La thèse propose une nouvelle théorie de l’argumentation – bidimensionnelle – reposant sur deux paramètres : la force et l’orientation. Quatre types de marqueurs sont identifiés, articulés autour de ces deux paramètres. Le chapitre 1 porte sur le réductionnisme topique : la théorie selon laquelle tous les arguments sont défaisables, c’est-à-dire réfutables. Le chapitre 2 retrace l’histoire du réductionnisme logique : la théorie selon laquelle tous les arguments valides sont indéfaisables. L’argument étudié est la définition. Le chapitre 3 présente la théorie bidimensionnelle, qui explique à la fois les arguments défaisables et indéfaisables. Les chapitre 3 et 4 sont une application de la théorie bidimensionnelle de l’argumentation. Le chapitre 4 étudie l’argument appelé présomption. Le chapitre 5 offre un traitement nouveau de l’argument a fortiori.

Aim: The nuclear accident in Fukushima, Japan, raised global criticism against nuclear power. In Sweden, the criticism has not been very visible and the government now allows a renewal of the nuclear power plants. The purpose with the study is to have a closer look on how Swedes in position of power motivate their positive attitude to nuclear power and how they conduct themselves to each other and to their opponents. The rhetorical perspective will be in focus for the analysing. Method: Four different artifacts represented by Swedes in position of power having a positiveattitude to nuclear power were chosen. Three rhetorical theories (the rhetorical arena, stasis andethos, pathos and logos) were used with the research question in focus. Result & Conclusions: The analyses resulted in conclusions about the strategies used by the participants such as: the importance of contexts, meaning for example that the greenhouse effect legitimizes nuclear power as a source of energy with important benefits. Redefining the meaning of key words such as “environment friendly”. Using authority, emotions and knowledge as a way to persuade. Suggestions for future research: It would be interesting to go further with the fundamental values and ideologies which seem to have an important role in the Swedish nuclear power debate. Contribution of the thesis: This study has hopefully brought new light on the nuclear power debate and can be a contribution to a broader understanding how to bring more nuance and transparency to it.

Inom svenskundervisningen ska elever lära sig att samtala om elevnära frågor och ämnen genom att fråga, kommentera och framföra egna åsikter (Skolverket, 2017). Läroplanen Lgr11 beskriver inte hur lärare ska planera sin undervisning för att elever ska få möjligheten att utveckla ovan nämnda förmågor. I denna studie analyserades lågstadieelevers muntliga förmågor. Hur samtal utifrån skönlitteratur respektive iscensatta samtal kan bidra till att elever i årskurs tre utvecklar förmågorna att diskutera, uttrycka åsikter och framföra samt bemöta argument. För att få reda på hur lärare nyttjar skönlitteratur i sin svenskundervisning samt hur de arbetar för att elever ska utveckla de utvalda muntliga förmågorna har semistrukturerade intervjuer nyttjats. Genom en didaktisk design har en jämförelse mellan iscensatta samtal och samtal kring en skönlitterär berättelse genomförts för att kunna bedöma vilken typ av samtal som främst främjar elevers utveckling av de utvalda muntliga förmågorna. Resultatet av de semistrukturerade intervjuerna med lärare visade att de flesta lärarna främst nyttjar skönlitteratur vid individuell läsning respektive högläsning och stundvis inkluderades skönlitteraturen vid andra temaarbeten. För att elever ska utveckla de utvalda muntliga förmågorna arbetar lärarna främst för ett tryggt klassrumsklimat för att eleverna ska våga uttrycka sina tankar och åsikter. Trots tidigare forskningsrekommendationer att nyttja skönlitteratur som utgångspunkt vid samtal visar den didaktiska designen att de iscensatta samtalen främjade elevernas utveckling av de muntliga förmågorna. / In Swedish education regarding Swedish as a subject, pupils should learn to talk about pupil issues and subjects by asking, commenting and expressing their own opinions (Skolverket, 2017). The curriculum Lgr11 does not describe how teachers should plan their lessons in order to enable pupils to develop the abovementioned abilities. In this study, the oral abilities of primary school pupils were analysed, how conversations based on fiction and staged conversations could help pupils in grade three to develop the ability to discuss, express opinions, argue and respond to arguments. Semi structured interviews have been used to investigate how teachers use fiction in their Swedish education and how they work to enable that pupils develop the chosen oral skills. Through a didactic design, a comparison between staged conversations and conversations about a fictional story has been conducted. This was done to be able to assess what type of conversation that primarily promotes the pupils' development of the chosen oral skills. The result of the interviews showed that most teachers mainly use