Over theWeb, distributed and heterogeneous sources with structured and related content form rich repositories of information commonly referred to as dataspaces. To provide access to this heterogeneous data, information integration systems have traditionally relied on the availability of a mediated schema, along with mappings between this schema and the schema of the source schemas. On dataspaces, where sources are plentiful, autonomous and extremely volatile, a system based on the existence of a pre-defined mediated schema and mapping information presents several drawbacks. Notably, the cost of keeping the mappings up to date as new sources are found or existing sources change can be prohibitively high. We propose a novel querying architecture that requires neither a mediated schema nor source mappings, which is based mainly on indexing mechanisms and on-the-fly rewriting algorithms. Our indexes are designed for data that is represented as relations, and are able to capture the structure of the sources, their instances and the connections between them. In the absence of a mediated schema, the user formulates structured queries based on what she expects to find. These queries are rewritten using a best-effort approach: the proposed rewriting algorithms compare a user query against the source schemas and produces a set of rewritings based on the matches found. Based on this architecture, two different querying approaches are tested. Experiments show that the indexing and rewriting algorithms are scalable, i.e., able to handle a very large number of structured Web sources; and that support simple, yet expressive queries that exploit the inherent structure of the data.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This Final Conclusion Paper (FCP) of the Professional Master in Literature, PROFLETRAS, presents a proposal for pedagogical intervention aimed at students of the final series of Elementary School II, from a public school of the municipal educational network of Euclides da Cunha - BA. In general terms, the methodology created involves workshops aimed at reading, critical understanding and elaboration of photopoems, characterized by cultural and regional value. The theoretical orientation behind the proposal brings together the methodological concepts proposed by Rildo Cosson (2011), which deals with the Basic Sequence discussing important issues such as decoding, interpretation, construction of meaning of a text, fundamental stages for literacy literacy effectiveness; those of Joaquim Dolz, Michele Noverraz and Bernard Schneuwly (2004), that approach the Didactic Sequence, a systematic work that allows to the student the dominion of genres and communicative situations; those of Maria Bordini and Vera Aguiar (1988), who, by means of the Receptive Method of reading the literary text, encourage students to read effectively, as they contemplate the readers' textual preferences, but also propose the amplification of these preferences by presenting new readings and / or genres to the students, thus promoting the "rupture of the horizon of expectations". For the implementation of this methodological proposal, we sought practices that contemplated the use of Digital Technologies of Communication and Information (TDIC's), so that the motivation, commitment and skills with the interactive language are positive factors during the suggested teaching-learning process in this dissertation proposal, so the concepts proposed by Roxane Rojo and Eduardo Moura (2012) served as a basis for the multiletramentos that will be treated in this work. As a literary corpus to be worked on in the various stages of the proposal, a meeting of modern and contemporary Brazilian poems and songs was chosen, whose creative conception is at the base of the textual production activity that constitutes the culminating stage of the methodology. / Este Trabalho de Conclusão Final (TCF) do Mestrado Profissional em Letras, PROFLETRAS, apresenta uma proposta de intervenção pedagógica destinada a alunos das séries finais do Ensino Fundamental II, oriundos de uma escola pública da rede municipal de ensino de Euclides da Cunha - BA. Em termos gerais, a metodologia criada envolve oficinas que visam à leitura, à compreensão crítica e à elaboração de fotopoemas, caracterizados pela valorização cultural e regional. A orientação teórica em que se respalda a proposta reúne os conceitos metodológicos propostos por Rildo Cosson (2011), que