Literary responses to Republican exile are diverse and autobiographical works have emerged as a significant modality of this exilic literature. Utilising poetics as a mode of inquiry, this thesis aims to examine some of the complex and nuanced ways in which exile has shaped autobiographical writing by both first and second-generation female exiles. To this end, I trace a poetics of exile in a selected corpus of nineteen autobiographical works by twelve authors: Constancia de la Mora, Isabel Oyarzábal de Palencia, Silvia Mistral, Clara Campoamor, Victoria Kent, Luisa Carnés, Remedios Oliva Berenguer, Francisca Muñoz Alday, Angelina Muñiz-Huberman, María Rosa Lojo, María Luisa Elío and Arantzazu Amezaga Iribarren. These texts were published across a seventy year period (1939 – 2009) in a number of geographical locations and written in a variety of circumstances. Exilic autobiographical texts are not homogeneous and relatively few have adhered to traditional models of autobiography. As such, the works examined are drawn from a variety of autobiographical sub-genres including propagandistic autobiographies, diaries, political essays, hybrid texts, autofiction, memoirs, childhood autobiographies, more experimental semi-autobiographical texts and a film. The main body of this thesis presents six aspects of a poetics of exile — the notion of the addressee, generic hybridization, polyphony, the propagation of collective memory, postmemory, and retroprogressive representations of childhood — and adopts a multi-disciplinary approach that draws upon a number of fields. This thesis aims to offer an illumination of the breadth and difference of women's exilic autobiographical writing as highlighted in the identification of six very different aspects of a poetics of exile.

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Made available in DSpace on 2016-04-28T19:33:44Z (GMT). No. of bitstreams: 1 Djenane Sichieri Wagner Cunha.pdf: 1847926 bytes, checksum: c7080c9f48b554f8dafea922de6c5e22 (MD5) Previous issue date: 2013-10-31 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The general objective of this research is to contribute to the expansion of knowledge concerning teachers´ autobiographical productions and how the process of authorship development involved in them happens. The research is justified because we realize how much the school, with its authoritative discourse, imposes upon the subject the meaning which is institutionally legitimized, and we see the production of memorials as an opportunity for change in this process, by allowing him to write about himself, takes responsibility for his writing and be heard. We analyzed, based on the theoretical principles of discourse analysis, ten memorials produced by Portuguese language teachers who were attending Pedagogy as a second undergraduate course. We made an incursion in researches that conceptualize postmodernism and deal with identity and subjectivity and later, in the memorials analysis, a profile outline of the participants. We also observed in our analysis the point of view of the course participants regarding the production of the memorials. We based our studies on authors who address the notion of authorship to also analyze how it is expressed in the course participants textual productions. In the methodology adopted, we listed some categories that were observed in extracts taken from memorials, so that we could understand how the subject reveals maturity in his writing. In the analysis we retrieved the concepts of drift and dispersion observed in some sections of the memorials how they become evident. As evidence of authorship to be observed in the memorials, we selected the categories: writing and grammatical resources, the subject's relationship with his own writing process, reproduction of other voices, concern with the reader, originality and adjectives and adverbs. The results observed denote that the course participants have demonstrated the understanding of writing, take responsibility for their writing, and, therefore, take on the position of author. Autobiographical writing appears, therefore, as a resource to be used in teacher education providing moments for reflection concerning teachers identity construction of and their teaching practice / O objetivo geral nesta pesquisa é colaborar para a ampliação do conhecimento acerca das produções autobiográficas de professores e