Made available in DSpace on 2014-12-17T14:54:57Z (GMT). No. of bitstreams: 1 RaquelEPE_TESE_1-80.pdf: 4159949 bytes, checksum: 681cbd9cd3971c6a6645b13d18e3ce70 (MD5) Previous issue date: 2009-03-20 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / With the rapid growth of databases of various types (text, multimedia, etc..), There exist a need to propose methods for ordering, access and retrieve data in a simple and fast way. The images databases, in addition to these needs, require a representation of the images so that the semantic content characteristics are considered. Accordingly, several proposals such as the textual annotations based retrieval has been made. In the annotations approach, the recovery is based on the comparison between the textual description that a user can make of images and descriptions of the images stored in database. Among its drawbacks, it is noted that the textual description is very dependent on the observer, in addition to the computational effort required to describe all the images in database. Another approach is the content based image retrieval - CBIR, where each image is represented by low-level features such as: color, shape, texture, etc. In this sense, the results in the area of CBIR has been very promising. However, the representation of the images semantic by low-level features is an open problem. New algorithms for the extraction of features as well as new methods of indexing have been proposed in the literature. However, these algorithms become increasingly complex. So, doing an analysis, it is natural to ask whether there is a relationship between semantics and low-level features extracted in an image? and if there is a relationship, which descriptors better represent the semantic? which leads us to a new question: how to use descriptors to represent the content of the images?. The work presented in this thesis, proposes a method to analyze the relationship between low-level descriptors and semantics in an attempt to answer the questions before. Still, it was observed that there are three possibilities of indexing images: Using composed characteristic vectors, using parallel and independent index structures (for each descriptor or set of them) and using characteristic vectors sorted in sequential order. Thus, the first two forms have been widely studied and applied in literature, but there were no records of the third way has even been explored. So this thesis also proposes to index using a sequential structure of descriptors and also the order of these descriptors should be based on the relationship that exists between each descriptor and semantics of the users. Finally, the proposed index in this thesis revealed better than the traditional approachs and yet, was showed experimentally that the order in this sequence is important and there is a direct relationship between this order and the relationship of low-level descriptors with the semantics of the users / Na recupera??o de imagens basada no conte?do - CBIR, cada imagem ? representada pelas suas caracter?sticas de baixo n?vel como s?o: cor, forma, textura, etc. A representa??o da sem?ntica das imagens por caracter?sticas de baixo n?vel ? um problema em aberto. Novos algoritmos para a extra??o de caracter?sticas assim como novos m?todos de indexa??o tem sido propostos na literatura. Por?m, estes algoritmos tornam-se cada vez mais complexos surgindo assim uma serie de questionamentos, tais como: existe uma rela??o entre a sem?ntica e as caracter?sticas de baixo n?vel extra?das em uma imagem? quais descritores representam melhor esta sem?ntica? responder estes questionamentos nos leva a um novo: quantos descritores usar para a representa??o do conte?do das imagens?. Nesta tese propomos um m?todo para analisar a rela??o que existe entre descritores de baixo n?vel e a sem?ntica, na tentativa de responder os questionamentos formulados. Ainda, propoe-se uma indexa??o dos vetores de caracter?sticas ordenados de forma seq?encial, a qual foi comparada com as formas de indexa??o tradicionais. Assim, para indexar as imagens usando uma estrutura seq?encial dos descritores, foi estabelecido uma ordem segundo a rela??o que existe entre cada descritor e a sem?ntica das imagens. Finalmente, a proposta de indexa??o realizada nesta tese mostrou-se superior ?s propostas tradicionais e ainda, mostrou-se experimentalmente que a ordem nesta seq??ncia ? relevante e existe uma rela??o direta entre esta ordem e a rela??o dos descritores de baixo n?vel com a sem?ntica das imagens. Como estrutura de indexa??o foi usada uma rede TS-SL-SOM e ? proposta um novo algoritmo de treinamento nesta rede de forma que a efici?ncia alcan?ada seja otimizada. Finalmente, para poder estabelecer o grau de sem?ntica extra?da por cada descritor s?o propostos algoritmos e ?ndices que quantificam esta sem?ntica de tal forma que os descritores sejam compar?veis e se consiga escolher quais descritores usar segundo o problema dado