fiction for individual reading and reading aloud, while fiction was included occasionally in other thematic work. For pupils to develop the chosen oral skills, teachers are primarily working for a safe classroom environment to enable pupils to express their thoughts and opinions. Despite recommendations from previous research to use fiction as a basis for conversation, the didactic design shows that the staged conversations promoted the pupils' development of the oral skills. In Swedish education regarding Swedish as a subject, pupils should learn to talk about pupil issues and subjects by asking, commenting and expressing their own opinions (Skolverket, 2017). The curriculum Lgr11 does not describe how teachers should plan their lessons in order to enable pupils to develop the abovementioned abilities. In this study, the oral abilities of primary school pupils were analysed, how conversations based on fiction and staged conversations could help pupils in grade three to develop the ability to discuss, express opinions, argue and respond to arguments. Semi structured interviews have been used to investigate how teachers use fiction in their Swedish education and how they work to enable that pupils develop the chosen oral skills. Through a didactic design, a comparison between staged conversations and conversations about a fictional story has been conducted. This was done to be able to assess what type of conversation that primarily promotes the pupils' development of the chosen oral skills. The result of the interviews showed that most teachers mainly use fiction for individual reading and reading aloud, while fiction was included occasionally in other thematic work. For pupils to develop the chosen oral skills, teachers are primarily working for a safe classroom environment to enable pupils to express their thoughts and opinions. Despite recommendations from previous research to use fiction as a basis for conversation, the didactic design shows that the staged conversations promoted the pupils' development of the oral skills.

L’objectif de cette thèse est de recenser les critères qui permettent de donner sens aux oeuvres d’art contemporain dans l’espace public. Lors des conflits d’opinions, les protagonistes sont amenés à monter en généralité pour justifier leur point de vue, ce qui permet au chercheur d’avoir accès aux valeurs qui confèrent un sens à l’objet. Cependant, l’emprise du discours promotionnel du monde de l’art contemporain et les contraintes ayant transformé la critique d’art en un journalisme désengagé et consensuel rendent problématique la légitimité d’une critique négative dans l’espace public. L’enquête a d’abord porté sur les sujets développés par les journaux télévisés sur l’art contemporain afin d’appréhender les critères mobilisés par ce journalisme de communication qui tente de satisfaire la variété des valeurs admises par la société. Par la suite, les disputes des profanes sur le réseau social YouTube ont été analysées. Celles-ci donnent accès à une prise de parole libérée des contraintes du monde de l’art et du journalisme permettant à des critiques négatives de s’exprimer. Grâce à une sociologie des valeurs et une analyse du discours, il fut possible de typifier les arguments recevables dans l’espace public.Cette typification permet d’énoncer l’hypothèse que le sens politique donné à l’art désamorce, paradoxalement, la possibilité d’une polémique. Cette politisation de l’art favorise des critères d’évaluation des oeuvres dont la cohérence apparaît en considérant l’insolite comme une nouvelle catégorie esthétique commune à différentes pratiques culturelles. / The purpose of this thesis is to identify criteria to understand how contemporary artworks make sense in public space. When conflict of opinions happen, protagonists are led to rise in generality to justify their point of view, which allows the researcher to access at values giving a meaning to the object. However, the influence of the promotional discourse from the contemporary art world and the constraints that transformed art criticism in a journalism disengaged and consensual make problematic the legitimacy of a negative critique in the public space. First, the research focused on the subjects covered by newscast about contemporary art in order to understand criteria raised by this communication journalism that tries to satisfy the variety of accepted values by society. Then, disputes on the social network YouTube were analyzed. These give access to a speech freed from the constraints of the art world and journalism where the expression of a negative critique is possible. Thanks to sociology of values and a discourse analysis, it was possible to typify the receivable arguments in the public sphere. This patterning allows to state the hypothesis that the political meaning given to art defuses, paradoxically, the possibility of controversy. This politicization of art promotes evaluation criteria of artworks whose consistency appears considering the ‘‘insolite’’ as a new aesthetic category common to different cultural practices.

