La langue n’est pas qu’un outil de communication, mais aussi un moyen pour explorer, un raccourci efficace dans l’expansion des connaissances humaines et l'exploration de la société humaine. En analysant la poétique métaphorique des deux poètes déconstructionnistes canadiens, Robert Kroetsch et Erin Moure, cette thèse vise à examiner comment la métaphore, la métonymie et la catachrèse travaillent ensemble pour engendrer des constructions métaphoriques, qui peuvent produire de nouvelles connaissances et une éthique féministe. La métaphore, la métonymie et la catachrèse sont généralement étudiées comme des dispositifs littéraires qui augmentent l'attrait artistique des œuvres littéraires. Cependant, dans la poésie métaphorique, ils sont considérés comme des outils cognitifs pour déconstruire une compréhension rigide de l'histoire humaine et de la société. Dans The Stone Hammer Poems, la métaphore et la métonymie servent à dévoiler l'existence du savoir perdu, délimitant un espace imaginaire, composé de créatures et de civilisations anéanties. De même, dans O Cidadán, les deux dispositifs constituent une structure métaphorique qui accentue le respect du statut naturel des êtres humains. Pendant ce temps, au lieu de former une rhétorique satirique, la catachrèse dans les deux œuvres devient de véritables connaissances du temps et des personnes perdus. Par conséquent, en utilisant une approche cognitive pour effectuer une étude littéraire sur The Stone Hammer Poems et O Cidadán, cette thèse vise à étudier comment la métaphoricité fonctionne comme une ressource de compréhensions post-structuralistes de l'historicité et comme porteuse de l'éthique féministe. / Language is more than a communicative tool. It is a practical means of inquiry, a functional device to expand human knowledge and to explore human society. By analyzing the metaphorical poetics of two Canadian deconstructionist poets Robert Kroetsch and Erin Moure, this thesis aims to examine how metaphor, metonymy, and catachresis work together to engender metaphorical constructions that can produce new knowledge and feminist ethics. Metaphor, metonymy, and catachresis are usually studied as literary devices that increase the artistic appeal of literary works. However, in metaphorical poetry, they function as cognitive tools to deconstruct rigid understanding regarding human history and society. In The Stone Hammer Poems, metaphor and metonymy serve to unveil the existence of the lost knowledge, delineating an imaginative space consisting of annihilated creatures and civilizations. Similarly, in O Cidadán, the two devices construct metaphorical constructions that accentuate the respect of the natural status of human-beings. Meanwhile, instead of forming satirical rhetoric, catachresis in both works become the real knowledge regarding the lost time and people. Therefore, employing a cognitive approach to perform a literary study on The Stone Hammer Poems and O Cidadán, this thesis studies how metaphoricity operates as the resource of post-structuralist understandings on historicity and as the carrier of feminist ethics.

This research aims to understand how a teacher of elementary school, a public school located in the city of Maceió / AL, develops the style and catachresis in precarious contexts. Style and catachresis are categories developed by the Clinical Activity representing part of the subject's uniqueness, style and the personal mode of appropriation of collective gender and catachresis, a (re) creation of professional looking for improvements to their activity. The school insecurity manifested itself in aggravating way throughout the research.The guiding epistemological presuppositions of the research are the cultural-historical theories and the Clinical Activity. The techniques used were: life history, recurring interviews, semi-structured and centralized interviews, documental analysis, footages and observation sessions and simple self-confrontations. As the results, we found out that the teacher has a traditional style and plays educational experiences of his former teachers. Subjectivity appears strong in their teaching activity and the lack of a professional group, continuing education of quality and precarious context collaborate to the predominantly reproductive actions, subjective and traditional trend, this teacher. / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta pesquisa tem como objetivo entender como uma professora do Ensino Fundamental I, de uma escola pública estadual localizada no Município de Maceió/AL, desenvolve o estilo e a catacrese em contextos de precarização. Estilo e catacrese são categorias desenvolvidas pela Clínica da Atividade que representam parte da singularidade do sujeito, sendo o estilo o modo pessoal de apropriação do gênero coletivo e catacrese, uma (re) criação do profissional em busca de melhoras para sua atividade. A precarização da escola se manifestou de forma agravante durante toda a pesquisa. Os pressupostos epistemológicos orientadores da pesquisa são as teorias histórico-cultural e a Clinica da Atividade. As técnicas utilizadas foram: história de vida, entrevista recorrente, entrevistas semi-estruturada e centralizada, análise documental, sessões de observações e filmagens e de autoconfrontações simples. Nos resultados, identificamos que a professora tem um estilo tradicional e reproduz experiências educacionais de seus antigos professores. A subjetividade aparece forte na sua atividade docente e a falta de um coletivo profissional, de formação continuada de qualidade e o contexto precário colaboram para as ações predominantemente reprodutivas, subjetivas e de tendência tradicional, dessa professora.

A reexamination of John Donne's Holy Sonnet “Batter my heart,” especially one looking at the sonnet's relationship to Early Modern rhetoric, is long overdue. In this paper, I hope to show that a focus on Donne's relationship to Early Modern rhetoric yields several useful new insights. I argue specifically that Donne was probably exposed to Non-Ramist rhetorical methods and theory at many points in his education, from his childhood to his college years to his years at the Inns of Court. Furthermore, Non-Ramist rhetoric has moral implications, suggesting that aspects of an author's feelings, character, and desires can be analyzed by looking at the writer's rhetorical choices in relation to a specific audience in a specific situation. After discussing Donne's rhetorical education, I will look at how the rhetorical decisions of the poetic speaker in Donne's “Batter my heart” reveal his opinions of God and develop his attitudes toward God over the course of the poem. Indeed, the poetic speaker uses rhetoric that exerts power back on him, causing him to change: whereas at the beginning of the poem the poetic speaker thinks he controls his relationship with God, at the end he sees himself as God's humble subject. Ultimately, the poetic speaker's feelings of utter separation from God at the end of the poem actually yield a sense that he has found God and has gained a sense of awe surrounding the Divine.