Made available in DSpace on 2014-12-17T15:04:53Z (GMT). No. of bitstreams: 1 Ricardo Rodrigues da Silva_DISSERT.pdf: 2038617 bytes, checksum: 751ce79bcd15126afdfca03d2f39a18d (MD5) Previous issue date: 2010-04-16 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The dissertation presents the learning, production and results of a study with a group of adult students of a high school level class in a night time public school at the Zona Oeste district of Natal-RN. As a teacher of Physics of these adult students, whose age is between 17 and 65 years, we felt the need to deepen our knowledge about the specifics of these students and build ways of teaching which would lead to a more significant educational process beside them. Among these ways of teaching, we emphasize, first, the performance of an extra-class activity that triggered the students' oral narratives about their life stories. Such narratives have led us to prioritize, as goals of teaching: socialization and the rescue of the search for a permanent learning, self-esteem and skills development to promote the exercise of autonomy. The students' previous contacts with the country life showed to be extremely significant for their memories and motives, suggesting the theme "Nature" to be adopted as a matrix for generative themes to be adopted during the teaching and learning moments with them. Considering these results, we construct a teaching proposal for continued work with the class, with which we chose the "Climate" as a guiding theme of this proposal, here presented and analyzed. In addition to a movement between problematizations developed in a thematic framework - through the initial questions of the students -, and those in a more conceptual approach - that we induced -, we have adopted as central methodological aspect the use of oral and written language, both as an exercise of dialogue, Freire's perspective, such as a structural element of cognitive processes, the perspectives of Vygotsky and Bakhtin. The development of the proposal was registered by audio and teacher and students? regular written records, for 1 month and a half. As positive outcomes of the proposal, we emphasize the changing attitudes of students, showing a significant increase of their initiative in participating of the classes, besides a creative and critical use of arguments during the situations studied / A disserta??o traz aprendizados, produ??es e resultados do estudo junto a uma turma com alunos adultos do Ensino M?dio noturno de uma escola de ensino regular, na zona oeste de Natal-RN. Atuando como docente de F?sica, h? um ano, na turma, cuja faixa et?ria dos alunos ? entre 17 e 65 anos, sent?amos a necessidade de aprofundar nosso conhecimento sobre as especificidades desses alunos e de construir formas de ensino que levassem a um processo pedag?gico mais significativo junto aos estudantes. Entre essas formas de ensino, destacamos, primeiramente, a realiza??o da atividade extraclasse que desencadeou narrativas orais dos alunos sobre suas hist?rias de vida. Tais narrativas levaram-nos a priorizar, como objetivos de ensino: a socializa??o e o resgate da busca por uma aprendizagem permanente; a autoestima; e o desenvolvimento de compet?ncias que favore?am o exerc?cio da autonomia. Os contatos pr?vios dos alunos com a vida no campo evidenciaram-se amplamente significativos para suas mem?rias e motiva??es, sugerindo a tem?tica Natureza como matriz para temas geradores de momentos de ensino-aprendizagem com eles. Levando em considera??o esses resultados, constru?mos uma proposta de ensino para a continuidade do trabalho com a turma, com a qual escolhemos o Clima como tema gerador dessa proposta, aqui apresentada e analisada. Al?m de um movimento entre problematiza??es elaboradas numa perspectiva tem?tica via as quest?es iniciais dos alunos , e aquelas que provoc?vamos num ?mbito mais conceitual, adotamos como aspecto metodol?gico central o uso da linguagem oral e escrita, enquanto exerc?cio do dialogo, na perspectiva freiriana, e enquanto elemento estruturador de processos cognitivos, nas perspectivas de Vygotsky e de Bakhtin. O desenvolvimento da proposta foi registrado por grava??es em ?udio e escritas regulares do professor e dos alunos, durante 1 m?s e meio. Como resultados positivos da proposta, ressaltamos a mudan?a de atitude dos alunos, evidenciando-se o aumento significativo da iniciativa deles na participa??o das aulas, assim como na elabora??o criativa e cr?tica de argumenta??es sobre as situa??es estudadas.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-02-21T21:38:32Z No. of bitstreams: 1 CleviaSuyeneCunhaDeCarvalho_TESE.pdf: 4702888 bytes, checksum: 4b1c12910df07f9c3c4f558c012a6c7a (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-02-23T19:35:13Z (GMT) No. of bitstreams: 1 CleviaSuyeneCunhaDeCarvalho_TESE.pdf: 4702888 bytes, checksum: 4b1c12910df07f9c3c4f558c012a6c7a (MD5) / Made available in DSpace on 2018-02-23T19:35:13Z (GMT). No. of bitstreams: 1 CleviaSuyeneCunhaDeCarvalho_TESE.pdf: 4702888 bytes, checksum: 4b1c12910df07f9c3c4f558c012a6c7a (MD5) Previous issue date: 2017-07-27 / O presente estudo, intitulado Necessidades Formativas de professores para o ensino das ci?ncias da natureza nos anos iniciais da escolariza??o: a classifica??o como um saber profissional teve como objetivo investigar como se configuram as necessidades formativas de professores para ensinar Ci?ncias da Natureza nos anos iniciais de escolariza??o, a fim de oferecer subs?dios para uma proposta de forma??o continuada. O estudo questiona como se configuram as necessidades formativas dessa parcela do magist?rio da Educa??o B?sica e se nela os procedimentos l?gicos s?o evidenciados. Este