Como um mesmo crítico, a partir de sua perspectiva, leu Graciliano Ramos e, depois, Guimarães Rosa? Essa foi a pergunta primordial que motivou todo o andamento da pesquisa. A ela se seguiram outras: quais dificuldades impunham o trânsito entre leituras dos dois escritores brasileiros que talvez sejam os mais complexos prosadores do século XX? Quais os procedimentos de leitura crítica adotados? Quais transformações são perceptíveis na sucessão do ofício da crítica literária? Quais diálogos (declarados, velados, acidentais), para concordância ou discordância de pontos de vista, foram estabelecidos entre as leituras de diferentes críticos? Englobando dificuldades, procedimentos, transformações e diálogos, essas indagações dizem respeito a dois problemas centrais que podemos especificar como tensão entre a escrita dos escritores e a leitura dos críticos e tensão metodológica entre os críticos. Sendo assim, partindo da crítica de rodapé nos anos 1940, selecionamos oito críticos para tratar de tais indagações e problemas: Sérgio Milliet, Alvaro Lins, Franklin de Oliveira, Wilson Martins, Antonio Candido, Alfredo Bosi, Luiz Costa Lima e Adélia Meneses. O estudo comparativo, com foco em oito críticos e dois escritores, permitiu desenvolver abordagens, capítulo a capítulo, com um triplo interesse, ou seja, investigar três problemas principais: condições de recepção, leituras da crítica, questões de método. / How did the same critic read first Graciliano Ramos and then Guimarães Rosa from the same perspective? It was the main question which motivated throughout the course this research. It was followed by others: what were the difficulties imposed by the transit among the readings of the two Brazilian authors who may be the most complex prose writers of the twentieth century? What were the critical reading procedures adopted? What changes are noticed in succession of the literary criticism\'s craft? What dialogues (declared, veiled, accidental), agreeing of conflicting points of view have been established among the readings of different critics? Encompassing difficulties, procedures, changes and dialogues, these questions relate to two central problems that we can specify as \"tension between the writings of the writers and the reading of the critics\" and \"methodological tension\" among critics. Thus, starting from the newspaper criticism of the 1940s, we have selected eight critics for researching these questions and problems: Sergio Milliet, Alvaro Lins, Oliveira Franklin, Wilson Martins, Antonio Candido, Alfredo Bosi, Luiz Costa Lima and Adelia Meneses. The comparative study, focusing on eight critics and two writers, allowed the development of approaches, chapter by chapter, with a triple interest, that is, investigate three main problems: conditions of reception, readings of the criticism, questions of method.

Pour saisir l’importance et le champ d’action du hasard dans la poésie mallarméenne, nous allons procéder selon une démarche triple, recomposer l’histoire politique, poétique et philosophique qui a rendu possible l’apparition et l’instauration du hasard comme événement, à la fois révolutionnaire, créateur et conceptuel. À partir de Baudelaire, la poésie chante les révolutions échouées, mais pour maintenir vivant le désir d’un monde différent. Le hasard dans ce contexte est d’abord l’irruption imprévisible, fulgurante et éphémère d’un désir qui ne trouve pas un espace propre à l’intérieur de la vie sociale, Pour maintenir vivant et vivace le rêve d’un monde différent, la poésie doit : fournir la preuve que son action, tout en étant restreinte, compte ; faire durer un hasard voué à l’évanouissement, en constituant un espace où il puisse demeurer, se multiplier et ainsi retrouver la consistance qui le fera durer. Faire durer le hasard à l’origine de toute nouveauté, c’est la tâche que Mallarmé attribue à sa poésie. Sur le plan philosophique, cette démarche requiert une critique radicale de la raison et de la représentation. Dans ce contexte, Mallarmé a non seulement annoncé le hasard, mais il a cherché à découvrir la logique de ce qui échappe à la raison en composant une oeuvre capable de rendre réel, visible et intelligible, la puissance imprévisible et inépuisable que le hasard enserre. / The purpose of this work is to comprehend the importance and scope of chance in the poetry of Mallarmé. In order to do that, we will proceed according to a three-pronged approach; recompose the political, poetic and philosophical context that made possible the emergence and establishment of chance as an event both revolutionary, creative and conceptual. Since Baudelaire, poetry sings the failed revolutions, but willing to preserve the desire for a different world. Chance in this context is the unpredictable bursts, lightning and transient of a desire that can not find its place within the social life, to keep alive and vivid the dream of a different world, poetry must: provide evidence that its action, even restricted, counts; make last chance doomed to fade, constituting a space where it can remain, multiply itself and thus find the consistency to remain. Prolonging a contingency that creates novelty is the task that Mallarmé attributes to his poetry. Philosophically, this approach requires a radical critique of reason and representation. In this context, Mallarmé has not only announced chance, but he sought to discover the logic of what escapes from reason composing a work capable of making real, visible and intelligible, the unpredictable and inexhaustible power that chance grips.