da forma como pode ocorrer o processo de desenvolvimento da autoria nelas envolvido. A pesquisa justifica-se porque percebemos o quanto a escola, com seu discurso autoritário, impõe para o sujeito o sentido legitimado institucionalmente, e vemos na produção de memoriais uma oportunidade para que haja uma alteração nesse processo, ao permitir que ele escreva sobre si mesmo, responsabilize-se por sua escrita e seja ouvido. Analisamos, seguindo os princípios teóricos da análise de discurso dez memoriais produzidos por professores de língua portuguesa que estavam cursando, como segunda graduação, o curso de Pedagogia. Fizemos um incurso em pesquisas que conceituam a pós-modernidade e versam sobre a identidade e subjetividade para depois, na análise dos memoriais, traçar o perfil dos cursistas. Ponderamos, ainda, em nossa análise, o ponto de vista dos cursistas sobre a produção dos memoriais. Fundamentamo-nos em autores que abordam a noção de autoria para analisar também como ela se manifesta nas produções textuais dos cursistas; para isso, como metodologia de análise, elencamos algumas categorias que foram observadas em excertos retirados dos memoriais, com o intuito de compreender, por meio delas, o modo como o sujeito revela maturidade na escrita. Retomamos, na análise, os conceitos de deriva e dispersão e observamos em alguns trechos dos memoriais como eles se evidenciam. Como indícios de autoria a serem observados nos memoriais, selecionamos as categorias: escrita e recursos gramaticais, relação do sujeito com o próprio processo de escrita, reprodução de outras vozes, preocupação com o leitor, originalidade e adjetivos e advérbios. Os resultados observados denotam que os cursistas demonstraram possuir domínio sobre a escrita, responsabilizam-se por ela e ocupam, por conseguinte, a posição de autor. A escrita autobiográfica se apresenta, portanto, como um recurso a ser usado na formação de professores para oportunizar momentos de reflexão sobre a constituição identitária do professor e sua prática docente

This qualitative study draws on the traditions of narrative inquiry and arts-based research to explore the intricate puzzle of the experience of writing in a grade nine English Language Arts classroom, with a particular group of participants engaged in a creative autobiographical writing project. This case study of a small rural classroom, where 10 of 12 students participated as writers in the research, explores both the teachers and the students experiences. As a participant-researcher, I designed a three-cycle writing project spanning nine weeks, where all participants engaged in conversations about writing. One specific feature of the classroom setting was that both the teacher and the researcher were themselves active writers and deliberately and systematically offered stories of their own writing practice as part of the teaching about writing process, while undertaking the same writing tasks as the students. The data collected and analyzed in this dissertation includes students group conversations in class time, participants drafts and final writing, entry and exit drawings of how students saw themselves as writers, and individual reflective private conversations. From this data, I created portraits of the participants as writers and of the instructional moments. The drawings which were shaped by a participants historical relationship with writing, their broader personal, social and educational context, and the study provided insight into the individuals relationship to and with writing, providing access to a participants knowledge and experience at times unavailable through more traditional forms of data. Two main themes that emerged were resistance to writing and students complex relationship with revision. Their resistance manifested itself in a variety of forms, including one instance of plagiarism and a total absence of writing with another. An exploration of revision practices revealed a tangled process that often failed to improve the quality of students writing, where revision became, for example, a matter of excision with the delete key or serial first drafting. This study complicates the common school use of autobiographical writing prompts, by documenting the many forms of participant resistance and task subversion. Further, the interpretation of autobiographical as necessarily entailing only the true proved an area of tension.

