Le poète européen Guillermo Carnero, dit ‘novísimo’, publie ses premiers poèmes dans l’Espagne du franquisme tardif des années 70 du siècle dernier et se fait alors connaître du grand public par son oeuvre phare Dibujo de la muerte. Auteur de onze livres, il poursuit l’élaboration de son oeuvres piralaire jusqu’au dernier recueil en date, Carta florentina, publié en 2018, tout en conduisant une carrière universitaire en tant que professeur de littérature à l’université d’Alicante. Souffrant d’une réception souvent figée par les figures de réception imposées de l’historiographie littéraire, la signifiance de cette oeuvre, réputée difficile, ne fut que trop rarement mise en évidence malgré la parution d’essais européens. Or, le poète, lecteur et érudit cosmopolite amoureux des arts et des cultures exprime dans sa poésie une intime relation au monde grâce à une relation dialogique avec le référent culturel, qui y occupe une place centrale en tant qu’axe fondateur autour duquel s’articulent l’expression de l’émotion poétique et la réflexion sur la création. L’hybridité constitutive du tissage de l’insaisissable ordonné de cette oeuvre poétique induit chez le lecteur une réception engagée et une itinérance au sein des univers culturels propres à l’auteur. Ainsi se met en oeuvre la médiation humaniste entre le poète et son lecteur grâce à la prégnance du référent culturel mobilisé pour dire l’intime d’un douloureux rapport au monde. Cette médiation humaniste facteur de connaissance de soiest ici conduite hors de toute recherche d’intertextualité mais laisse place à l’écriture de l’émotion à l’oeuvre, saisie dans l’instantanéité des ambivalences d’une insaisissable voix poématique / The European poet Guillermo Carnero, known as 'novísimo', published his first poems in late Franco's Spain in the 1970s and became known to the general public with his flagship work Dibujode la muerte. Author of eleven books, he continues the development of his spiral work until the latest collection, Carta florentina, published in 2018, while conducting an academic career as a professor of literature at the University of Alicante. Suffering from a reception often frozen by the imposed reception figures of literary historiography, the significance of this work, reputed difficult, was only too rarely highlighted despite the publication of European essays. The poet, reader and cosmopolitan scholar inlove with the arts and cultures, expresses in his poetry an intimate relationship with the world through a dialogical relationship with the cultural referent, which occupies a central place there as a founding axis around which are articulated the expression of poetic emotion and reflection on creation. The hybridity that constitutes the weaving of the elusive order of this poetic work induces in the reader a committed reception and a roaming within the author's own cultural universes. Thus the humanist mediation between the poet and his reader is implemented thanks to the influence of the cultural referentmobilized to express the intimacy of a painful relationship with the world. This humanistic mediation, a factor of self-knowledge, is conducted here without any search for intertextuality but leaves room for the writing of emotion at work, captured in the instantaneity of the ambivalences of an elusive poematic voice.

Cette thèse présente l’analyse de la trilogie de José Manuel Fajardo (1957) constituée par les trois romans, Carta del fin del mundo (1996), El Converso (1998) et Mi nombre es Jamaica (2010). Ces trois œuvres font partie du sous-genre, roman istorique d’aventures. À travers l‘étude du temps, de l’espace et des personnages, ce travail de recherche a pour objectif de délimiter la part de l’histoire et de l’aventure au sein de ces trois œuvres qui renvoient à des périodes marquantes de l’histoire de l’Espagne (la conquête, le Siècle d’or). Les nombreuses références à l’expulsion des Morisques ou à la diaspora sépharade témoignent de la volonté de l’auteur de faire œuvre d’historien en sauvant de l’oubli certains pans de l’histoire d’Espagne délaissés par l’Histoire officielle. Cette récupération historique va de pair avec une fictionnalisation de cette matière historique (la découverte de l’Amérique, la piraterie au XVIIe siècle, dans les Caraïbes et en méditerranée) qui permet à l’auteur de créer de l’aventure. Cette aventure est vécue par les héros comme une quête identitaire qui les conduit, à travers la traversée d’innombrables espaces, vers leur Terre promise ; ce qui leur confère une indéniable épaisseur humaine. / This thesis introduces the trilogy by José Manuel Fajardo (1957) composed of Carta del fin del mundo (1996), El Converso (1998) and Mi nombre es Jamaica (2010).These three works are part of the historical adventure novel sub-genre. Focusing on time, space and characters, this research work is aimed at making a distinction between history and adventure in these three works that refer to significant periods in the history of Spain (the conquest, the Golden Age). The numerous references to the expulsion of the Moriscos or the Sephardic diaspora show the author's willingness to work as a historian by saving fromoblivion some parts of Spanish history neglected by official history. This historical exploitation goes hand in hand with fictionalizing the historical matter _such as the discovery of America or piracy in the seventeenth century in the Caribbean and the Mediterranean seas_ which makes it possible for the author to create adventure. This adventure is experienced by the heroes as a search for identity that leads them, through the crossing of countless spaces, to their promised land; whichgives them potent human depth.