À partir du concept de « fiction pensante » élaboré par Franck Salaün, l’objectif de cette étude est de montrer, à partir des œuvres de Georges Perec et d’Enrique Vila-Matas, que la fiction littéraire est un lieu de pensée critique et existentielle de l’auteur. Partant des interrogations sur le rapport de l’individu à la mise en écriture de soi, les romans de ces deux auteurs apparaissent comme de véritables lieux pour penser leur existence, leur écriture et leur relation à la littérature, qui sont autant d’éléments montrant leur façon d’être au monde. La fiction étant considérée comme un élément inhérent à la constitution de la pensée, la pensée se révèlera être également inextricable de la littérature. Parce qu’elle construit des mondes possibles auxquels le lecteur peut s’identifier et parce qu’elle apporte des connaissances morales, la littérature est une forme de savoir sur le monde différent mais tout aussi légitime que celui apporté par la philosophie et les sciences (tant les sciences dures que les sciences sociales). À partir des œuvres de ces deux écrivains, la fiction littéraire est donc envisagée comme le lieu où s’expriment leurs pensées littéraires aussi bien que leur conception du monde. / Using the concept of « thinking fiction » created by Franck Salaün, on the base of the works of Georges Perec and Enrique Vila-Matas, the objective of this study is to demonstrate that literary fiction is the expression of the author’s critical and existential thinking. Based on the interrogations concerning the relation between the individual and the writing of the self, their novels appear to be a place to think their existence, their writing and their relation to literature, which constitute the elements of the way they live the world. When considering fiction as an inherent element of the constitution of thought, thought will reveal itself to be also inextricable from literature. Because it creates possible worlds to which the reader identifies and because it contributes to moral knowledge, literature is a form of knowledge of the world as legitimate as the one built by philosophy and sciences (hard sciences as well as human sciences). Based on the works of these two writers, literary fiction will be considered as a place to express their literary thoughts as well as their conception of the world.