trata da Sequência Básica discutindo questões importantes como decodificação, interpretação, construção de sentido de um texto, etapas fundamentais para a efetivação do letramento literário; os de Joaquim Dolz, Michele Noverraz e Bernard Schneuwly (2004), que abordam a Sequência Didática, um trabalho sistemático que permite ao aluno o domínio de gêneros e de situações comunicativas; os de Maria Bordini e Vera Aguiar (1988), que, por intermédio do Método Recepcional de leitura do texto literário, incentivam nos alunos a leitura efetiva, por contemplar as preferências textuais dos leitores, mas também propõem a ampliação dessas preferências apresentando novas leituras e/ou gêneros aos alunos, promovendo assim a "ruptura do horizonte de expectativas". Para a efetivação dessa proposta metodológica, buscaram-se práticas que contemplassem o uso das Tecnologias Digitais da Comunicação e Informação (TDIC’s), a fim de que a motivação, empenho e habilidades com a linguagem interativa sejam fatores positivos durante o processo ensino-aprendizagem sugerido nesta proposta intervenção, por isso os conceitos propostos por Roxane Rojo e Eduardo Moura (2012) serviram como embasamento para os multiletramentos que serão tratados neste trabalho. Como corpus literário a ser trabalhado nas diversas etapas da proposta, optou-se por uma reunião de poemas e canções brasileiras modernas e contemporâneas, cuja concepção criativa está na base da atividade de produção textual que configura a etapa culminante da metodologia. / Itabaiana, SE

Orientador: Ines Signorini / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-13T12:30:42Z (GMT). No. of bitstreams: 1 Nascimento_CeciliaEllerRodrigues_M.pdf: 12418556 bytes, checksum: d58ca816cdb264b1309682b28f3a5a9a (MD5) Previous issue date: 2009 / Resumo: Esta dissertação analisa o impacto da reescrita na aprendizagem de gêneros discursivos/textuais escritos, após o desenvolvimento de uma sequência didática, além dos reflexos dos modos de circulação do texto no estabelecimento da referenciação. A pesquisa se identifica com os estudos aplicados da linguística, mas dialoga com vários outros campos, como a Filosofia da Linguagem, Didática de Línguas, Antropologia, Linguística textual e estudos sobre referenciação de orientação etnometodológica. Os registros foram obtidos numa quarta série do Ensino Fundamental I, em escola pública de periferia localizada em cidade do interior de São Paulo. Vários tipos de dados foram gerados, visando à triangulação e à compreensão mais profunda do fenômeno complexo que é aprender a escrever na escola. Houve dois momentos de obtenção de registros distintos, porém complementares, já que o primeiro guiou o planejamento e a execução do segundo. O primeiro momento foi de observação, com influências da etnografia aplicada à educação, e o segundo, de intervenção, influenciado por conceitos da pesquisa-ação, no qual uma sequência didática foi realizada pela classe em torno do gênero relatório. Duas reescritas orientadas por bilhetes integraram esse processo. Este trabalho parte do pressuposto de que o texto não tem caráter fixo, acabado, e sim provisório. Trata-se de um momento em um processo. Por isso, a reescrita surge como possibilidade de elaboração de versões cada vez mais adequadas a um novo momento de interlocução, mediado pelo bilhete orientador. Este, por sua vez, funciona como um gênero catalisador, já que potencializa o desenvolvimento de práticas de linguagem específicas. Três momentos de produção de texto são analisados, os quais revelaram (i) que um comando aberto, sem orientação posterior ou correção específica leva a pouco desenvolvimento do estado de escrita, uma vez que os alunos tendem a optar pelo que já lhes é familiar; (ii) o comando específico precisa ser acompanhado de informações sobre o gênero e sobre os interlocutores eleitos, já que estas não são óbvias, nem facilmente inferidas; (iii) com a sequência didática, os alunos podem chegar a uma compreensão mais precisa sobre o gênero a ser produzido e suas esferas de circulação; contudo, a intervenção posterior, visando à reescrita, é fundamental para um desenvolvimento mais significativo em relação à aprendizagem do gênero escrito proposto / Abstract: This master's thesis analyses the impact of rewriting on learning written speech/discourse genres, after the implementation of a didactic sequence, as well as the influences of the text's circulation modes on referentiation establishment. The