prop?sito cient?fico est? comprometido com uma perspectiva de educa??o para a forma??o humana em que a doc?ncia tem um protagonismo fundante, o que nos leva a admitir que a profissionaliza??o do trabalho docente seja um caminho estrat?gico para a melhoria da qualidade do ensino-aprendizagem, portanto, da forma??o das crian?as matriculadas nos anos inicias do ensino fundamental. O trabalho assume a perspectiva da educa??o em ci?ncias como alfabetiza??o cient?fica, cujos pressupostos est?o de acordo com a perspectiva te?rico-metodol?gica adotada para o estudo, organizada sob o trip?: a psicologia hist?rico-cultural, a pedagogia hist?rico-cr?tica e o paradigma da profissionaliza??o docente. A investiga??o realizada segue a abordagem da pesquisa qualitativa de car?ter descritivo-anal?tica, que faz uso da combina??o de dados qualitativos e quantitativos. Desenvolveu-se no ?mbito da rede municipal de ensino de Jo?o Pessoa, Para?ba, abrangendo 14 escolas e 66 professores atuantes do 1? ao 5? ano do ensino fundamental. Utilizou-se como principal ferramenta de coleta de dados o question?rio, que combinava perguntas abertas e fechadas. O estudo revelou que as professoras identificam e reconhecem necessidades formativas para ensinar Ci?ncias da Natureza, pontuam sobre a aus?ncia de forma??o continuada que aborde essa ?rea do conhecimento escolar, considerada por elas importante para a vida das crian?as numa perspectiva de cidadania. Revelam interesse em se qualifica para esse tipo de ensino em face das fragilidades por elas anunciadas sobre a forma??o inicial e a quase inexist?ncia de iniciativas de forma??es continuadas na rede voltadas especificamente ao campo das ci?ncias. H? por parte das professoras um esfor?o pessoal para se qualificarem por meio de cursos de p?s-gradua??o, o que sinaliza ind?cios mobilizadores da profissionaliza??o docente pela via do esfor?o individual. As professoras trazem ? tona que as suas pr?ticas t?m impulsionado a constru??o de saberes docentes que se localizam como saberes da pr?tica e deixam expl?cito que, no ?mbito dos saberes profissionais, h? uma lacuna preocupante relacionada ?s dimens?es do conte?do escolar, n?o sendo os procedimentos identificados como um dos ?mbitos de destes conte?dos, al?m dos conceituais. H? uma fragilidade substancial no reconhecimento dos conte?dos procedimentais pertinentes ?s Ci?ncias da Natureza, incluso a habilidade de classifica??o. Conclui-se pela aus?ncia de uma pol?tica de forma??o continuada para o ensino de Ci?ncias, na rede municipal de ensino de Jo?o Pessoa/PB. Mediante os achados do estudo, apresentamos um conjunto de recomenda??es para a estrutura??o de uma proposta de forma??o continuada para professores do 1? ao 5? ano com foco espec?fico nas Ci?ncias da Natureza, como forma de atender ?s necessidades formativas explicitadas por essa categoria profissional, com vistas ao fortalecimento de sua identidade profissional e a profissionaliza??o do ensino para a educa??o em ci?ncias. / The present study, titled Training needs of teachers for the teaching of the natural sciences in the initial years of schooling: classification as a professional knowledge had as objective to investigate how the training needs of teachers to teach Nature Sciences in the initial years of schooling, In order to provide subsidies for a continuing training proposal. The study questions how the formative needs of this portion of the Basic Education magisterium are configured and whether the logical procedures are evidenced. This scientific purpose is committed to a perspective of education for human formation in which teaching has a leading role, which leads us to admit that the professionalization of teaching work is a strategic way to improve the quality of teaching-learning, therefore, Of the training of children enrolled in the first years of elementary education. The work assumes the perspective of science education as scientific literacy, whose assumptions are in agreement with the theoretical-methodological perspective adopted for the study, organized under the tripod: historical-cultural psychology, historical-critical pedagogy and the professionalization paradigm teacher. The research carried out follows the approach of qualitative research of descriptive-analytical character, which makes use of the combination of qualitative and quantitative data. It was developed within the municipal school network of Jo?o Pessoa, Para?ba, covering 14 schools and 66 teachers working from the 1st to 5th year of elementary school. The questionnaire was used as the main tool for data collection, which combined open and closed questions. The study revealed that teachers identify and recognize training needs to teach natural sciences, they point out the lack of continuous education that addresses this area of school knowledge, considered by them to be important for children's lives from a perspective of citizenship. They show interest in qualifying for this type of teaching in the face of the weaknesses they have announced about initial training and the almost inexistence of continuing training initiatives in the network specifically geared to the field of science. There is a personal effort on the part of the teachers to qualify by means of postgraduate courses, which signals signs of mobilization of the teacher