Cette recherche s'inscrit dans le domaine de la didactique du français, dans la zone de contact entre enseignement de la langue et enseignement de la littérature. Elle a pour objet la glose à thème lexical dans la classe de littérature au cycle 3 de l'école primaire française. Ce que nous avons cherché à caractériser ce sont les échanges autour de certaines unités lexicales du texte à lire (les « épisodes métalexicaux ») et les échanges autour des mots que les élèves utilisent pour leurs propres commentaires (les « mots de la réception »). Que font-ils exactement quand ils parlent des mots d'un texte ou quels sont les mots qu'ils utilisent pour parler d'un texte? Quel lien avec ce qui est prescrit en matière d'enseignement du lexique, d'une part, et en matière d'enseignement de la lecture littéraire, d'autre part ?La méthode d'analyse des données est comparative. Elle concerne trois classes de CM2, deux enseignants expérimentés et un enseignant entrant dans le métier, autour de deux albums de littérature de jeunesse : La Petite fille du livre (Nadja) et Zappe la guerre (Pef). Nous avons mené une étude qualitative appuyée sur les transcriptions des échanges filmés dans les classes, ainsi que sur les transcriptions d'entretiens et de dispositifs d'autoconfrontation (empruntés à l'ergonomie et à l'ergologie).Ce travail s'intéresse au métadiscours dans le sens élargi que lui donne Andrée Borillo (1985) qui inclut les conduites langagières de commentaire, de définition, d'explication, portant sur le code ou sur les faits de discours.Nous avons d'abord appréhendé notre objet sur le plan linguistique et nous avons analysé la diversité des conduites et des procédés langagiers qui en font sa spécificité. Nous avons cherché ensuite à en saisir la particularité dans le cadre d'une activité de lecture littéraire.À partir de travaux de référence en lexicologie et en didactique de la littérature, nous avons construit un modèle distinguant plusieurs catégories de glose (les gloses sur la signification, les gloses sur le sens, les gloses sur les realia et les gloses génériques). Nous avons rangé l'ensemble de ces gloses dans trois paradigmes : un paradigme sémantique, un paradigme générique et un paradigme personnel.Nous avons pu montrer entre autres que le travail sur le vocabulaire en classe de littérature ne se résume pas à la définition, principale catégorie présupposée par les enseignants, mais engage de nombreuses conduites différentes. Nous avons montré aussi que ce travail joue un rôle dans l'activité de symbolisation attendue du sujet lecteur en contexte littéraire. Toutefois, l'analyse de l'action enseignante montre la complexité du pilotage de ces interactions autour du lexique et la nécessité de former les enseignants en matière d'enseignement du lexique en contexte littéraire. / This research joins in the field of French language didactics, in the area of contact between teaching of the language and teaching of literature in the third “cycle” of the French primary school.It covers the gloss around lexical items of the text to be read (the metalexical " episodes ") and the exchanges around the words the pupils use for their own comments (the " words of the reception ").What do they do exactly when they speak about the words of a text or what are the words they use to speak about a text? What link do they make with the prescription regarding teaching of the lexicon on one hand, and regarding teaching of the literary reading on the other hand? The method of analysis of the data is comparative. It concerns three 5th classes of primary school, two experimented teachers and a teacher starting their career, around two albums of youth literature: La petite fille du livre (Nadja) and Zappe la guerre (Pef).We led a qualitative study based on the transcriptions of the exchanges filmed in the classes, as well as on the transcriptions of interviews and plans of self-confrontation (borrowed from the study of ergonomics and ergology).This work focuses on the metadiscourse in its wider sense, studied by Andrée Borillo (1985) who includes the linguistic conducts of comment, definition, explanation, concerning the code or the facts of discourse.We first based our subject on the linguistic plan and we analysed what makes it specific - the diversity of the conducts and the linguistic processes. We then tried to seize its peculiarity within the framework of a literary reading activity.From reference works in lexicology and in literature didactics, we built a model distinguishing several categories of gloss (the glosses on meaning, the glosses on sense, the glosses on realia and generic glosses).We put all these glosses in three paradigms: a semantic paradigm, a generic paradigm and a personal paradigm.We were able to show, among other factors, that the work on the lexical field of literature cannot be reduced to its definition, the main category presumed by teachers, as it leads to many other conducts.We also showed that this work plays a role in the activity of symbolization that is expected from the subject reader in literary context. However, the analysis of the act of teaching shows the complexity of the piloting of these interactions around the lexicon and the necessity of training the teachers regarding lexicon teaching in a literary context.

Pour Christine de Pizan, l’écriture et l’interprétation échappent irrémédiablement au vrai ; elles dépendent du vraisemblable et de l’opinion. Comment mener alors le lecteur vers le sens que l’auteur conçoit comme véritable ? Cette étude explore le lien unissant dans les œuvres narratives de Christine l’interprétation, le genre et la forme, comprise comme disposition, comme agencement intellectuel et matériel de la narration. Les manuscrits supervisés par Christine fondent les interprétations, enrichies par l’analyse des manuscrits non originaux et des éditions antérieures au XIXe siècle. De 1400 à 1408, les sept dits, les livres en prose et la Mutacion de fortune illustrent chez Christine deux modèles distincts d’enseignement narratif. Les dits transmettent une leçon implicite : les persona subjectives de l’auteur et du narrateur ne pouvant y servir de garant moral, c’est la disposition qui porte la signification. Le sens naît des concordances, des discordances et des ambiguïtés internes à la forme. Dans les livres en prose, l’auteur caractérise son propos en bien ou en mal, voix narrative et disposition explicitant des sens convergents. Dans ces deux modèles pourtant, l’écriture est toujours un mouvement de résolution : rêvant à dépasser la permanence du doute, elle élabore des procédés narratifs qui orientent a maxima l’interprétation. Le personnage d’auteur, propre à l’identification, devient lui-même une place interprétative proposée au lecteur depuis laquelle reconstruire par empathie une signification perpétuellement réactualisable. / For Christine de Pizan, writing and interpretation do not depend on truth but on plausibility and opinion. Considering this, how can the author lead the reader to the meaning he considers as truth? This study explores the connection between interpretation, genre and form in the narrative works of Christine de Pizan – form being understood as a disposition, as the intellectual and material layout of the narration. Manuscripts supervised by Christine form the basis of our study, enriched by later manuscripts and early editions printed before the 19th century. From 1400 to 1408, the seven dits, the prose livres and the Mutacion de fortune reflect two different models of narrative meaning. The dits give an implicit lesson. The author and the narrator’s persona are too subjective to be answerable for the moral sense; the meaning is transmitted by the book’s disposition. Interpretations arise from coherency, incoherencies and ambiguities lying in the text. In the prose livres, the subject is presented as good or evil by the author; narrator and disposition explicitly convey the same meaning. Both models can be characterized as a resolving dynamics: aspiring to go past doubt, the writing contains narrative procedures that frame the interpretation as much as possible. The author’s character itself is constructed to prompt the reader’s empathy and identification; it constitutes a place from which to update a universal meaning.