research relates to the field of Applied Linguistics, but also dialogues with other areas, such as Language Philosophy, Language Didacticism, Anthropology, Text Linguistics and studies on referentiation which follow etnomethodological guidelines. The data was produced in an Elementary fourth grade of a public school, located in an underprivileged neighborhood of a São Paulo state's small town. Different types of data were produced, envisaging triangulation and trying to grasp a deeper understanding of learning how to write in school, without undermining its complexity. The data producing process can be divided in two distinct, though complementary, moments. The first included observation, influenced by Etnography applied to Education, while the second consisted of an intervention which benefited from concepts of Action Research. A didactic sequence regarding the genre written report was conducted. Two rewritings prompted by guiding notes integrated this process. In this work, it is assumed that the text does not possess a static, finished status. On the contrary, it is considered to be temporary. The rewriting, then, emerges as a possibility of formulating versions which are ever more suitable to the new interlocution moment, mediated by the guiding notes. They work as a catalyst genre, since they potencialize the development of specific language practices. Three different moments of text writing are analyzed. They revealed that (i) an open command, lacking ulterior orientation and specific correction leads to little development of written abilities, once students tend to choose what is more familiar to them; (ii) when the comand is specific, it must be accompanied of information about the genre and the chosen interlocutors, since they are not obvious, neither easily inferred; (iii) with the didactic sequence, students may arrive to a more precise understanding on the genre they are supposed to produce and on its circulation spheres; the ulterior intervention aiming at rewriting is, notwithstanding, crucial to achieve a more significant development regarding the learning of writing / Mestrado / Lingua Materna / Mestre em Linguística Aplicada

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / Esta pesquisa analisa a peÃa Gota dâÃgua, de Chico Buarque e Paulo Pontes, enquanto resultado de um processo de retextualizaÃÃo da tragÃdia clÃssica MedÃia. Levando em conta elementos teÃrico-metodolÃgicos da AnÃlise do Discurso, buscamos sempre a articulaÃÃo texto/contexto, necessÃria para o entendimento da obra como a um sà tempo produto, reflexo e elemento ativo das circunstÃncias sÃcio-histÃricas. Consideramos, dentro do percurso que vai da MedÃia de EurÃpides à Gota dâÃgua, de Chico Buarque e Paulo Pontes, o roteiro MedÃia, de Oduvaldo Vianna Filho. Tal articulaÃÃo à indispensÃvel, pois muitos dos processos de retextualizaÃÃo que Gota dâÃgua apresenta jà podem ser observados nesse roteiro, escrito para um âCaso Especialâ da Rede Globo. Perceber tais relaÃÃes de influÃncia fez parte de nossa investigaÃÃo, que tambÃm abordou o enquadramento destas obras no contexto do Teatro Nacional-Popular da dÃcada de 1970. Trabalhar com uma peÃa de teor musical, como à o caso de Gota dÂÃgua, ainda permitiu reflexÃes sobre a realidade dramatÃrgica brasileira e o gÃnero canÃÃo popular. / This essay analyses the play Gota dâÃgua by Chico Buarque and Paulo Pontes, as a result of rewriting the classical tragedy Medea. Taking into consideration theoric and methodological from the Discours Analysis, the essay searches for the articulation text / context, essential for the understanding of the literary work interacting at the same time as a product, reflex and active element of historical circumstances. It will be taken into consideration, in the extention from Medea by Euripides to Gota dâÃgua, by Chico Buarque and Paulo Pontes, the script Medea by Oduvaldo Vianna Filho. The previously mentioned articulation is essential due to the fact that many of the rewriting processes that Gota dâÃgua presents can be noticed in a script written for an episode of a television program in Globo TV. Observing these influence relations will be part of this research, that will also observe the content these works in the context of the National-Popular Theatre in the 1970âs. Working with a literary and musical play, which is the case of Gota dâÃgua, will still allow reflections about the Brazilian theatrical reality and popular music.