Submitted by Maike Costa (maiksebas@gmail.com) on 2016-01-12T13:27:08Z No. of bitstreams: 1 arquivototal.pdf: 8912045 bytes, checksum: 955e8221c287f3e1869b9cfa30810d9c (MD5) / Made available in DSpace on 2016-01-12T13:27:08Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 8912045 bytes, checksum: 955e8221c287f3e1869b9cfa30810d9c (MD5) Previous issue date: 2015-02-25 / Considering that the official documents, PCN (1997), PCNEM (2000), PCN + (2002) and OCEM (2006), not clearly prescribe under which argumentative perspective (if rhetorical or linguistic) the teacher should work, this research took as its starting point the assertion that the Portuguese language textbooks tend to approach a more rhetorical aspect about argumentation. In addition, we started with the assumption that the linguistic aspects, according to the Theory of Argumentation within Language, developed by Oswald Ducrot (1987, 1988) and collaborators, may be relevantly designed and used in the classroom. As it is a qualitative-interpretative research of documentary and exploratory scope, we hope to contribute to linguistic researches, with a theoretical approach in studies of genres and the Semantic Argumentative as well as the analysis of textbooks, in order to identify if and how the rhetorical and semantic-argumentative strategies and resources support the activities concerning the argumentation proposed by four collections of Portuguese language textbooks, evaluated by the National Textbook Program (PNLD, 2012), adopted in ten public high schools in the city of João Pessoa, PB. In this sense, according to seven categories of analysis (four for rhetoric argumentation and three for linguistic argumentation), it was intended to check which conception the textbook authors used when preparing their activities about argumentative strategies based on two genres: opinion article and argumentative letter. During the research, we tried to make it clear that both rhetorical (ARISTOTLE, 2005; PERELMAN, 1999) and linguistic (DUCROT, 1987, 1988) aspects should be worked simultaneously in mother tongue classes. In addition to the description and analysis of the activities of textbooks, we proposed, as a suggestion and reflection, in the final chapter, two complementary activities in accordance to Linguistic Analysis in an attempt to show the need of working the argumentative strategies within the classroom and try to bridge the gap between what is prescribed in the official documents and what is actually taught to students. We based the analysis with the theoretical support of Aristotle (2005), Perelman (1999) Ducrot (1987, 1988, 2009), Nascimento (2005, 2009, 2012), Koch (2000, 2003, 2004, 2011), Espíndola (1998, 2004), Cabral (2010), Marcucshi (2002, 2003, 2008), Geraldi (1984), among others. / Levando em consideração que os documentos oficiais, PCN (1997), PCNEM (2000), PCN+ (2002) e as OCEM (2006), não prescrevem claramente sob qual perspectiva argumentativa (se retórica ou linguística) o professor deve trabalhar, esta pesquisa tomou como ponto de partida a asserção de que os livros didáticos (LD) de língua portuguesa tendem a abordar um aspecto mais retórico da argumentação. Além disso, partiu-se do pressuposto de que os aspectos linguísticos, conforme a Teoria da Argumentação na Língua, proposta por Oswald Ducrot (1987, 1988) e colaboradores, podem ser relevantemente pensados e utilizados em sala de aula. Por ser uma pesquisa de caráter qualitativo-interpretativista de cunho documental e exploratório, esperamos contribuir com as pesquisas linguísticas, com enfoque teórico nos estudos dos gêneros textuais bem como da Semântica Argumentativa e da análise de LD, buscando identificar se e como as estratégias e recursos retóricos e semântico-argumentativos embasam as atividades referentes à argumentação propostas por quatro coleções de LD de língua portuguesa, avaliadas pelo Programa Nacional do Livro Didático (PNLD, 2012), adotadas nas dez maiores escolas públicas do Ensino Médio na cidade de João Pessoa-PB. Nesse sentido, pretendeu-se, a partir de sete categorias de análise (quatro para a argumentação retórica e três para a argumentação linguística), verificar em qual concepção os autores se pautam na elaboração das atividades acerca das estratégias