine dans le bouleversement de la vie quotidienne ni oublier que la révolution technique est portée et manifestée par elle, la thèse analyse à travers ces romans le rôle de ces objets bruyants et imposants, ses machines, dans la formation de la ville industrielle, aussi bien que dans la vie de ses habitants. L'étude se complète par un portrait des ouvriers, ces utilisateurs des machines et ces incarnations de la technique et de l’industrie, dans leur vie, leur travail et leurs habitudes. Avec la littérature du XIXe siècle et surtout le mouvement naturaliste, ce peuple se trouve pour la première fois considéré dans la monotonie quotidienne de son existence, dans ses petits drames, ses mœurs, sa mentalité. Apparaissent de la sorte les effets néfastes de l’industrialisation et du machinisme sur la vie de ces personnes, auxquels certains auteurs remédient par la création d'utopies. / With the emergence of the industrial revolution, country people moved to the new industrial centers. Through this movement appeared a new social class, the working class, crowding in the cities and also in the suburbs around the factories. To minimize the distance between the places of work and the residences, a lot habitations appear suddenly out of earth around industrial factories. In those areas, simple social structures were created leading to a new city shape: the industrial city whose main characteristic, before the setting of the working class, is the factory or the mine, places full of industrial items, mechanical inventions and techniques. The present research aims at introducing this industrial city as the most typical product of the nineteenth century through its technical components and its working class. The city is considered as one of the main element in the novel as far as becoming the basic and strong support of their intrigue. Without neglecting the substancial and amazing effect and the consequences of the machine in the daily life and without forgetting that the technical revolution is supported and materialized by the machine itself, the thesis analyses, through the studied novels, the role of those machines in the emergence of the industrial city as well as its effects in the daily life of the working class. The study is developed by a portrait of the working class, main users of the machines and a description of the technical and industrial incarnations in their lifes, their work and their habits. With the nineteenth century's literature and especially through the naturalist movement, this social class is for the first time analysed by considering its monotonous daily life, its little dramas, its manners and its mentality. Therefore the negative effects of the industrialization and of the mechanization on the working class appear in the literature, and some writers try to solve the problem by creating utopia.

Philosophy, Practical & Systematic Theology / D.Litt. et Phil. (Philosophy)

Émile Augier, Alexandre Dumas fils et Victorien Sardou figurent parmi les dramaturges les plus importants du Second Empire (1852-1870). À travers cette étude, nous nous proposons d’examiner les comédies de mœurs de ces auteurs sous l’angle de la sociopoétique pour ce qui concerne les règles du savoir-vivre et les bonnes manières, examinées dans leur fonction dramatique et théâtrale. Nous nous sommes attachée à l’étude de l’esthétique théâtrale du savoir-vivre qui englobe le lieu (Paris), les personnages (les mondaines et demi-mondaines, les mondains et les domestiques) et les moyens de communication à distance (la lettre et les cartes). Nous nous sommes ensuite penchée sur le caractère spectaculaire du savoir-vivre, à savoir la «distinction» ou la mise en scène de soi, la gestuelle des salutations, les «toilettes tapageuses» et les arts de la table. Les composantes des codes de politesse permettent de parler d’une dramaturgie du savoir-vivre qui caractérise les comédies de mœurs. Cette dramaturgie, que d’aucuns estiment surannée, reflète toutefois les usages représentatifs d’une époque. / Émile Augier, Alexandre Dumas fils and Victorien Sardou appear among the most important dramatists of the Second Empire era (1852-1870). In this thesis, comedies of manners of these authors are considered from a “socio-poetical” point of view. Rules of etiquette and good manners are analyzed in their dramatic and theatrical function. Theatrical aesthetic of manners which includes locality (Paris), characters (mondaines and demi-mondaines, mondains and servants), and media of communication (letters and cards), is examined first. Afterwards, spectacular aspects of good manners are studied : “distinction”, greeting’s gesture, outfits and “arts de la table”. Components of rules of etiquette lead to think of a certain dramaturgy of good manners which are characteristic of comedy of manners. This dramaturgy, which is considered as ‘old fashioned’ by some people, reflects however typical manners of an epoch.

