Devant des exigences universitaires, notamment méthodologiques, discursives, linguistiques et culturelles, étrangers et natifs sont concernés proportionnellement par ces exigences. Pour le natif, la question sera posée en termes d’adaptation méthodologique et discursive à une institution supérieure au lycée au sein du même système éducative. Tandis que pour l’étranger, il sera question d’acculturation au système, aux discours et à la culture, universitaires d’un système et d’une langue différents des siens. Faire des études supérieures en langue étrangère dépasse les jeux de simulation et faire semblant, puisque les travaux rendus feront l’objet d’une notation et d’évaluation qui conditionne la réussite ou qui causent l’échec. L’étudiant est amené à maitriser différents genres de discours par lesquels il apprend et il est évalué. Le but est de former les étudiants aux savoir-faire académiques que peuvent les aider à acquérir des savoirs spécialisés dans leurs disciplines. L’objectif est de créer chez les étudiants des habilités discursives qui leur permettront « d’intégrer différentes manières dont s’élabore et se transmet le savoir à l’université, et de déceler les spécificités des discours qu’ils fréquentent » (POLLET M-C., 2001, P : 32). Pour ce faire, des dispositifs ont été mis en œuvre comme le « tutorat » ou la « méthodologie du travail universitaire ». Mais, face aux flux des étudiants étrangers et la nécessité de répondre à leurs besoins universitaires, un nouveau concept est né, et petit à petit a commencé à gagner du terrain dans les milieux didactiques, c’est le FOU. Un programme de FOU consiste à explorer les pratiques langagières par lesquelles le savoir circule à l’université. Puis d’essayer d’établir une typologie de différents genres. Ensuite, de dégager des dimensions enseignables conçues sous le principe de la transversalité ou au contraire basée sur la spécificité des genres de chaque discipline / To academic requirements, including methodological, discursive, linguistic and cultural, foreign and native are affected proportionally by these requirements. For the native, the question will be asked in terms of methodological and discursive adaptation to a higher institution to school within the same educational system. Whereas abroad it will issue acculturation to the system, speech and culture, a university system and a different language of his own. Pursue higher education in a foreign language beyond the simulation games and pretend, as the work submitted will be subject to a rating and evaluation that determines the success or cause failure. The student must master different genres of speech by which he learns and is evaluated. The goal is to train students in academic skills that can help them acquire specialized knowledge in their disciplines. The aim is to create in students discursive skills that will enable them to "integrate different ways to develop and transmit knowledge to the university, and to identify specific speeches they attend" (MC POLLET . 2001, P: 32). To do this, devices have been implemented as "mentoring" or "methodology of academic work." But, facing the flow of foreign students and the need to meet their academic needs, a new concept was born, and gradually began to gain ground in educational circles, the frensh for academics purpose. A academic purpose program is to explore the language practices by which knowledge flows university. Then try to establish a typology of different genres. Then, to identify teachable dimensions designed under the principle of cross or otherwise based on the specific kinds of each discipline

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Made available in DSpace on 2016-04-28T19:59:04Z (GMT). No. of bitstreams: 1 Diana Navas.pdf: 315906 bytes, checksum: 6c1311fcbbb51fa3835c6d6a6d402236 (MD5) Previous issue date: 2007-10-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present study proposes to verify how the confluence of the lyric and epic genres happens in the novel Não entres tão depressa nessa noite escura, of António Lobo Antunes, as well as to show what, in fact, configures its poeticity. Initiating with the exposition of the path that has been followed by the contemporary Portuguese romance and, afterwards, reflecting briefly on the works of fiction written by Lobo Antunes so far, as well as on the biographical and structural traits present in his works, the present studies culminates with the analysis of the novel. Having as a central hub the work carried out by Lobo Antunes with and through the language, the research aims to demonstrate how the novel in question is, according to the concepts developed by Linda Hutcheon, a metafiction, that is, a work that alerts us to its own construction process, or even, to a kind of discursive narcissism. Pointing out to the fact that the work with the language is, at the same time, the central theme of the novel and also the basic principle of its construction, this study shows how Lobo Antunes s novel, a novel in process, evidences its scriptural poiesis, escapes from the rigid classifications of the traditional forms of literary narrative, pioneering a new form of narrating, or even, a new conception of narrative genre, once that in it the lyric and epic genres conjugating themselves and thus merging themselves. With the analysis of this novel, the present study also aims to demonstrate how, always through the language, Lobo Antunes s novel points to a portrait of the contemporary man and world: a multiple, fragmented, in splinters portrait, whose pieces make part of a persistent effort of desconstrucion/ reconstruction, always in the search of a possible rescue of a hypothetic lost totality / Esta dissertação tem como proposta inicial verificar como se processa a confluência dos gêneros lírico e épico no romance Não entres tão depressa nessa noite escura, de António Lobo Antunes, bem como evidenciar o que, de fato, configura a sua poeticidade. Iniciando com a exposição da trajetória que vem sendo percorrida pelo romance português contemporâneo e, posteriormente, dedicando-se a refletir sinteticamente sobre as obras de ficção até então escritas pelo autor, assim como sobre os traços autobiográficos e também estruturais presentes em suas obras, o presente estudo culmina com a análise do romance supracitado. Tendo por eixo central o trabalho realizado por Lobo Antunes com e na linguagem, esta pesquisa visa a demonstrar como o romance em questão constitui-se, de acordo com os conceitos desenvolvidos por Linda Hutcheon, em uma metaficção, ou seja, em uma obra que alerta para seu próprio processo de construção, ou ainda, para uma espécie de narcisismo discursivo. Considerando-se o fato de que o trabalho com a linguagem é ao mesmo tempo tema central do romance e também princípio básico de sua construção, procura-se verificar como o romance antuniano, um romance em processo, põe em evidência sua poeisis escritural, escapa das rígidas classificações das formas tradicionais de narrativa literária, abrindo caminho para uma nova forma de narrar, ou ainda mesmo, uma nova concepção de gênero narrativo, já que nele o lírico e o épico se conjugam e até se fundem. A partir da análise da obra escolhida, o presente trabalho visa, também, a demonstrar como, sempre via linguagem, o romance antuniano aponta para um retrato do homem e do mundo contemporâneos: retrato múltiplo, fragmentado, em estilhaços, cujos pedaços fazem parte de um persistente esforço de desconstrução/reconstrução, na busca sempre de um possível resgate de uma hipotética totalidade perdida