argumentativas baseadas em dois gêneros textuais: o artigo de opinião e a carta argumentativa. No decorrer da pesquisa, buscamos deixar claro que tanto os aspectos retóricos, conforme Aristóteles (2005) e Perelman (1999), quanto os aspectos linguísticos, conforme Ducrot (1987, 1988), devem ser trabalhados concomitantemente nas aulas de língua materna. Além da descrição e análise das atividades dos LD, propomos, a título de sugestão e de reflexão, no capítulo final, duas atividades complementares aos moldes da Análise Linguística (AL), na tentativa de mostrar a necessidade de se trabalharem as estratégias argumentativas em sala de aula, bem como tentar preencher a lacuna entre o que está prescrito nos documentos oficiais e o que efetivamente é ensinado aos alunos. Fundamentamos a análise com o apoio teórico de Aristóteles (2005), Perelman (1999) Ducrot (1987, 1988, 2009), Nascimento (2005, 2009, 2012), Koch (2000, 2003, 2004, 2011), Espíndola (1998, 2004), Cabral (2010), Marcucshi (2002, 2003, 2008), Geraldi (1984), entre outros.

La recherche proposée souhaite être une contribution aux études coraniques contemporaines. Elle vise à analyser un genre prépondérant du Coran : la polémique. L'étude s'appuie pour l'essentiel sur l'analyse du contre-discours tenu par les détracteurs du Coran, dont ce dernier se fait lui-même l'écho, et la riposte coranique qu'elle génère. L'investigation tentera de répondre aux questions suivantes : comment le discours coranique réfute la parole qui le nie ? Quelles sont les stratégies discursives mises en place ? Quelles sont les représentations de l'opposant qu'elles entraînent ? A quels effets (de sens) sur qui et sur quoi ces stratégies conduisent-elles ? Ce travail empruntera des voies méthodologiques pluridisciplinaires issues des sciences de l'histoire des religions, des théories de la linguistique (la polyphonie, l'intertextualité et le discours rapporté) et des sciences de l'argumentation et de la rhétorique (le modèle dialogal et les questions argumentatives). / Although counter-discourse - or the Qur'ān's quotation of opponents real or fictitious - is a fundamental characteristic of the Qurānic rhetoric, it has never been systematically studied. This PhD seeks to partly fill in this gap. For this purpose, our work will propose a localization, a quantification and a categorization of the phenomenon in the Qurānic corpus. The investigation will attempt to answer the following questions : how the Qur'anic discourse rejects the words that denies itself ? What are the discursive strategies in place ? What are the representations of the opponents ? This work will use multidisciplinary science of history of religions, theories of linguistics (polyphony, intertextuality, and reported speech) and science of argumentation and rhetoric.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / O uso de textos argumentativos cresceu muito, hoje, tanto em vestibulares, concursos e, mais notadamente, na redaÃÃo do Enem, que exige um texto dissertativo-argumentativo. Dada a importÃncia desse tipo de texto para a formaÃÃo de cidadÃos crÃticos e que saibam expressar pontos de vista sobre assuntos polÃmicos, faz-se, cada vez mais, atenÃÃo quanto à formulaÃÃo da argumentaÃÃo. Em vista disso, esta pesquisa tem como foco o estudo da argumentaÃÃo nos livros didÃticos, para o que se vale da perspectiva de Perelman e Olbrechts-Tyteca (2005), e a SequÃncia Argumentativa, de Adam (1992, 2008), com o objetivo de investigar quais teorias argumentativas estÃo subjacentes Ãs propostas de produÃÃo de texto encontradas nos gÃneros argumentativos em livros didÃticos do Ensino MÃdio analisados. Para selecionarmos os gÃneros argumentativos nas trÃs coleÃÃes de LÃngua Portuguesa direcionadas ao ensino mÃdio e 37 propostas de produÃÃo de texto selecionadas baseadas em propostas do Enem e na redaÃÃo escolar, pautamo-nos em Dolz, Noverraz e Schneully (2004). Assim, por meio da anÃlise das propostas, verificamos que a maioria das produÃÃes de texto sÃo exploradas seguindo os critÃrios da SequÃncia Argumentativa, como defende Adam, porÃm, as estratÃgias argumentativas, como propÃe a Nova RetÃrica, passa ao largo. Os resultados nos permitem concluir que, nesse tema, o avanÃo teÃrico aliado à prÃtica ainda à âtÃmidoâ, logo, os