Esta pesquisa, por meio da análise de um livro didático de língua inglesa, propõe o diálogo entre o campo de ensino-aprendizagem de língua inglesa e a perspectiva enunciativa de linguagem de Émile Benveniste. O estudo procura comprovar a hipótese de que há livros didáticos em língua inglesa que apresentam atividades que envolvem interlocuções possíveis de serem abordadas em sala de aula por uma perspectiva enunciativa da linguagem. Com o diálogo entre os estudos linguísticos de Émile Benveniste – reflexões sobre linguagem, língua, enunciação e discurso, presentes em textos pertencentes aos Problemas de linguística geral I e Problemas de linguística geral II – e os estudos voltados à aquisição de segunda língua, tornou-se possível operar deslocamentos, que resultaram em um novo conhecimento sobre essa relação enunciação e ensino-aprendizagem de segunda língua, com a consideração dos seguintes aspectos: a) a intersubjetividade na linguagem; b) a situação de discurso e a atribuição de referência; c) a relação forma-sentido; d) os valores culturais impressos no discurso. Tais aspectos, tratados teoricamente nos dois primeiros capítulos, foram norteadores da metodologia no terceiro capítulo e da análise no quarto capítulo. Na análise, foram selecionados quatro grupos de atividades do livro didático de língua inglesa Alive! 8, obra distribuída para a rede pública de ensino por intermédio do Plano Nacional do Livro Didático no ano de 2017. Observou-se que as atividades analisadas: a) apresentam marcas de intersubjetividade, visto que o livro didático prevê que a comunicação intersubjetiva se concretize em sala de aula; b) atuam como provocadoras de referência e permitem que o locutor-aluno atribua essas referências pelo discurso; c) consideram forma e sentido como instâncias interdependentes, permitindo aos locutores-alunos que eles compreendam e reconheçam as unidades da língua inglesa em sala de aula como integradas umas às outras; d) abordam questões relacionadas a costumes e valores das duas línguas envolvidos no processo de aprendizagem da segunda língua. Todavia, foi possível verificar que algumas das atividades analisadas necessitam ter seu escopo ampliado no contexto de sala de aula de língua inglesa. Dessa forma, a pesquisa aponta, na conclusão, que o professor é o responsável por garantir que as atividades presentes no livro didático possam ser abordadas por uma perspectiva enunciativa da linguagem, trazendo contribuições ao processo de aprendizagem de inglês como segunda língua. / This research, through the analysis of an English textbook, proposes the dialogue between the field of teaching and learning of English and Émile Benveniste’s enunciative perspective of language. The study aims to prove the hypothesis that there are textbooks in English that present activities that involve possible dialogues to be addressed in the classroom through an enunciative perspective of the language. With the dialogue between Émile Benveniste's linguistic studies – reflections about language, utterance and discourse present in the texts belonging to Problems of general linguistics I and Problems of general linguistics II – and studies on second language acquisition, it became possible to operate displacements, which resulted in a new knowledge about this relation between enunciation and second language teaching and learning, considering the following aspects: a) the intersubjectivity in language; b) the situation of discourse and reference attribution; c) the form-meaning relationship; d) the cultural values printed in the discourse. These aspects were considered theoretically in the first two chapters, and they guided the methodology in the third chapter and the analysis in the fourth chapter. In the analysis, four groups of activities were selected from the English textbook Alive! 8, a book distributed to the public school system through the National Program of Textbook in 2017. It was observed that the analyzed activities: a) present marks of intersubjectivity, since the textbook predicts that intersubjective communication is materialized in the classroom; b) act as reference provocateurs and allow the student to assign these references through discourse; c) consider form and meaning as interdependent instances, allowing students to understand and recognize the units of language in the classroom as integrated to each other; d) address issues related to customs and values of the two languages involved in the process of learning the second language. However, it was possible to verify that some of the analyzed activities need to have their scope expanded in the context of English classroom. In this way, the research indicates, in the conclusion, that the teacher is responsible for ensuring that the activities in the textbook can be approached by an enunciative perspective of language, bringing contributions to the process of learning English as a second language.