professionalization through the individual effort. Teachers point out that their practices have promoted the construction of teaching knowledge that is located as knowledge of practice and makes explicit that, within the scope of pedagogical knowledge, there is a worrying gap related to the dimensions of school content, and the procedures are not identified As an important area of both conceptual and procedural content. There is a substantial fragility in the recognition of the procedural contents pertinent to the natural sciences. Through the study findings, we present a set of recommendations for the structuring of a continuing education proposal for 1st to 5th grade teachers with a specific focus on the Nature Sciences, as a way to meet the training needs explained by this professional category, with views The strengthening of their professional identity and the professionalization of education for science education.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-02-22T19:43:46Z No. of bitstreams: 1 AdelsianneGiselleCoelhoPonciano_DISSERT.pdf: 2324907 bytes, checksum: 4af8c073aa9bc2c98ae687fc0be9f00d (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-03-07T23:21:15Z (GMT) No. of bitstreams: 1 AdelsianneGiselleCoelhoPonciano_DISSERT.pdf: 2324907 bytes, checksum: 4af8c073aa9bc2c98ae687fc0be9f00d (MD5) / Made available in DSpace on 2017-03-07T23:21:15Z (GMT). No. of bitstreams: 1 AdelsianneGiselleCoelhoPonciano_DISSERT.pdf: 2324907 bytes, checksum: 4af8c073aa9bc2c98ae687fc0be9f00d (MD5) Previous issue date: 2016-10-17 / A presente pesquisa busca analisar as demandas de comunica??o feitas ? Diretoria de Comunica??o (DCOM) do Minist?rio P?blico do Rio Grande do Norte (MPRN) a partir da Comarca de Mossor?, identificando como os promotores de Justi?a da unidade publicizam os feitos para a popula??o. Ao mesmo tempo, o estudo busca averiguar a percep??o desses promotores sobre o que o MPRN deve divulgar ou n?o atrav?s da DCOM; em verificar como o princ?pio da publicidade, a Lei da Transpar?ncia e o direito ? informa??o impactam a tomada de decis?o dos promotores da aludida Comarca em procurar a DCOM e em detectar fatores de resist?ncia para os promotores divulgarem informa??es para que a DCOM possa publiciz?-las. Trata-se de um estudo de caso descritivo-explorat?rio, com pesquisa aplicada e abordagem qualitativa, levantamento bibliogr?fico (com bases em autores do Direito e da Comunica??o Social) e entrevistas realizadas com os promotores de Justi?a por e-mail (com question?rio semiestruturado) e presencialmente (quest?es abertas). Os dados colhidos nos question?rios e nas entrevistas foram examinados atrav?s das t?cnicas de An?lise de Conte?do, ancorada em Bardin (2011). Como resultante do material pesquisado, conclu?mos que idealmente os assuntos relacionados aos direitos dos cidad?os, na vis?o dos promotores devem ser divulgados pela DCOM, que os participantes da pesquisa t?m ci?ncia sobre a import?ncia de dar publicidade dos feitos para a popula??o e que a inexist?ncia de uma pol?tica de comunica??o no MPRN reflete na aus?ncia de uma sistematiza??o da divulga??o jornal?stica adequada para traduzir os termos jur?dicos do Di?rio Oficial para uma linguagem mais acess?vel e empregando, assim, mais efici?ncia ao ampliar o cumprimento do princ?pio constitucional da publicidade, possibilitando ao cidad?o o exerc?cio mais fidedigno do direito ? informa??o. / This research aims to analyze the communication demands that arrive at the Directorate of Communications (DCOM) of the Public Prosecution Service of the Brazilian State of Rio Grande do Norte (MPRN), coming from the Mossor? district, indentifying how the public prosecutors publicize their actions to the population. At the same time, the study aims to find out the perception of such prosecutors on what should the MPRN publicize or not through the DCOM; to find out how the constitutional principle of publicity, the transparency law and the right to information affect the decision of the aforementioned prosecutors to look for the DCOM and to detect factors that keep the prosecutors from sharing information with the DCOM so that such information can be publicized. This is a descriptive and exploratory study, with applied research and qualitative approach, bibliographic research (based on Law authors as well as Social Communication authors) and interviews with the prosecutors conducted by e-mail (using a semi-structured questionnaire) and in person (open questions). The data collected in the questionnaires and interviews was examined using Content Analysis techniques, anchored on Bardin (2011). As a result of the researched data, we found out that, ideally, matters related to citzens?s rights should be publicized by the DCOM, according to the prosecutors, that the participants of the research are aware of the importance of making their actions public to the population and that the inexistency of a communication policy at the MPRN reflects on the lack of a systematic approach to an adequate journalistic publicization to translate the legal terms of the Union Official Gazette to a more accesscible language, bringing more efficiency to the process due to the application of the constitutional principle of publicity, making it possible for the citzen to exercize the right to information in a more reliable way.