Made available in DSpace on 2016-02-26T14:51:51Z (GMT). No. of bitstreams: 1 AliceAneNapolitano.pdf: 13104088 bytes, checksum: 871affe0998d03e24b463c32333d9c9f (MD5) Previous issue date: 2012-06-11 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / With this study, we intend to reflect on and to analyze whether how the proposals are directed rewriting of texts didactic books recommended by national didactic books program- PNLD 2011 and understand if activities in the modules (chapters) provided the development of language capacities by means of which students will have more autonomy to the comprehension and action in the specific communicative situation. Parting from the epistemological frame of Bronckart`s Sociodiscursive Interactionism (2007), on the theorethical-methodological supports for the teaching of mother tongue of Schneuwly & Dolz (2004) and the dialogical rewriting`conceptions (GONÇALVES & BAZARIM, 2009), we investigate how two collections of didactic books voted among the teacher of city Dourados, municipality of Mato Grosso do sul - approach textual gender's rewriting in Primary Education cycle II. For its fulfillment, we will uphold on Bronckart's textual leafy (2007), which contemplates textual infrastructure, discursive and linguistic-discursive components. For didactic effect we selected the genre critical review. Our studies demonstrate that the Diálogo collection don‟t provided the development of all language capacities. The Para Viver Juntos collection, focus the three analyzed language‟s capabilities, but has failures. From the analysis, we propose possible activities that may enable the development of language capacities. / Com este estudo, intencionamos refletir e analisar como são direcionadas as propostas de reescrita de textos em livros didáticos recomendados pelo Programa Nacional do Livro Didático PNLD 2011 e compreender se as atividades desenvolvidas nos módulos (capítulos) proporcionam o desenvolvimento de capacidades de linguagem por meio das quais o aluno terá mais autonomia para a compreensão e ação numa situação comunicativa específica. A partir do quadro epistemológico do Interacionismo sociodiscursivo (ISD) de Bronckart (2007), nos aportes teórico-metodológicos para o ensino de língua materna de Schneuwly e Dolz (2004) e em concepções de reescrita dialógica (GONÇALVES & BAZARIM, 2009), vamos investigar como duas coleções de Livros Didáticos votadas entre os professores da cidade de Dourados, município de Mato Grosso do Sul, a saber: Coleção Diálogos e Coleção Para Viver Juntos , ambas para o Ensino Fundamental, abordam a reescrita de gêneros no Ensino Fundamental ciclo II. Para sua efetivação, vamos nos apoiar no folhado textual de Bronckart (2007), que contempla a infraestrutura textual, os componentes discursivos e linguístico-discursivos. Para efeito didático selecionamos o gênero resenha crítica. Nossos resultados demonstram que a coleção Diálogo não proporciona o desenvolvimento de capacidades de linguagem e não aborda eficientemente as três capacidades de linguagem. A coleção Para Viver Juntos foca as três capacidades de linguagem analisadas, mas apresenta falhas. A partir da análise, propomos outra possibilidade de atividades que podem possibilitar o desenvolvimento das capacidades de linguagem.