Made available in DSpace on 2016-04-28T14:16:45Z (GMT). No. of bitstreams: 1 Sabrina Pascoli Rodrigues.pdf: 875300 bytes, checksum: 66664297b23253c6407081e34fa819d0 (MD5) Previous issue date: 2010-05-14 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Nowadays, in general, the chemist Louis Pasteur (1822-1895) takes all the credit for the researches that led to the production of the vaccine against hydrophobia. This dissertation deals with Pasteur s contributions concerning this subject, from 1879 to1885, taking into account its context. It also discusses the contributions from the veterinary Pierre Victor Galtier (1846-1908) and the physician Émile Roux (1853-1933). The aim of this research is trying to elucidate the existence of a possible superiority or priority concerning some important contributions related to rabies considering Pasteur, Galtier and Roux s publications on the subject during the period. This dissertation contains an introduction and four chapters. Chapter 1 provides an overview of Pasteur s researches before carrying out his researches on rabies, as well as its scientific context. Chapter 2 discusses the researches on rabies did by Galtier (1846-1908). Chapter 3 analyses the researches on rabies conducted by Pasteur and his collaborator, Roux. Chapter 4 presents some final remarks on the subject. This study led to the conclusion that the vaccine against rabies is the product of several scientists work such as Galtier, Roux and Pasteur. Besides that, it pointed out that Pasteur s contribution on the subject was not so significant as it is normally thought. Galtier and Roux should have achieved recognition indeed. Moreover, the popular version of this episode cannot be explained only taking into account Pasteur s scientific contributions on the subject / Hoje em dia, geralmente, é o químico Louis Pasteur (1822-1895) quem recebe o crédito pelas pesquisas que levaram à produção da vacina anti-rábica. Esta dissertação trata das contribuições de Pasteur sobre o assunto durante o período compreendido entre 1879 e 1895, levando em conta seu contexto. Discute também as contribuições do veterinário Pierre Victor Galtier (1846-1908) e do médico Émile Roux (1853-1933). O objetivo desta pesquisa é procurar elucidar a existência de uma possível superioridade ou prioridade em relação a importantes contribuições relacionadas à raiva considerando as publicações de Pasteur, Galtier e Roux sobre o assunto no período. Esta dissertação contém uma introdução e quatro capítulos. O Capítulo 1 oferece uma visão geral das pesquisas de Pasteur que antecederam seus estudos sobre a raiva, bem como seu contexto científico. O Capítulo 2 discute as pesquisas sobre a raiva feitas por Galtier (1846-1908). O Capítulo 3 analisa as pesquisas sobre a raiva desenvolvidas por Pasteur e seu colaborador, Roux (1853-1933). O Capítulo 4 apresenta algumas considerações finais sobre o assunto. Este estudo levou à conclusão de que a vacina contra a raiva é o produto do trabalho de vários cientistas tais como Galtier, Roux e Pasteur. Além disso, indica que a contribuição de Pasteur sobre o assunto não é tão significativa como se pensa geralmente. Certamente Galtier e Roux mereciam ter recebido um maior reconhecimento por suas contribuições. Além disso, a versão aceita popularmente sobre este episódio não pode ser explicada somente através das contribuições científicas de Pasteur