[pt] É a partir da premissa de que em cada obra literária cabem distintas estratégias de escrita que essa dissertação realiza a leitura do romance português Balada da Praia dos Cães. Com a finalidade de identificar como funciona a oficina criativa do autor José Cardoso Pires nesse caso específico, realizou-se um mapeamento que busca entender os diversos procedimentos formais utilizados no âmbito da escrita desse livro. Para tal são analisados aspectos tanto estruturais (sua construção de camadas diegéticas, sua variação nos registros e nas vozes narrativas) quanto do enredo (sua opção por uma temática policialesca e sua aproximação com a lógica do romance histórico). O objetivo, além de aprofundar a leitura e o entendimento do autor e desse romance, é reaproximar, ainda que minimamente, os estudos literários de sua matéria por excelência, as obras de ficção, a partir da relação entre o momento da escrita criadora e sua consumação nas leituras. / [en] It is based on the premise that to every literary work fits different writing strategies that this dissertation takes a reading of the portuguese novel Balada da praia dos cães. With the purpose of identifying how the creative workshop of the author José Cardoso Pires works in this specific case, it has been carried out a mapping that seeks to understand the various formal procedures used in the framework of the writing of this book. For such purpose are analyzed both structural aspects (its construction of narrative layers, its variation in the records and the narrative voices) as much as of the plot (its choice for a police thematic and its rapprochement with the logic of the historical novel). The goal, as well as to deepen the reading and understanding of the author and of this novel, is reconnecting, even minimally, the literary studies of its matter par excellence, the works of fiction, from the relationship between the time of creative writing and its consummation in readings.

Partindo do efeito de leitura percebido nas escrituras autorrreflexivas de Machado de Assis e Gustave Flaubert que, por meio de uma intensa solicitação a discursos já-escritos, pareciam escrever verdadeiros livros feitos de livros , o presente trabalho se propôs estudar a interdiscursividade dos autores, compreendida dentro de suas práticas de escrita e de leitura, a partir do que chamamos de biblioteca fantástica, num diálogo explícito com a teoria de Michel Foucault. Seguindo dois eixos principais, nos quais pretendíamos observar a obra dentro da biblioteca (o espaço das bibliotecas reais dos autores enquanto o lugar privilegiado da enunciabilidade das obras) e a biblioteca dentro da obra (a ficcionalização do livro e dos elementos concernentes ao sistema literário presente nas escrituras), fomos levados a entrever a relação tensional com o já-escrito operada pelas escrituras dos dois autores, aspecto reforçado pelo recurso a ardis ficcionais distintos, a saber, o autor ficcional machadiano e o discurso indireto livre flaubertiano. Ao longo de nosso percurso crítico, percebemos que a biblioteca fantástica dos autores estudados, construída no intervalo entre os dois citados eixos, mostrou-se reveladora da problemática concernente à enunciabilidade e à legibilidade das obras, já que a interdiscursividade de suas escrituras autorreflexivas questionava as formas naturalizadas ou impostas de escrever e de ler, recolocando a literatura enquanto questão. / Having as a starting point the reading effect of Machado de Asiss and Gustave Flauberts self reflecting narratives which, due to the intense recourse to other discourses, seem to be books made of other books , the aim of this work is to study these writers interdiscursivity practices, as observed in their writing and reading practices through the concept of the fantastic library, in an explicit dialogue with Michel Foucaults theory. Following two main paths from which we would like to observe the literary work inside the library (the space of the writers real libraries as a privileged viewpoint of their enunciability) and the library in the work (that is, the image of the book and of elements of the literary system represented in the books), we noticed a tense relationship with these other discourses in these two writers practices, which is reinforced by the recourse to different narratological devices such as the fictional author in Machado and free indirect style in Flaubert. As our analysis progressed, we perceive that the fantastic library of those authors, construed between those paths already mentioned, revealed some of the problems related to their enunciability and legibility, as the interdiscursivity of these self reflecting narratives questions not only naturalized or imposed manners of reading and writing but literature itself.