Cette thèse de doctorat a pour but d’analyser l’œuvre des poètes américaines Anne Sexton et Sylvia Plath à l’aune des études féminines et de genre en s’attachant à la question du mythe et du désenchantement. Plath et Sexton ont été étiquetées « poètes confessionnelles » ; il s’agit dans un premier temps de comprendre les mécanismes sur lesquels repose cette appellation qui participe de la construction de mythes autour des deux poètes et de les déconstruire. Plath et Sexton se sont connues à la fin des années 50, s’influençant l’une l’autre. Elles ont en commun une poétique du désenchantement, de leurs poèmes « confessionnels » à leurs réécritures de contes de fées et de mythes que l’on peut qualifier d’ « anti-contes ». Si leur style poétique diffère, les thèmes qu’elles abordent se répondent en écho, du trauma incestueux au corps féminin, de la femme au foyer à la représentation dichotomique de « la femme » en Madone et putain. Nous abordons ces sujets dans un deuxième temps en les reliant aux notions de voile et de pudeur. L’injonction à la pudeur provient en partie de la scène poétique bostonienne des années 50 à 70, de l’influence puritaine du poète Robert Lowell et des critiques misogynes. Cette étude s’applique dans un troisième temps à relier littérature et société en mettant en lumière l’influence du contexte patriarcal et poétriarcal sur et dans l’œuvre de Plath et de Sexton. / This Ph.D. thesis analyzes the literary works of American poets Anne Sexton and Sylvia Plath in light of Women’s and Gender Studies and considers the notions of myth and disenchantment. Plath and Sexton were labeled “confessional” poets; this study’s first section seeks to understand the underlying mechanisms of this appellation and how it participated in the construction of myths around the two poets and also aims to deconstruct these myths. Plath and Sexton met at the end of the ‘50s and influenced each other. Their poetics of disenchantment are a common trait in their literary works, from their “confessional” poems to their rewriting of fairy tales and myths which may be called “anti-tales.” Although their poetic styles differ, the themes they pursue are similar, from the incestuous trauma to the female body, from the American housewife to the representation of women through the Madonna/slut dichotomy. In this thesis’s second section, these topics are scrutinized and considered in relation to the notions of veil and modesty. Appeals for modesty stem in part from the Bostonian poetic stage of the 50s-70s, the puritan influence of New England poet Robert Lowell and the misogynistic critics of the time. This study’s third section links literature and society and emphasizes the influence of patriarchal and “poetriarchal” context on and in Plath’s and Sexton’s poetry and prose.