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Esta pesquisa investiga a compreensão do professor-orientador sobre as contribuições da escrita autobiográfica no processo de autoformação docente, em programa especial de formação de professores. Identifica e analisa como o professor-orientador mediou a escrita das Memórias no PEC e quais sentidos atribuiu a essa escrita. Tem como referente empírico o Programa Especial de Formação de Professores: PEC-Formação Universitária Municípios destinado a professores da Educação Infantil e séries iniciais do Ensino Fundamental, por sua relevância no âmbito das novas modalidades de formação continuada de professores (realizado de 2003 a 2004). As questões a seguir nortearam a pesquisa: quais as concepções, sentidos e usos que os professores-orientadores atribuem à escrita das Memórias? Como o professor-orientador mediou a escrita das Memórias no PEC? Quais os aspectos que os professores-orientadores identificam na escrita das Memórias que são indícios de que ocorreu um processo autoformativo? As análises tomaram como material duas fontes principais: a) empíricas: entrevistas semiestruturadas com professores-orientadores e b) documentais: material didático de orientação da escrita das Memórias, documentos oficiais do PEC e documentos oficiais referentes à Formação Docente e Educação Básica. O referencial teórico adotado para análise e discussão dos dados, inclui autores que tem refletido sobre a formação docente e escrita autobiográfica com destaque para Nóvoa, Josso, Pineau, Bueno. A partir das análises realizadas, constatou-se que os professores-orientadores entrevistados não tinham experiência com o processo de escrita autobiográfica e que apenas alguns deles compreendiam as potenciais contribuições dessa escrita para autoformação docente; se preocuparam mais efetivamente com os aspectos ortográficos, gramaticais e textuais da escrita, explorando de forma limitada o potencial formativo da escrita autobiográfica; deram prioridade a elaboração do TCC; destinaram à escrita das Memórias papel secundário e deixaram a cargo do professor-tutor a condução dessa escrita; atribuíram o processo reflexivo e a melhoria da prática dos alunos-professores às atividades do programa em geral e não especificamente à escrita das Memórias. Conclui-se, a partir do relato dos professoresorientadores, que a utilização da escrita das Memórias no PEC obedeceu à lógica das outras atividades e disciplinas realizadas no programa e não a lógica da escrita autobiográfica como proposto pelo grupo de Genebra (Pineau, Josso, Marie-Michèle), o que demonstra uma preocupação do programa com os conteúdos e com uma formação de um perfil de professor considerado ideal. / This research investigates the teacher-advisors understanding of the contributions of autobiographical writing in the process of self-teaching in special training program for teachers. It identifies and analyzes how the teacher-advisor mediated the writing of the Memories at PEC and the meanings attributed to this writing. Its empirical reference is the Programa Especial de Formação de Professores: PEC-Formação Universitária Municípios to teachers of kindergarten and first grades of elementary school, for its relevance within the scope of new types of continuing education for teachers (held from 2003 to 2004). The following questions guided the research: what are the concepts, meanings and uses that teachers-advisors attribute to the writing of the Memories? How did the teacheradvisor mediate the writing of the Memories at PEC? What are the aspects that the teachersadvisors identify in the writing of the Memories, which are indications that there was a selfformation process? The analysis took as material two main sources: a) empirical: semistructured interviews with teachers-advisors and b) documentation: teaching material to guide the writing of the memories, official documents from PEC and official documents related to Teacher Training and Basic Education. The theoretical approach for analysis and discussion of data includes authors who have reflected on teacher training and autobiographical writing with emphasis on Nóvoa, Josso, Pineau, Bueno. From the analysis carried out it was noticed that the teachers-advisors interviewed: had no experience with the process of autobiographical writing and only a few of them understood the potential contributions of this writing for selfeducation of teachers; worried more effectively with spelling, grammar and textual aspects of the writing, exploring the training potential of autobiographical writing in a limited way; gave priority to the development of TCC; gave a secondary role to the writing of the Memories and let the teacher-advisor conduct this writing; attributed the reflective process and the improvement of the reflective practice of the student teachers to the program\'s activities in general and not specifically to the writing of the Memories. It can be concluded from the report of the teachers-advisors that the use of the writing of the Memories at PEC followed the logic of other activities and courses taken during the program and not the logic of autobiographical writing as proposed by the group from Geneva (Pineau, Josso, Marie- Michèle), which demonstrates a concern for the contents and for a training program of a teachers profile considered to be ideal.