professores devem ficar atentos para complementar com as informaÃÃes necessÃrias à construÃÃo do texto argumentativo ou dissertativo-argumentativo, como quer o gÃnero redaÃÃo escolar e a proposta do Enem. / The use of argumentative texts has grown today, both in vestibular, contests and, most notably, in the writing of Enem, which requires a dissertative-argumentative text. Given the importance of this type of text to the formation of critical citizens and able to express views on controversial issues, it is, more and more attention on the formulation of the argument. As a result, this research focuses on the study of argument in textbooks, for what is worth the prospect of Perelman and Olbrechts-Tyteca (2005), and the Argumentative Sequence, of Adam (1992, 2008), in order to investigate argumentative theories which underlie text production proposals found in the argumentative genres in textbooks for high school analyzed. Select for the argumentative genres in three collections of Portuguese Language directed to high school and 37 texts production proposals selected based on Enem proposals and school essay, we support us in Dolz, Noverraz and Schneully (2004). Thus, by analyzing the proposals, we find that most of the text productions are explored following the criteria of Argumentative Sequence, as Adam defends, however, the argumentative strategies, as proposed by the New Rhetoric, passes off. It follows that, on this issue, the theoretical allied advance the practice is still "shy", so teachers should be alert to complement with the necessary information for the construction of argumentative or dissertative-argumentative text, whatever school essay and the proposal on Enem.

I föreliggande uppsats studeras hur elever i svenska 1 och svenska som andraspråk 1 på gymnasiet bedriver skriftlig argumentation i nationella proven utifrån aspekterna logik, empiri och språkliga medel. Uppsatsen syfte är dels att få ökad kunskap om likheter och skillnad­er mellan eleverna i svenska och svenska som andraspråks skriftliga argument­a­­tion, dels vad som skiljer elevtexterna med betyget E (godkänt) och F (underkänt) utifrån nämnda aspekter.        Uppsatsens teoretiska utgångspunkter innefattar både hur logik, empiri och språkliga medel kan användas och bedömas i argumentation, och vilka skillnader i förutsättningar som skrivande i ett första- eller andraspråk kan innebära. Materialet består av tolv argumenterande elevtexter från den skriftliga delen i nationella proven i svenska 1 vårterminen 2012 och 2013. Texterna delas in i fyra grupper på basis av ämne och betyg, med tre texter i varje grupp. Det ger grupper med elever som har skrivit i svenska som andraspråk med betyg E (SVA-E) och F (SVA-F), samt svenska med betyg E (S-E) och F (S-F). Metoden är en analysmodell som inbegriper analys av i vilken utsträckning texten är argumenterande, vilka teser som drivs, hur argumentationen är förankrad i logik och empiri, hur vissa språkliga medel används samt vilka brister argumentationen uppvisar.        I resultatredovisningen är det främst elevtexternas förankring i logik och empiri samt användandet av språkliga medel som presenteras gruppvis. Resultatet visar att elevgrupperna främst använder värdeargument som vilar på deduktiv logik. Användningen av empiri är mer omfattande i elevgrupp S-E än i övriga. Så även S-E:s användning av det språkliga medlet garderingar och bärarbestämda referenser, medan generaliserande ord/fraser däremot är vanligare i SVA-E och SVA-F, och bärarobestämda referenser i S-F. I den jäm­förande diskussion­en ställs elevgruppernas resultat i relation till varandra, forskningen om förutsättningarna för skrivande på ett andraspråk och de bedömningskriterier i nationella proven som alla elever bedöms utifrån. En slutsats som presenteras är att andraspråks­­elevernas texter innehåller flest brister i logiken, och att elevgrupp S-E bedriver den mest fungerande argumentationen sett till användningen av logik, empiri och språkliga medel. Detta tycks bekräfta tidigare forskningsresultat om skillnader mellan att skriva på ett första- och andraspråk, samtidigt som det i viss mån står i konflikt med de aspekter av bedömnings­­­­­kriterierna som är desamma för eleverna i både svenska och svenska som andra­språk.