L’art du naqqâli en Iran est basé sur une longue tradition de récits épiques portant sur des héros de la légende nationale iranienne. La principale source de ces épopées, Le Livre des rois de Ferdowsi, est un œuvre fondamentale de la culture nationale. Les conteurs professionnels «naqqâl» récitent, en les adaptant, les passages du Livre des rois pendant des heures à l’assistance dans certaines maisons de thé, plus connues sous l'appellation de cafés traditionnels. La représentation du naqqâli qui dure approximativement une heure et demi comporte trois parties d’environ une demi-heure chacune. Une session habituelle commence par une introduction poétique suivie d’une entrée en matière pour introduire l’histoire et s’achève par l’histoire proprement dite. Le début et la fin de chaque partie sont marqués par une combinaison de salavât (prière récitée en chœur) et de récitations de poèmes classiques qui ne sont pas nécessairement liés à l’histoire elle-même, mais servent en général à retenir l’attention du public pendant la représentation. Les qualités de la récitation du naqqâl reposent sur un ensemble de méthodes complémentaires permettant de donner plus de relief au spectacle : les méthodes oratoires, gestuelles et l’approche musicale. Les naqqâl utilisent les rouleaux de parchemin appelés tumâr pour préparer la représentation et s’aider pendant la récitation tout en prenant des libertés par rapport au texte dans le but de retenir l’attention de leur auditoire. Les caractéristiques formelles spécifiques de ce genre de représentation qui se rapporte à ses contraintes minimales sont : la durée fixe d’une représentation et son découpage sérialisé, l’influence plus ou moins directe de la structure du tumâr et en particulier sa division en trois niveaux d’unités structurelles : le chapitre, la partie et l’épisode. / The art of naqqâli in Iran is based on a long tradition of epics involving heroes of the Iranian National legend. The main source of these epics, Ferdowsi’s Book of the Kings, is a cornerstone of the national culture. Over long hours, professional naqqâl recite passages from the Book of the Kings to the audience in tea-houses, known as traditional cafes. The naqqâli performance lasts about one and half hours and up to three parts for about half an hour each. A session usually begins with an introduction followed by a poetic prelude to outline the story and ends with the story itself. The beginning and end of each part are salavât (prayer recited in unison) and recitations of classic poems which are not necessarily related to the history itself, but in general serve the purpose of gaining the public attention during the performance. The quality of the naqqâl’s recitation based on a set of methods to give a larger dimension to the show such as: oratory techniques, gesture and musical approach. Naqqâl use parchment scroll called tumâr prepared for the performance which help with the recitation while taking liberties with respect to the text in order to attract the attention of their audience. The formal features of this type of performance which refer to its minimal constraints are : the fixed duration of performance and its serial form, the more or less direct influence of the structure of the tumâr, particularly its division into 3 levels of structural units : chapter, instalment and episode.

Le but de ce mémoire est d’analyser deux oeuvres de Marguerite Duras : L’Amant et La Pluie d’été. L’étude est effectuée avec l’aide des éléments d’un genre littéraire précis : le fantastique. Ce mémoire examine les conditions pour qu’une oeuvre puisse appartenir à ce genre littéraire ; il en liste les critères, et étudie comment ces derniers sont en partie applicables à ces deux oeuvres. Le mémoire examine les prérequis pour qu’une oeuvre soit considérée comme fantastique, ainsi que les éléments qui placent une oeuvre à la limite de divers genres, tels que le conte, le merveilleux ou encore le réalisme magique. Une analyse des stratégies narratives employées pour persuader le lecteur à hésiter entre le réel et l’irréel est ici appliquée à L’Amant et La Pluie d’été, ainsi qu’une mise en avant des éléments qui peuvent faire entrer ces oeuvres dans la catégorie du fantastique. Les deux oeuvres sont ensuite étudiées séparément. Des personnages sont analysés, ainsi que les lieux, le temps et les actions. La technique narrative, avec la frontière floue entre rêve, retours en arrière et souvenirs, participe du genre fantastique. Les personnages phares, ainsi que des objets classiques du registre du fantastique, peuvent participer eux aussi de cette classification. Bien que les deux oeuvres ne soient pas explicitement classifiées par l’auteur comme appartenant au genre fantastique, il en émane une certaine atmosphère qui permet de mettre en avant des éléments qui contribuent au genre étudié, mais aussi au mode merveilleux, du réalisme merveilleux ou encore du conte. / The aim of this study is to analyze two works by Marguerite Duras: The lover and Summer rain. The study is carried out using elements of a specific literary genre: the fantastic (le fantastique). This study presents the elements needed for a work to belong to this literary genre; it lists the criteria, and studies how they partially are applicable to these two works. The conditions for a work to be considered fantastic, as well as the elements that place a work at the border of various genres, such as the folk tale, the marvelous (le merveilleux) or even the magic realism. This text presents an analysis of the narrative strategies, showing how the reader is led to doubt what is real and what is not. This study investigates The lover and Summer rain. It also highlights the elements that classify a book in the fantastic category. The two works are then studied separately. The characters are analyzed, as well as the setting, the time and the plot. The narrative technique, with the blurry borders between dreams, flashbacks and memories, belongs to the fantastic genre (le fantastique). The most important fictional characters, as well as classic objects, can also contribute to the classification of the texts in the fantastic genre. Although the two works are not precisely classified by the author as belonging to the fantastic genre, a certain atmosphere created by Duras makes it possible to highlight elements that contribute to the genre studied, but also to the folk tale or the magic realism.