Esta pesquisa investiga a compreensão do professor-orientador sobre as contribuições da escrita autobiográfica no processo de autoformação docente, em programa especial de formação de professores. Identifica e analisa como o professor-orientador mediou a escrita das Memórias no PEC e quais sentidos atribuiu a essa escrita. Tem como referente empírico o Programa Especial de Formação de Professores: PEC-Formação Universitária Municípios destinado a professores da Educação Infantil e séries iniciais do Ensino Fundamental, por sua relevância no âmbito das novas modalidades de formação continuada de professores (realizado de 2003 a 2004). As questões a seguir nortearam a pesquisa: quais as concepções, sentidos e usos que os professores-orientadores atribuem à escrita das Memórias? Como o professor-orientador mediou a escrita das Memórias no PEC? Quais os aspectos que os professores-orientadores identificam na escrita das Memórias que são indícios de que ocorreu um processo autoformativo? As análises tomaram como material duas fontes principais: a) empíricas: entrevistas semiestruturadas com professores-orientadores e b) documentais: material didático de orientação da escrita das Memórias, documentos oficiais do PEC e documentos oficiais referentes à Formação Docente e Educação Básica. O referencial teórico adotado para análise e discussão dos dados, inclui autores que tem refletido sobre a formação docente e escrita autobiográfica com destaque para Nóvoa, Josso, Pineau, Bueno. A partir das análises realizadas, constatou-se que os professores-orientadores entrevistados não tinham experiência com o processo de escrita autobiográfica e que apenas alguns deles compreendiam as potenciais contribuições dessa escrita para autoformação docente; se preocuparam mais efetivamente com os aspectos ortográficos, gramaticais e textuais da escrita, explorando de forma limitada o potencial formativo da escrita autobiográfica; deram prioridade a elaboração do TCC; destinaram à escrita das Memórias papel secundário e deixaram a cargo do professor-tutor a condução dessa escrita; atribuíram o processo reflexivo e a melhoria da prática dos alunos-professores às atividades do programa em geral e não especificamente à escrita das Memórias. Conclui-se, a partir do relato dos professoresorientadores, que a utilização da escrita das Memórias no PEC obedeceu à lógica das outras atividades e disciplinas realizadas no programa e não a lógica da escrita autobiográfica como proposto pelo grupo de Genebra (Pineau, Josso, Marie-Michèle), o que demonstra uma preocupação do programa com os conteúdos e com uma formação de um perfil de professor considerado ideal. / This research investigates the teacher-advisors understanding of the contributions of autobiographical writing in the process of self-teaching in special training program for teachers. It identifies and analyzes how the teacher-advisor mediated the writing of the Memories at PEC and the meanings attributed to this writing. Its empirical reference is the Programa Especial de Formação de Professores: PEC-Formação Universitária Municípios to teachers of kindergarten and first grades of elementary school, for its relevance within the scope of new types of continuing education for teachers (held from 2003 to 2004). The following questions guided the research: what are the concepts, meanings and uses that teachers-advisors attribute to the writing of the Memories? How did the teacheradvisor mediate the writing of the Memories at PEC? What are the aspects that the teachersadvisors identify in the writing of the Memories, which are indications that there was a selfformation process? The analysis took as material two main sources: a) empirical: semistructured interviews with teachers-advisors and b) documentation: teaching material to guide the writing of the memories, official documents from PEC and official documents related to Teacher Training and Basic Education. The theoretical approach for analysis and discussion of data includes authors who have reflected on teacher training and autobiographical writing with emphasis on Nóvoa, Josso, Pineau, Bueno. From the analysis carried out it was noticed that the teachers-advisors interviewed: had no experience with the process of autobiographical writing and only a few of them understood the potential contributions of this writing for selfeducation of teachers; worried more effectively with spelling, grammar and textual aspects of the writing, exploring the training potential of autobiographical writing in a limited way; gave priority to the development of TCC; gave a secondary role to the writing of the Memories and let the teacher-advisor conduct this writing; attributed the reflective process and the improvement of the reflective practice of the student teachers to the program\'s activities in general and not specifically to the writing of the Memories. It can be concluded from the report of the teachers-advisors that the use of the writing of the Memories at PEC followed the logic of other activities and courses taken during the program and not the logic of autobiographical writing as proposed by the group from Geneva (Pineau, Josso, Marie- Michèle), which demonstrates a concern for the contents and for a training program of a teachers profile considered to be ideal.