À travers l’expérience de Verlaine, cette thèse s’interroge sur la critique littéraire d’un écrivain. Les raisons d’être et les particularités formelles d’une production quotidienne d’un poète accédant graduellement à la notoriété sont étudiées en partant d’un panorama des définitions du phénomène (introduction). La triple analyse biographique, esthétique et discursive expose le lien étroit entre le contexte de production de la critique, les constructions théoriques qu’elle véhicule et les formes discursives qu’elle prend. La position marginale de Verlaine dans le champ littéraire prédétermine sa méfiance envers les mécanismes del’institutionnalisation, autant qu’envers les théories qui la justifient. D’où la faible conceptualisation théorique et le maniement contradictoire et décourageant des notions existantes. Les particularités de l’autoreprésentation (provocation, ethos faible) découlent également de sa position dans le champ littéraire et accompagnent l’abandon des théories prescriptives au profit d’une tolérance accrue. L’accent se déplace du domaine conceptuel vers le domaine discursif où se cultivent l’affectivité, l’expressivité, l’ironie qui rapprochent la critique de la création poétique, sans toutefois l’apparenter à la poésie en prose. Cette critique garde le caractère pragmatique d’élément de communication littéraire, son efficacité renforcée par certains traits de l’idiolecte (jeux de sonorités, métaphores, segmentation des phrases), dégagés de leur valeur poétique dans le nouveau contexte. / Verlaine’s experience allows to question the phenomenon of writer criticism. The rationale and the formal qualities of the daily critical output of a poet acceding to celebrity are studied after an overview of the phenomenon’s definitions (introduction). The triple biographical, esthetic and discourse analysis reveals the tight bond between critical production context, theories used and form given to critical texts. Verlaine’s marginal position in the literary field predetermines his distrust of institutionalization mechanisms and oftheories justifying them resulting in low conceptualization as well as in contradictory and discouraging handling of existing notions. The particularities of self-representation (provocation, weak ethos) equally result from his position in the literary field and go along with abandoning prescriptive theories in the name of tolerance. The emphasis moves from the conceptual sphere to the discourse accentuating affectivity, expressivity and irony which bring it closer to poetical creativity but not so as to become prose poetry. This criticism does not loose its pragmatic turn inherent to literary communication, its efficiency being reinforcedby certain features of idiolect (play upon sounds, metaphors, segmentation of phrases), freed of their poetical value in the new context.

<p>This paper presents Theopoetics, a theo-philosophical aesthetic movement that arose from the 1960’s Death of God theology, as a hermeneutical framework that accounts for both embodiment and the numinous in poetry. Through an examination of the life and poetic works of the disenfranchised religious poet, Thomas Merton, and a more religiously nebulous poet, Denise Levertov. This paper will present two different perspectives from these poets who encountered the need to qualify the numinous in their poetry and subverted that qualification through a theopoetic process. </p>

This essay will discuss gender in Pride and Prejudice, the timeless work by Jane Austen. It also discusses how a teacher might approach the subject of gender roles in a classroom environment based on a reading project featuring Pride and Prejudice. The different theories will include theories regarding gender as a social concept, gender roles and pedagogical implications. This essay argues that the gender roles in Pride and Prejudice can be used in an EFL classroom to increase students' awareness of gender and gender roles.