This research focuses on multimodal pedagogical communication in synthetic (virtual) worlds. The study investigates the interplay between verbal and nonverbal interaction which supports verbal participation and production in a foreign language. This is analysed from a socio-semiotic perspective of multimodality within the context of a course held in the synthetic world Second Life, which adopted a Content and Language Integrated Learning (CLIL) approach. The course, entitled 'Building Fragile Spaces', formed part of the European project ARCHI21. It was designed for higher education students of Architecture whose foreign language was either French or English. The interplay between verbal and nonverbal interaction is examined from three different angles. Firstly, considering the opportunities synthetic worlds offer for the co-creation of the environment through building activities and for collaboration, the role played by the nonverbal mode during a collaborative building activity is investigated. The study questions whether the use of the nonverbal mode impacts on the participation of students in the verbal mode, and whether any interplay exists between these two modes that influences verbal production. Secondly, use of the nonverbal mode by students in inworld identity construction is addressed and considered with reference to their verbal interaction, and participation, in the foreign language. Thirdly, the research concentrates upon interplay between the audio and textchat modalities in the verbal mode. More specifically, the focus is on whether the textchat plays a role during interaction, considering it is in competition not only with the audio modality but also with several nonverbal modalities; and on whether the textchat modality can serve for feedback provision on language form. This thesis seeks to contribute to the methodological considerations to allow research to move beyond speculative and anecdotal examples of multimodal pedagogical communication in synthetic worlds. A typology of nonverbal and verbal modalities is proposed, and then drawn upon, to extend a previous methodology suggested for multimodal transcription to interactions in synthetic worlds. Considering, within the fields of Social Sciences and Language Sciences, the more general research problem to render research data used for analyses visible and publically accessible, the study adopts a LEarning and TEaching Corpus (LETEC) methodological approach. Constituting a structured corpus allows for contextual analyses of the data collected during the 'Building Fragile Spaces' course. This research offers insights into how verbal participation increases with reference to the proxemic organisation of students, the customization of students' avatar appearance and an increased use of nonverbal acts. Concerning verbal production, the study shows how avatar movement in the nonverbal mode was used as a strategy to overcome verbal miscommunication when expressing direction and orientation and also the benefits of using the textchat modality for feedback on language form in order to support learners' productions in the audio modality. In light of these results, the study suggests some considerations concerning the design of pedagogical activities for language learning within synthetic worlds.

La sociologie a proposé une multitude d’explications sur divers phénomènes sociaux. Cependant, plusieurs sociologues, dont Boudon se sont surtout intéressés à l’aspect scientifique de la sociologie. Les questions les plus souvent posées lorsqu’on entreprend de telles études se penchent essentiellement sur le caractère scientifique de la discipline sociologique. Quels sont les critères de scientificité de la sociologie ? Quel est son sens épistémologique dans la littérature scientifique ? Quel est son raisonnement existentiel dans la construction du savoir ? La sociologie pourrait-elle être traitée méthodologiquement parlant au même titre que les autres disciplines des sciences naturelles ou particulières ? Si oui, pourrait-elle expliquer les lois des phénomènes sociaux à partir des observations hypothético-déductives sur la nature de la réalité sociale ? Dans cette thèse, nous tenterons de répondre à ces questions en nous appuyant sur des concepts élaborés par les sociologues classiques et contemporains.

La sociologie a proposé une multitude d’explications sur divers phénomènes sociaux. Cependant, plusieurs sociologues, dont Boudon se sont surtout intéressés à l’aspect scientifique de la sociologie. Les questions les plus souvent posées lorsqu’on entreprend de telles études se penchent essentiellement sur le caractère scientifique de la discipline sociologique. Quels sont les critères de scientificité de la sociologie ? Quel est son sens épistémologique dans la littérature scientifique ? Quel est son raisonnement existentiel dans la construction du savoir ? La sociologie pourrait-elle être traitée méthodologiquement parlant au même titre que les autres disciplines des sciences naturelles ou particulières ? Si oui, pourrait-elle expliquer les lois des phénomènes sociaux à partir des observations hypothético-déductives sur la nature de la réalité sociale ? Dans cette thèse, nous tenterons de répondre à ces questions en nous appuyant sur des concepts élaborés par les sociologues classiques et contemporains.

La sociologie a proposé une multitude d’explications sur divers phénomènes sociaux. Cependant, plusieurs sociologues, dont Boudon se sont surtout intéressés à l’aspect scientifique de la sociologie. Les questions les plus souvent posées lorsqu’on entreprend de telles études se penchent essentiellement sur le caractère scientifique de la discipline sociologique. Quels sont les critères de scientificité de la sociologie ? Quel est son sens épistémologique dans la littérature scientifique ? Quel est son raisonnement existentiel dans la construction du savoir ? La sociologie pourrait-elle être traitée méthodologiquement parlant au même titre que les autres disciplines des sciences naturelles ou particulières ? Si oui, pourrait-elle expliquer les lois des phénomènes sociaux à partir des observations hypothético-déductives sur la nature de la réalité sociale ? Dans cette thèse, nous tenterons de répondre à ces questions en nous appuyant sur des concepts élaborés par les sociologues classiques et contemporains.

Philosophy, Practical and Systematic Theology / D.Litt. et Phil. (Philosophy)