v anglickém jazyce The subject of this diploma thesis is the work of the francophone writer Patrick Chamoiseau. The thesis reflects especially the theme of slavery in short stories and fairy tales of this Martinique author. The diploma thesis puts Patrick Chamoiseau's work in a historical and political context as well as the personal life of the writer. The diploma thesis describes geographic and cultural particularities of the Lesser Antilles and analyzes in more detail the story The Slave Old Man and the Giant Dog and selected fairy tales. Based on this analysis, the thesis describes typical themes and language tools used by Patrick Chamoiseau. The thesis also deals with oral literature and culture of Martinique and the current problems of society are also discussed through a reflection of another work by Patrick Chamoiseuau.

La performance, qui n'a pas cessé d'évoluer depuis les années 1960, est un médium qui invite à repenser les limites du corps. Elle est symbole de prise de contrôle de soi et d'un retour au charnel dans un monde contemporain régi par les machines. Médium privilégié des femmes et de leur auto-représentation, incarnation même de leur engagement féministe, transgression des valeurs religieuses, morales et aliénantes… elle s'articule entre le spectaculaire, la mise en scène ou l'exil, bouscule le réel grâce au direct et à l'effet parfois « coup de poing » qu'elle suscite. Elle navigue entre perte des repères, onirisme ou spiritualité artistique mais aussi entre politique sociale, radicalisme parfois et auto-dérision souvent. « Performer la femme sauvage » est une interrogation autour de la représentation, l'incarnation et la transgression du corps féminin et la prise de position « borderline » entre nature et culture, féminin-masculin, conte de fée et pornographie, chienne et louve, politique et poétique… Par le biais de deux écrivaines très distinctes mais qui ont une commune et impressionnante capacité à s'adresser à tous-tes, il sera question de voir comment certain-e-s artistes, grâce à leur engagement et leur force individuelle, permettent d'ouvrir une brèche dans laquelle toute personne peut se reconnaître. Ainsi, loin de cette « hétéro-normalisation » qui cantonne les femmes dans des rôles bien définis, la performance symbolise avant tout le droit de disposer de son propre corps sans entrave ni culpabilité, tout en invitant à se baser sur sa chair comme seule preuve d’existence. Développement intérieur et expérience ont fait de cette recherche le fruit d’un parcours singulier. / Performance - which has kept evolving since the 1960’s - is a medium that invites us to rethink the limits of the body. It is a symbol of taking control over oneself. It also implies a return to the physical, carnal world in our current society essentially ruled by technology. Performance is a medium of choice for women and their self-representation. It embodies their feminist commitment alongside the transgression of religious, moral and alienating values… it takes places somewhere between the show, staging or exile and shatters reality with its direct, « in your face » impact. Performance may not only emerge from disorientation, fantasy or artistic spirituality but also from some sort of radicalism and social politics often tinted with self-deprecating humour. « Performing wild woman » raises questions about the representation, the incarnation and the transgression of the female body and the « borderline » position between nature and culture, male and female, pornography and fairy tale, she-dog and she-wolf, fantasy and politics. Through the work of two very different writers sharing a common and impressive ability to address everyone, we shall study how it is possible for committed artists to open a breach to which everyone can identify. Finally, far from the « heterosexual normality » that confines women to specific roles, performance mostly symbolizes the right to reclaim enjoy one’s own body without guilt or restriction, inviting everyone to regard their flesh as the only proof of their existence. This research is the result of a particular journey made of internal development and experience.

Cette recherche s’intéresse à l’utilisation du conte dans le domaine de l’enseignement des langues étrangères. Elle s’appuie sur l’analyse d’un échantillon de contes d’origines algérienne et française pour démontrer le potentiel pédagogique de cette forme littéraire. L’analyse de notre corpus a permis de mettre en lumière les diverses exploitations du conte dans le domaine de la didactique des langues. En effet, grâce à son contenu culturel, ce genre littéraire est un excellent médiateur pour initier l’élève à la culture-cible. Nous avons expliqué que le conte était parfaitement adapté pour mener les élèves à prendre conscience des dimensions intertextuelle et interculturelle de l’oeuvre littéraire. En s’appropriant ces deux notions, les apprenants construisent une culture littéraire essentielle pour développer leurs compétences dans les domaines de la lecture et de l’écriture. Le conte permet aussi de proposer des exercices