Orientador: Inês Signorini / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-20T00:57:31Z (GMT). No. of bitstreams: 1 Ruivo_EronSanches_M.pdf: 36919359 bytes, checksum: f0bb4034500277e9f895de90c783dfc5 (MD5) Previous issue date: 2012 / Resumo: Neste trabalho são analisados os resultados da aplicação de uma sequência didática de ensino do gênero artigo de opinião em duas salas de aula do Ensino Médio de duas escolas públicas da Região Metropolitana de Campinas, SP. Trata-se de uma investigação de cunho qualitativo com geração de registros sob a metodologia da pesquisa-ação. A aplicação dessa sequência didática nas duas salas de aula estendeu-se de março a dezembro de 2009 e gerou, primeiramente, 41 primeiras versões do gênero em 61 aulas videogravadas. Num segundo momento, o processo de correção por meio de bilhetes orientadores para a reescrita gerou mais 75 segundas e terceiras versões. As análises mostraram que a interação (ora e escrita), sobretudo a do professor com os alunos, é fator constituinte da produção escrita desses alunos. Conforme verificado, as diferenças linguístico-discursivas entre as diferentes versões de cada produção individual e entre as produções de cada sala estão relacionadas tanto com a estrutura de participação em cada sala de aula (interação oral), quanto com o tipo de interação mediada por bilhetes orientadores de reescrita (interação escrita) desenvolvida com cada aluno individualmente, além dos tipos de interação entre alunos e entre alunos, professores e materiais didáticos em cada sala estudada / Abstract: This paper shows the results of the application of a didactic sequence to the opinion article gender in two high school classrooms of Public Schools in the metropolitan region of Campinas, SP. It is a qualitative investigation that generates records beneath the methodology of the research-action. The application of the didactic sequence in the classrooms was from March to December, 2009 and firstly generated 41 first versions of the gender in 61 video recorded classes. Then, the correction process though oriented messages for the rewriting generated more 75 second and third versions. The analyses showed the interaction (orally and written), specially from teacher to pupils, is an important factor of constitution of these students writings. Thus, the linguistic-discursive differences between the different versions of each pupil and between the different versions of each classrooms are related to the participation structure in both classrooms (oral interaction), to the kind of interaction mediated by the oriented messages for rewritting and to the kind of interaction between pupils, teachers and pupils and didactic materials in these two classrooms / Mestrado / Lingua Materna / Mestre em Linguística Aplicada

Cette thèse se propose d’interroger les enjeux esthétiques et culturels de la réécriture théâtrale contemporaine à partir de trois questions fondamentales : Qu’est-ce que l’on réécrit ? Comment est-ce que l’on réécrit ? A quelles fins/ pourquoi est-ce que l’on réécrit ? Les différentes étapes de notre recherche seront traversées par un souci permanent de re-définir la réécriture en tant que pratique hybride, située à la croisée d’une pratique scripturale et d’une pratique scénique. Après avoir défini la réécriture à la lumière des relations qu’elle entretient avec des pratiques liminaires, nous proposons une typologie des techniques à travers lesquelles l’adaptateur modifie l’univers fictionnel de l’œuvre-source. L’analyse de certains cas de figure marginaux nous permet par la suite de nuancer notre définition de la réécriture. Les deux derniers chapitres tenteront de définir les réécritures comme des œuvres nouvelles qui s’affichent comme des versions des œuvres antérieures, puisqu’elles puisent leurs formes et leurs sens dans les formes et les sens des œuvres de départ. / This thesis aims at analyzing the aesthetic and cultural aspects of contemporary theatrical rewriting, starting from three fundamental questions: What do adaptors rewrite? How do they rewrite? Why do they rewrite? The different stages of our research are characterized by a constant aim at redefining theatrical rewriting as a hybrid practice, situated at the crossroads of a scriptural and of a scenic phenomenon. After having defined rewriting in the light of its relationships with related practices, we propose a typology of the techniques which enable adaptors to modify the fictional universe of the initial work. The analysis of certain marginal case studies enables us to further develop our definition of rewriting. The last two chapters aim at defining rewriting as new works which function as versions of previous works, as they look for their forms and for their meanings in the forms and meanings of previous works.