Orientador: Raquel Salek Fiad / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-19T05:01:56Z (GMT). No. of bitstreams: 1 Caldas-Viudes_LilianKelly_M.pdf: 1459371 bytes, checksum: 813baf9c8df7d7b263e153b467c910be (MD5) Previous issue date: 2011 / Resumo: Esta dissertação tem como objeto de estudo as rememorações, de um grupo de professoras, no que concerne ao ensino-aprendizagem de leitura e escrita, registradas em Memoriais de Formação produzidos como o trabalho final de um curso de formação em Pedagogia (Proesf), oferecido aos docentes em exercício na educação infantil e primeiras séries do ensino fundamental da região metropolitana de Campinas. Considerado como um gênero discursivo - que se materializa na forma de narrativa autobiográfica (PASSEGGI, 2003), o Memorial de Formação é constituído por rememorações dos processos históricos e socioculturais vividos pelos seus autores em diferentes contextos, principalmente o formativo, aliadas a uma discussão teórica estudada na academia (neste caso, leitura e/ou escrita). Pelo fato das rememorações carregarem um alto grau de subjetividade e historicidade, esta pesquisa filia-se ao campo da Linguística Aplicada e aos fundamentos da metodologia qualitativa interpretativista (MOITA-LOPES, 2006), uma vez que tais perspectivas valorizam os múltiplos significados presentes nos dados. A partir de uma análise enunciativa (BAKHTIN, 1929/1979) dos dados, atenta às marcas linguísticas e aos fenômenos enunciativos, objetivou-se detectar indícios do olhar dessas professoras para seus processos de ensino-aprendizagem de leitura e escrita e para as possíveis transformações de concepções sobre o tema, em decorrência da sua participação no Proesf, relacionando, assim, as evidências detectadas pela análise com os traços da historicidade do ensino de língua portuguesa no Brasil. Durante a análise dos dados, foi possível captar informações de como se realizavam certas práticas de linguagens em pelo menos três momentos das trajetórias de vida das autoras: nos primeiros anos escolares, no período que compreende de 5ª a 8ª séries do 1º grau ao magistério e no período em que participavam do Proesf. De modo geral, os dados indicaram que as práticas de ensino-aprendizagem de leitura e escrita que ocupavam posições privilegiadas nas aulas de língua portuguesa ainda nos anos 1980/1990, período em que a rememorações foram vivenciadas, continuavam sendo as mesmas tradicionais e consagradas por séculos, tais como: exercícios de caligrafia, de cópia, de ditados, de formação de frases, de leitura em voz alta, o ensino da gramática, leitura de clássicos literários seguidos de algum tipo de avaliação (prova ou resumo), exercícios de interpretação de texto descontextualizados. No entanto, também foram encontrados indícios de que o ensino baseado em uma concepção de língua sócio-interacionista estava surgindo, mesmo que de maneira incipiente, e chegava à escola o reflexo do deslocamento dos princípios que regiam o ensino de língua portuguesa até os anos anteriores. No percurso de escrita de seus Memoriais, as professoras mostraram-se conhecedoras dos conceitos e significações mais contemporâneos das práticas de linguagem divulgadas durante situações comunicativas vivenciadas no Proesf e, consequentemente, criticaram as práticas chamadas tradicionais, as quais fundamentaram o seu processo formativo / Abstract: This dissertation has as its object of study the recollections of a group of teachers, regarding reading and writing, teaching and learning, registered in Written Records of Professional Development produced as the final paper in a training course in Education (Proesf), offered to teachers working in preschool and in the first grades of elementary school in the metropolitan region of Campinas. Considered as a discursive genre - that materializes in the form of autobiographical narrative (PASSEGGI, 2003), the Written Records of Professional Development consist of recollections of the historical and sociocultural processes experienced by the authors in different contexts, especially the formative one, associated with a theoretical discussion studied in academia (thus, reading and / or writing). Because recollections carry a high degree of subjectivity and historicity, this research is affiliated to the field of Applied Linguistics and to the bases of qualitative interpretive methodology (MOITA-LOPES, 2006), since these perspectives value the multiple meanings in the data. From an enunciative analysis (BAKHTIN, 1929/1979) of the data, attentive to both the linguistic marks and the enunciative phenomena, we aimed at detecting evidence of these teacher's view towards their processes of reading and writing teaching and learning and also the possible changes of conceptions on the subject, as a result of their participation in Proesf, thus relating the evidence uncovered