féconds qui concernent les domaines de lecture, d’écriture, ainsi que les aspects linguistiques.L’expérience pédagogique, menée auprès d’un public de collégiens en Algérie, a été l’occasion de valider notre hypothèse sur l’utilité des contes dans le domaine de l’enseignement des langues étrangères. En effet, l’instauration de notre dispositif pédagogique, basé sur l’exploitation d’une série de contes, a conduit les élèves à prendre conscience de l’intérêt de la mise en valeur de leur culture dans le domaine scriptural. L’analyse intertextuelle et interculturelle des contes proposés par les élèves dans la macro-tâche du post-test, indique leur reprise des motifs caractéristiques des contes arabes et européens. De même, nous avons constaté que les élèves avaient amélioré la qualité structurelle de leurs textes. En effet, l’analyse formelle de leurs écrits a permis de conclure que la majorité des apprenants avait produit des contes qui satisfont aux règles de la cohérence textuelle. Ce résultat indique que le conte est un genre qui convient pour conduire les élèves à produire des textes cohérents. Par ailleurs, la macro-tâche a également été un moyen pour vérifier l’évolution de leur compétence linguistique. Plus précisément, l’observation de leurs écrits indique qu’ils ont fait des progrès dans les domaines lexical et morphologique. En revanche, en ce qui concerne la syntaxe, les élèves nécessitent plus d’accompagnement pour maîtriser cet aspect de la langue-cible. / This research focuses on the use of storytelling in the field of teaching foreign languages. It is based on the analysis of a sample of stories from Algerian and French origins to demonstrate the pedagogical potential of this literary form.The analysis of our corpus has made it possible, to highlight the various storytelling operations in the area of language teaching.In fact, because of its cultural content, this literary type represents an excellent mediator to introduce students to the culture-target. We explained that storytelling was perfectly suited to help students become aware of the intertextual and intercultural dimensions of literary work. By appropriating these two concepts, learners build an essential literary culture to develop their skills in the reading and writing fields. Storytelling allows also to offer fruitful exercises in the reading and writing domains, as well as the linguistics aspects. The educational experience, conducted among a college students audience in Algeria, was an opportunity to validate our hypothesis on the usefulness of tales in the field of foreign languages teaching. Indeed, the establishment of our educational system, based on the exploitation of a series of tales, has led students to realize the value of enhancing their culture in the scripture domain.The intertextual and intercultural analysis of the tales proposed by the students in the macro-task of the post-test indicates their resumption of the grounds that are characteristic of the Arabic and European ones. Moreover, we found that students had improved the structural quality of their texts. Indeed, the formal analysis of their writings led to the conclusion that the majority of learners had produced stories that satisfied the rules of textual coherence.This result indicates that storytelling is an appropriate way to lead students to produce coherent texts. Furthermore, the macro-task has also been an efficient way to verify the evolution of their language skills.More specifically, the observation of their writings indicates that they have made progress in the lexical and morphological domains. On the other hand, students need more coaching, for all what is related to syntax, to control this aspect of the target language. / هذا البحث يتناول موضوع استعمال الحكايات في مجال تعليم اللغات الأجنبية. يستند هذا العمل على تحليل مجموعة من الحكايات تنتمي إلى الثقافتين الجزائرية و الفرنسية من أجل إيضاح مختلف الاستعمالات للحكاية في مجال تعليم اللغات الأجنبية. هذا النوع الأدبي يعد وسيلة ممتازة لتنمية معارف التلميذ فيما يتعلق بالثقافة الأجنبية. لقد شرحنا أن الحكاية مناسبة لتوعيته حول البعد التناصيّ و المتعدد الثقافات للنص الأدبي. بإدراكه لهاتين النقطتين، يُكوّن التلميذ ثقافة أدبية أساسية من أجل تنمية كفاءته في مجاليّ القراءة و الكتابة. الحكاية تسمح أيضا باقتراح تمارين خصبة تتعلق بمجالات القراءة، الكتابة و قواعد اللغة.التجربة البيداغوجية التي قمنا بها مع مجموعة من تلاميذ الطور الإكمالي، كانت فرصة لإثبات فرضيتنا حول فائدة الحكايات في مجال تعليم اللغات الأجنبية . استعمال نظام بيداغوجي يستند على مجموعة من القصص قاد التلاميذ لإدراك أهمية استغلال ثقافتهم في مجال الكتابة.التحليل التناصي و المتعدد الثقافات للحكايات المقترحة من طرف التلاميذ في التمرين النهائي يبرز اعادتهم لمقاطع أدبية تنتمي لحكايات غربية و أوروبية. لاحظنا أيضا أنّ التلاميذ اقترحوا حكايات تلتزم بقواعد الترابط النصي. هذه النتيجة تبيّن أنّ الحكاية هي جنس أدبي يناسب لقيادة التلاميذ نحو كتابة نصوص مترابطة. كما أنّ التمرين النهائي كان وسيلة لفحص تطور الكفاءة اللغوية عند التلاميذ الذين قاموا بتطوير مهاراتهم في مجالي اللغة و القواعد. لكن فيما يتعلق بمجال النحو، لقد لاحظنا أنّهم يحتاجون للمزيد من المرافقة حتى يتقنون هذا المجال اللغوي.