Cette recherche a pour but de mettre en évidence les difficultés de parcours des étudiants chercheurs jordaniens pendant leurs recherches universitaires en France. Elle traite les grands thèmes relatifs à l’écriture académique universitaire. Elle aborde les difficultés d’écriture académique des étudiants jordaniens en deux parties : la première traite l’apprentissage en amont de l’exposition à la langue cible, relatif à la scolarité dans le système éducatif jordanien. La deuxième est en aval de l’apprentissage de la langue cible, elle est relative à la qualité de l’apprentissage de la langue cible et de son enseignement dans un contexte où l’étudiant est en contact avec la langue depuis son arrivée dans son institution d’accueil. Nous explorons le système éducatif jordanien et ses rapports au système social, en expliquant comment la nature de l’enseignement des langues étrangères en Jordanie, « en amont », peut être un obstacle « en aval », lors d’un contact direct avec la langue, la société et les communautés natives – communautés différentes et natif entendu au sens concret du terme. Nous essayons de mettre en évidence les problèmes et les difficultés auxquels se heurtent les étudiants-chercheurs jordaniens. Cette démarche commence par une tentative de définition de l’écrit académique, tout en décomposant les notions et les facteurs de cet écrit, pour cerner avec précision les difficultés des étudiants jordaniens dans l’écrit académique. Le questionnement autour de la notion de l’écrit académique nous guide à travers l’analyse du corpus pour mieux cibler les vraies lacunes de l’écrit académique de ces étudiants-chercheurs. / The aim of this essay is to define the difficulties met by Jordanian student researchers during their academic research in France. This thesis deals with the main themes relative to academic writing. Its objective is to differentiate in two parts the problems encountered by Jordanian students in academic writing: firstly, problems relative to learning the target language in the Jordanian education system. Secondly, those relative to learning the language in France and linked to the quality of learning and teaching, and to the contact established by the student when he arrives in a French institution. We will have beforehand explored the Jordanian education system, its links to the social system, and explained how the quality of teaching foreign languages in Jordan can be an obstacle when there is a direct contact with the language, the society and native communities [different communities] and native in the concrete meaning of the term. This thesis attempts to show the problems and the difficulties encountered by Jordanian student researchers, starting with a definition of academic writing and an analysis of its notions and factors. This analysis will help us to target the shortcomings of the academic writing of these student researchers.