by the analysis with the traces of the historicity of Portuguese language teaching in Brazil. During data analysis it was possible to capture information about how certain language practices took place in at least three moments in the life trajectories of the authors: in the early scholastic years, in the period that includes high school and teaching and in the one in which they took part in Proesf. Overall, the data indicated that the practices in the teaching and learning of reading and writing which occupied privileged positions in Portuguese language classes still in the 1980s/1990s, period during which the recollections were experienced, were the very traditional ones, consecrated by centuries, such as calligraphy exercises, copying, dictation, sentences formation, reading aloud, teaching of grammar, reading of literary classics followed by some kind of assessment (test or summary), text interpretation exercise out of context. However, we also found evidence that teaching based on a social interactionist conception of language was rising, even though it was in its infancy, and the repercussions of shift of the principles governing the teaching of Portuguese in previous years reached the school. In the process of writing their Written Records, the teachers proved to be acquainted with the more contemporary concepts and meanings of language practices disclosed during communicative situations experienced in Proesf and, consequently, criticized the so-called traditional practices, which founded their formative process / Mestrado / Lingua Materna / Mestre em Linguística Aplicada

Auteur autodidacte, Enrico Pea (1881-1958), romancier, nouvelliste, poète et auteur dramatique, est une figure atypique dans le paysage littéraire italien du XXe siècle. Une partie de l’œuvre narrative de Pea est caractérisée par sa dimension autobiographique qui n’efface cependant pas une tendance à composer ses œuvres par fragments. Nous proposons, dans cette thèse, de nous concentrer sur cinq œuvres de Enrico Pea, toutes caractérisées par leur dimension fragmentaire, qui représentent autant d’étapes dans sa construction identitaire et d’envisager ainsi, la dimension fragmentaire par le prisme du morcellement du « je » narratif. Fole (1910) est un recueil de contes et légendes de sa terre natale. Moscardino (1922), Il Volto Santo (1924) et Il servitore del Diavolo (1931) sont des œuvres autobiographiques en prose. Dans Moscardino et Il Volto Santo, le narrateur raconte l’histoire de sa famille et son enfance en Versilia auprès de son grand-père. Il servitore del Diavolo est une autobiographie en creux retraçant dans un climat fantasmagorique les années égyptiennes de l’auteur. Enrico Pea se tourne une nouvelle fois vers l’autobiographie vers la fin de sa carrière pour évoquer à nouveau le séjour égyptien dans Vita in Egitto (1949). Cette étude entend montrer que l’œuvre autobiographique de Enrico Pea, à travers la création du personnage de Pea-Moscardino, retrace les étapes de la construction identitaire de l’auteur mais également propose une autobiographie idéale reposant sur le mythe de l’écrivain autodidacte. Ce parcours s’accompagne d’une réflexion de l’auteur sur l’écriture autobiographique qui converge vers la définition d’une poétique de l’autobiographie. / Self-taught author Enrico Pea (1881-1958) was a novelist, short story writer, poet, playwright and is an unusual figure of the twentieth century Italian literary scene. Part of Pea’s narrative work is characterized by its autobiographical dimension which maintains however a tendency to be created in fragments. This thesis will focus on five pieces of work by Enrico Pea, all characterized by their fragmentary dimension and representing many steps in the construction of his identity. Therefore it considers this dimension gradually through the prism of fragmentation of the narrative "I". Fole (1910) is a collection of tales and legends from his homeland. Moscardino (1922), Il Volto Santo (1924) and Il servitore del Diavolo (1931) are autobiographical works in prose. In Moscardino and Il Volto Santo, the narrator tells the story of his family and childhood in Versilia with his grandfather. Il servitore del Diavolo is an autobiography subtly depicting the author’s Egyptian years in a dreamy climate. Enrico Pea uses the autobiography again towards the end of his career to portray once more his stay in Egypt in Vita in Egitto (1949). This study aims to show that Enrico Pea’s autobiographical work, through the creation of the character Pea-Moscardino, retraces the steps of the author’s self-identity construction, but also provides an ideal autobiography based on the myth of the self-taught writer. This work is accompanied by a reflection from the author on autobiographical writing and converges towards a definition of the poetics of autobiography.