Dans cette thèse, nous présentons à la fois une collection de modèles de générations de réseaux et de diffusion d'information exprimés à l'aide d'un formalisme particulier appelé la réécriture de graphes, ainsi qu'une nouvelle méthode de représentation permettant la visualisation de la diffusion d'information dans des grands réseaux sociaux. Les graphes sont des objets mathématiques particulièrement versatiles qui peuvent être utilisés pour représenter une large variété de systèmes abstraits. Ces derniers peuvent être transformés de multiples façons (création, fusion ou altération de leur éléments), mais de telles modifications doivent être contrôlées afin d'éviter toute opération non souhaitée. Pour cela, nous faisons appel au formalisme particulier de la réécriture de graphes afin d'encadrer et de contrôler toutes les transformations. Dans notre travail, un système de réécriture de graphes opère sur un graphe, qui peut être transformé suivant un ensemble de règles, le tout piloté par une stratégie. Nous commençons tout d'abord par utiliser la réécriture en adaptant deux algorithmes de génération de réseaux, ces derniers permettant la création de réseaux aux caractéristiques petit monde. Nous traduisons ensuite vers le formalisme de réécriture différents modèles de diffusion d'information dans les réseaux sociaux. En énonçant à l'aide d'un formalisme commun différents algorithmes, nous pouvons plus facilement les comparer, ou ajuster leurs paramètres. Finalement, nous concluons par la présentation d'un nouvel algorithme de dessin compact de grands réseaux sociaux pour illustrer nos méthodes de propagation d'information. / In this thesis, we present a collection of network generation and information diffusion models expressed using a specific formalism called strategic located graph rewriting, as well as a novel network layout algorithm to show the result of information diffusion in large social networks. Graphs are extremely versatile mathematical objects which can be used to represent a wide variety of high-level systems. They can be transformed in multiple ways (e.g., creating new elements, merging or altering existing ones), but such modifications must be controlled to avoid unwanted operations. To ensure this point, we use a specific formalism called strategic graph rewriting. In this work, a graph rewriting system operates on a single graph, which can then be transformed according to some transformation rules and a strategy to steer the transformation process. First, we adapt two social network generation algorithms in order to create new networks presenting small-world characteristics. Then, we translate different diffusion models to simulate information diffusion phenomena. By adapting the different models into a common formalism, we make their comparison much easier along with the adjustment of their parameters. Finally, we finish by presenting a novel compact layout method to display overviews of the results of our information diffusion method.

Souvent décriée comme production d’une littérature de seconde main, constamment pratiquée par le théâtre contemporain, l’adaptation, mal définie, négligée par la critique, est rarement théorisée par ceux qui la pratiquent. À partir d’un corpus composé d’une trentaine d’œuvres narratives, allant de L’Astrée d’Honoré d’Urfé (1607-1625) au Dom Carlos de Saint-Réal (1672), et de près de quatre-vingts adaptations, cette étude analyse l’adaptation théâtrale de fiction narrative comme une pratique d’écriture unifiée, que reprend et amende chaque dramaturge. Définissant rigoureusement l’adaptation, ce travail construit, par l’étude des textes et une contextualisation théorique circonstanciée, des outils d’analyse qui identifient et évitent les apories des théories de l’adaptation. Cette grille de lecture rhétorique permet alors de suivre dans ses principaux procédés le geste d’écriture adaptatif, de la sélection de la matière romanesque à la composition puis l’écriture de la pièce de théâtre, jusqu’à son actualisation sur scène : se définit ainsi une poétique de l’adaptation transmodale, qui perturbe le fonctionnement des parties de la rhétorique et met en jeu les potentialités du medium dramatique. Cette pratique, qui confirme ou infirme les genres dramatiques, dans une dynamique tantôt topique, tantôt créatrice, comporte ainsi des enjeux esthétiques. Lieu de circulation et d’invention des formes littéraires, d’un jeu intertextuel complexe dont le miroitement est démultiplié par une réception à plusieurs niveaux, l’adaptation théâtrale exhibe sa littérarité, et mérite une place dans le paysage littéraire français du XVIIe siècle, dont elle restaure l’épaisseur et la richesse. / Often dismissed as the production of second-hand literature, though constantly used by modern stage directors and playwrights, adaptation has frequently been neglected by critics; barely theorised by those who practice it, it has been approached with an approximate definition. Through the study of thirty novels and short stories − ranging from Honoré d'Urfé's L’Astrée (1607-1625) to Saint-Réal’s Dom Carlos (1672) − and the study of some eighty theatrical adaptations, this work analyses the theatrical adaptation of narrative fictions as a coherent writing practice, which each and every play embodies in a different way. Starting with a clear definition of what theatrical adaptation means, then proceeding with a careful reading of the works and a detailed review of contemporary theories, we build tools to analyse this corpus and avoid the aporias adaptation theories have usually been confronted with. This reading of adaptation, based on rhetorics, enables us to follow the process of adaptative writing step by step through its various techniques − from the selection of material within the novel to the designing and actual writing of the play to its final staging. Thus we define the poetics of a transmodal adaptation, which reinvents the working of rhetorical categories and questions the potentiality of drama as a semiotic medium. Adaptation therefore challenges literary genres − sometimes confirming their topoï, sometimes creating new forms − and thus tackles aesthetics-related issues. Theatrical adaptation appears as a field of literary experimentation and formal innovation, within which intertextual references reverberate and multiply in various levels of reading. Exhibiting its second-hand nature and therefore its literary quality, theatrical adaptation rightly deserves to be read as a major contribution to the French seventeenth-century dramatic literature, to which it gives back its density and richness.

