Dans cette thèse de littérature comparée nous avons essayé de montrer l’influence de la poésie moderne française issue de Baudelaire sur trois poètes contemporains : Nâder Nâderpour, Hassan Honarmandi et Mohammad Ali Eslâmi-e Nodouchane. Ils ont fait tous les trois leurs études à la Sorbonne. Depuis la période dite Machroutiat (ou Révolution constitutionnelle) des poètes modernes comme Nimâ ont écrit des poèmes en vers libres sur le modèle français. Les Iraniens, toujours attachés aux formes classiques, n’aimaient pas les vers libres. Le rôle de ces trois poètes a été de préparer le terrain pour que le lectorat persan accepte le vers libre. Ces poètes sont définis comme des poètes semi-traditionnels et en prenant des thèmes et des images puisés dans la poésie moderne française, ils ont œuvré pour que le vers libre soit bien apprécié en Iran. Ils ont choisi, dans la plupart de leurs œuvres, les quatrains continus qui sont une forme à mi-chemin entre les formes classiques et le vers libre. En choisissant les quatrains continus, ils ont essayé d’utiliser les thèmes et les images qui viennent principalement de la poésie de Baudelaire, Rimbaud, Verlaine, Valéry, Prévert…. Ces poètes sont considérés comme un « pont » par lequel les Iraniens passent de la poésie classique à la poésie moderne persane. Ils ont parfois fait des changements dans la disposition des rimes sur le modèle français. Parfois aussi ils ont intégré des tercets, des quintils ou des sizains dans leurs quatrains, ce qui peut être considéré comme une autre influence française. C’est la première fois que ces trois auteurs iraniens font l’objet d’une telle étude comparée qui propose en annexe un dossier de traductions inédites. / In this thesis, we have tried to show the influence of modern French poetry on three contemporary Iranians poets: Nâder Nâderpour, Hassan Honarmandi and Mohammad Ali Eslâmai-e Nodouchane. They have studied at Sorbonne University. Since the period of Mashroutiat or constitutional monarchy the modern poets like Nimâ have written the poems in “vers libres” following the French models. The Iranians, always attached to classical forms, didn’t like this form of “vers libres”. The role of theses three poets has been to prepare the ground to make accept “le vers libre” by the Iranian readership. These poets are grouped in semi-traditional group and they use the images and the themes of the modern French poetry, they have prepared the ground so that “le vers libres” will be well accepted in Iran.They have chosen, in the most of their poems, the continual quatrains “les quatrains continus”. They have tried to use the themes and the images that come principally from the poetry of Baudelaire, Rimbaud, Verlaine, Valéry, Prévert….These poets are considered like à “bridge” by which the Iranian cross the classical poetry to arrive to modern Persian poetry.They have sometimes changed the place of the rhymes following the French models. Sometimes they have integrated the “tercets”, “quintils” and “sizains” in their poetry among their “quatrains” and this can be considered as a French influence.

Submitted by Onia Arantes Albuquerque (onia.ufg@gmail.com) on 2018-10-16T14:56:11Z No. of bitstreams: 2 Dissertação - Renata Magalhães Vaz Assis - 2018.pdf: 1620438 bytes, checksum: 0427682513302b55d53334aa842780ea (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-10-17T10:19:21Z (GMT) No. of bitstreams: 2 Dissertação - Renata Magalhães Vaz Assis - 2018.pdf: 1620438 bytes, checksum: 0427682513302b55d53334aa842780ea (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-10-17T10:19:21Z (GMT). No. of bitstreams: 2 Dissertação - Renata Magalhães Vaz Assis - 2018.pdf: 1620438 bytes, checksum: 0427682513302b55d53334aa842780ea (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-09-28 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / The present work is based on the problematic 'How can reading modern and contemporary poetry contribute to the formation of the literary reader?' and aims to discuss the formation of literary readers in the school, from reading poetry. The choice of the corpus of analysis for the research arose from the interest of valuing the poetic production of the native of Goias Heleno Godoy, a poet considered one of the fundamental figures for the poetry produced in Goias, especially in the most recent works. Thus, poems were selected from the books A casa (2001) and Lugar comum e outros poemas (2005), among other poems. For the methodology, the qualitative treatment was given, with na action research carried out in a public school, in the outskirts of the city of Inhumas-GO. This methodology was characterized by an intervention in the classroom with the reading of poems from the books already mentioned, by Heleno Godoy, followed by debates, semistructured questionnaire and other pedagogical activities. As an educational product of the research, it was obtained the production of a documentary made with the natural poet of Goias with the pointers of possibilities for the reading of the poetry in the school. / O presente trabalho parte da problemática de ‘Como a leitura da poesia moderna e contemporânea pode contribuir para formar o leitor literário?’ e objetiva discutir a formação de leitores literários na escola, a partir da leitura de poesia. A escolha do corpus de análise para a pesquisa surgiu do interesse de valorizar a produção poética do goiano Heleno Godoy, poeta considerado uma das figuras fundamentais para a poesia produzida em Goiás, em especial, nas obras mais recentes. Dessa forma, foram trabalhados poemas selecionados dos livros A casa (2001) e Lugar comum e outros poemas (2005), dentre outros poemas. Para a metodologia, foi dado o trato qualitativo, com uma pesquisa-ação realizada em uma escola pública, de periferia, da cidade de Inhumas -GO. Tal metodologia se caracterizou por uma intervenção, em sala de aula, com a leitura de poemas dos livros já mencionados, de Heleno Godoy, seguidos de debates, questionário semiestruturado e outras atividades pedagógicas. Como produto educacional da pesquisa, obteve-se a produção de um documentário realizado com o poeta goiano com o apontamento de possibilidades para a leitura da poesia na escola.