Travaillée par l’histoire, façonnée par les structures idéologiques qui lui donnent une définition anthropologique particulière, souvent manichéenne, la notion de Noir est fortement connotée. Réifié par des millénaires de stéréotypes qui l’essentialisent dans une forclusion anaphorique péjorative, les réponses critiques apportées, par-delà les disciplines, ont souvent elles-mêmes répété ces procédures qui limitent l’expression du Noir dans une posture victimaire qui, par inversion, lui dénie la totalité de son humanité. Etre ainsi potentiellement extraordinaire susceptible de s’engager dans la conquête de sa liberté, le Noir, à l’instar de ses semblables, n’échappe pas à la banalité des préjugés et autres pensées dogmatiques qui justifient l’immonde réalité de la bête humaine. La présente thèse, s’appuyant sur des observations dont les enjeux effectifs sont en même temps tournés vers l’avenir, propose une démarche inaugurale qui ramène le Noir à sa réalité d’abord langagière, Etre des discours qui, depuis toujours, est surtout dit, par l’Autre certes, mais aussi par Soi-même. S’observent ainsi les métamorphoses du Noir, à l’aune des médias, en leur articulation particulière qu’est la Télévision, sous la dynamique d’une Sémiotique d’autant plus transversale, que le procès contractuel des identités, qui est aussi mise en procès des discours et des sociétés, trouve sa légitimité dans le décentrement analogique des corpus constitués, le Québec définissant le contexte effectif des analyses, tandis que la partie française est techniquement différée selon les principes d’une comparaison ainsi prospective. Les structures traditionnelles du Noir, dit dans les conforts de postures victimaires univoques qui le déculpabilisent souvent, sont alors débordées, excédées par les paradigmes prospectifs d’une méthode inattendue qui lui restitue ce qu’il n’a jamais cessé d’être : un Etre de langage, qui est aussi un Etre des discours, donc l’expression d’une communication en actes. Par quoi le Noir se transforme, d’abord objet polyphonique des discours entre 1959 et 1968, soumis à l’autorité programmatique et problématique de l’Autre – il évolue tout au long des trois décennies qui suivent vers les procédures argumentatives des énoncés où il devient semi-sujet en tentant de manipuler son semblable majoritaire qui le manipule tout autant – avant d’accéder finalement, dès le 21e siècle, au statut de sujet concret, résolument maître de procédés contractuels d’interactions verbales (et non verbales) qui, à l’aune de la télévision, mettent les identités en procès. La notion de racisme est alors déconstruite en son assertion classique, le Noir constituant l’indicateur sémiotique des états sociaux, des relations interethniques, des politiques de lutte contre les discriminations, des mutations spécifiques du langage et des identités en présence, en même temps que les procédures métamorphiques de leurs répercussions médiatiques. / Worked by history, shaped by the ideological structures that give it a particular anthropological definition, often Manichean, the concept of Black is strongly connoted. Reified by millennia stereotype’s, which essentializing her in a pejorative anaphoric foreclosure, the answers critical provided, beyond the disciplines, have themselves often repeated these procedures that limit the expression of Black in a victimhood posture which, by inversion, him denies the all of his humanity. Being extraordinary and potentially likely to win his freedom, the Black, like other human, does not escape the banality of bias and other dogmatic thoughts that justify the filthy reality of the human beast. This thesis, based on observations whose issues are at the same time looking to the future, proposes an inaugural approach which brings the Black to its first linguistic reality, Being speeches that, always is said especially, certainly by the Other, but also by oneself. The metamorphoses of Black thus are observed, in light of the media, in their particular articulation that's Television, under the dynamic of a transverse Semiotic that the contractual trial of identities, which is also the trial of speech and society, finds its legitimacy in the analog shift of corpus constituted, the Quebec defining the actual analysis context, while the French side is technically deferred according to the principles of comparison thereby prospective. Traditional structures from black, says in the comforts of victimary postures univocally that make it not feeling often guilty, are then overwhelmed, exasperated by a prospective paradigms of a method which restores her what he has never ceased to be : a Being of language, which is also a Being of speeches, So the expression of acts communication. Whereby the Black is metamorphosed, first polyphonic object of speech between 1959 and 1968, subject to the authority programmatic and problematic of the Other - it evolves Throughout The three Decades Following towards the argumentative procedures of the statements through which it becomes semi-topic in trying to manipulate its similar from majority group which him handles as much - before finally to access, from the 21st century, at status of concrete subject, resolutely master of contract processes of verbal interaction (and nonverbal) which, in light of television, put the identities trial. The notion of racism is then deconstructed in his classic statement, the Black constituting the semiotic indicator of social states, of interethnic relations, of political of struggle against discriminations, specific mutations of language and identities in presence, at the same time as metamorphic procedures of their media impact.