Eulenspiegel est une des rares figures littéraires du XVIe siècle à jouir jusqu’à aujourd’hui d’une renommée considérable en Allemagne. Pourquoi et comment Eulenspiegel demeure-t-il particulièrement présent dans le paysage littéraire allemand après 1945 ? Ce travail se concentre sur des réécritures du recueil de farces Ein kurtzweilig Lesen von Dil Ulenspiegel, l’oeuvre la plus ancienne dans laquelle apparaît Eulenspiegel. L’étude préalable de ce recueil montre que, tel Janus, il présente deux visages : l’un promeut les normes établies, relevant de l’ordre juridique, religieux ou social, tandis que l’autre incite à transgresser ces dernières. L’ambivalence du recueil est due à sa composante comique et à l’absence d’une délimitation claire entre l’autorisé et l’interdit, entre le souhaitable et le répréhensible. L’analyse des transpositions du recueil produites par Bertolt Brecht, Christa et Gerhard Wolf et Thomas Brasch met au jour les procédés employés relevant de l’inter- et de l’hypertextualité, tels que les définit Gérard Genette. L’étude de la Ballade de Günther Weisenborn éclaire les textes de B. Brecht, nourris par l’échange entre les deux auteurs. Cette pièce sert de contrepoint aux autres réécritures pour distinguer les transpositions du recueil et les adaptations de la figure. Les réécritures analysées attribuent à Eulenspiegel, dans des contextes historiques différents, une fonction de résistance combinée à une fonction identitaire. Les métamorphoses d’Eulenspiegel s’inscrivent dans une veine comique de la littérature allemande qui plonge ses racines dans la farce médiévale. / Eulenspiegel is one of the rare literary figures of the 16th century to enjoy until today a significant celebrity in Germany. Why and how does Eulenspiegel remain particularly present in the German literary landscape after 1945? This work concentrates on rewritings of the chapbook Ein kurtzweilig Lesen von Dil Ulenspiegel, the most ancient work in which appears Eulenspiegel. The preliminary study of this collection of pranks shows that, such Janus, it presents two faces: the one promotes the established norms, related to the legal, religious or social order, whereas the other one incites to break these last ones. The ambivalence of the chapbook is due to its comic component and to the absence of a clear demarcation between what is authorized and what is prohibited, between the desirable and the reprehensible. The analysis of the transpositions of the chapbook produced by Bertolt Brecht, Christa and Gerhard Wolf, and Thomas Brasch brings to light the employed processes related to inter- and hypertextuality, such as Gérard Genette defines them. The study of the Ballad of Günther Weisenborn sheds light on the texts of B. Brecht, fed by the exchange between both authors. This play acts as counterpoint to the other rewritings to distinguish the transpositions of the chapbook and the adaptations of the figure. The analyzed rewritings attribute to Eulenspiegel, in different historic contexts, a function of resistance combined with a function of identity. The metamorphoses of Eulenspiegel belong to a comic vein of the German literature which plunges its roots into the medieval prank.