Cette thèse de doctorat s'intéresse aux questions identitaires des sujets multiculturels cubains-américains, hantés par l'île mais habitants du continent nord-américain, ainsi qu'aux phénomènes de passation mémorielle inter-générationnelle exacerbés par l'expérience de l'exil post-castriste. Au cours de cette étude, sont présentées les relations complexes entre Cuba et les Etats-Unis, les grandes étapes de formation de la diaspora cubaine-américaine, en particulier les vagues successives de l'émigration post-castriste (1959) qui ont bouleversé la carte identitaire de la communauté translatée, mais en particulier l'identité d'une ville périphérique du sud de la Floride: Miami. Nous verrons pourquoi cette mégalopole états-unienne est souvent considérée aujourd'hui comme la capitale des Caraïbes, voire la capitale des Amériques. A travers l'étude des mémoires cubains-américains, seront discutées les questions de la nature de l'exil cubain post-castriste, en particulier sa temporalité, et la perception paradoxale de l'exil, à la fois associé par certains à un moment donné de leur vie d'adulte comme foyer et/ou fardeau. La thèse fait une part importante à l'enfance mutilée des membres de la génération dite 'une-et-demi', leur hybridité identitaire qui s'exprime par un nomadisme culturel et linguistique. Leurs témoignages décrivent également de nombreux phénomènes de pollinisations interculturelles, contrebalancés et/ou complétés par une répétition mémorielle obsessive des aïeux conteurs. Un dernier temps de cette étude sera consacré à l'écriture de soi qui est à la fois transcendance et rémanence de l'exil, du passé. Les mémoires cubains-américains illustrent aussi souvent le passage d'une tradition cubaine orale vers une tradition américaine de réalisation de soi par l'écriture. Ils s'inspirent de l'intime pour tendre vers l'universel, tout du moins ils tendent à s'inscrire dans le domaine de la littérature autobiographique latino-américaine, voire dans l'écriture de soi états-unienne. / This dissertation is centered on the questions of identity of the multicultural Cuban-American 'I's, haunted by the island but inhabiting the North-American continent, as well as on the phenomena of intergenerational transmission of memory, exacerbated by the traumatic experience of post-Castro exile. Along this study we discuss the complex relationship between Cuba and the United States of America, the important stages of the emergence of the Cuban-American disapora, particularly the successive post-castrist waves of emigration, which have completely altered the identity card of the displaced community but also redefined the identity and role of a peripheral southern city of Florida: Miami. How and why is this American megalopolis often considered today as the capital of the Caribbean, to some extent even of the Americas?Through a close reading of Cuban-American memoirs, we examine the post-castrist Cuban exile, more precisely its temporality, as well as its paradoxical perception by certain Cuban-Americans, at a certain point in their adult life as both a haven and a burden. The dissertation also considers the mutilated childhood of the 'one-and-a-halfers', their identity hybridity transpiring through their cultural and linguistic nomadism. Their personal testimonies depict multiple phenomena of crosscultural pollinization, counterbalanced and/or completed by an obsessive repetition of their cultural memory thanks to their story-telling grandparents. In the final part of this study we explore self-writing, which is both transcendance and resurgence of their exile and their past. Besides, Cuban-American memoirs often shed light on the passage from a Cuban oral tradition to an American tradition of self-fufilment through writing. They root their inspiration in intimacy to reach the universal, they participate in inscribing their presence their presence both within the realms of Latin-American literature and U.S. self-writing.