Cette recherche documente les façons de faire l’évaluation formative d’enseignants de français du Lycée exerçant en contexte de classes pléthoriques au Sénégal. Le choix récent dans ce pays de l’approche par compétences invite à privilégier cette fonction de l’évaluation, au regard de son potentiel pour la progression des apprentissages des élèves (Allal & Mottier Lopez, 2005; Black & Wiliam, 2009; Morrissette, 2010). Cependant, les orientations ministérielles concernant sa mise en œuvre sont très générales, et jusqu’ici, la recherche a laissé dans l’ombre son application en contexte de classes pléthoriques. Puisant au domaine des savoirs pratiques (Schön, 1983) et à une vision interactive et située de l’évaluation formative (Mottier Lopez, 2007; Morrissette, 2010), j’ai conduit une démarche de recherche collaborative auprès de 14 enseignants de français exerçant dans le même Lycée, ponctuée par 6 entretiens de groupe. Un premier registre d’analyse a décrit des façons de faire rattachées à trois dimensions de la pratique de l’évaluation formative: l’analyse du contexte de la pratique, la construction négociée du savoir et la gestion de l’effectif. Un second registre d’analyse de leurs façons de faire en contexte d’«étrangeté culturelle» (Douville, 2002) a permis de conceptualiser leur savoir-évaluer en relation avec leur façon d’interpréter les problèmes qui se posent aux élèves, leur conception de l’erreur et leurs manières de réinventer les modes d’accomplissement traditionnels de l’évaluation ancrés dans la culture scolaire. / This research documents the ways formative assessment is operationalized by French teachers working in the context of overcrowded classrooms in a Senegalese High School. The recent choice for implementing the competency-based approach in this country invites teachers to promote the use of formative assessment which is geared towards the provision of high quality learning (Allal & Mottier Lopez, 2005, Black & Wiliam, 2009 Morrissette, 2010). However, Ministerial guidelines for its implementation are very general, and so far, research has not been carried out as regards its application in overcrowded classes. Building on the field of reflective practice (Schön, 1983) and an interactive situated vision of formative assessment (Mottier Lopez, 2007; Morrissette, 2010), I led a collaborative research with 14 French teachers working in the same High School. Six focus groups discussions were carried out which shed light on three dimensions related to formative assessment practices: contextual analysis of teacher practices, the negotiated construction of knowledge and the management of the overcrowded classrooms. Analysis of formative assessment practices in the context of « cultural strangeness » (free translation) (Douville, 2002) helped to conceptualize their know-how on evaluation in light of how they interpret the problems faced by students, their conception of what error constitutes and the ways they reinvent the traditional performance evaluation methods rooted in the school culture.

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This paper will raise issues concerning to a phenomenological ethics. For that, we will seek to find subsidies through the passage of the logos of the aesthetic world to the logos of the cultural world in Merleau-Ponty. One common thread will be determined by this philosopher, with the intent to understand the original nature in the life-world. This thread is called original presence which, in turn, can be identified in both the aesthetic logos as in cultural logos. Merleau-Ponty makes a profound analysis of the studies raised by Husserl, namely a later Husserl, where we find the discovery of a phenomenology of life. Through the discovery of reflexive-body, Merleau-Ponty celebrate the incarnation of the phenomenology of life raised by Husserl. These two philosophers give a strong emphasis facing our attitude toward the opening of the world, the other and the logical objectivity. To better understand this philosophical perspective, we have the contribution of Waldenfels that will extend the concept of attitude and will make, thus, a phenomenological ethic more evident, where this attitude needs to give an answer or rather can not not respond, as the opening of the world create in us a challenge of which I am led to a concrete attitude. This challenge is generated by claims that dialogue with the law (rule) and justice (ethics). This dialogue, in principle, generates a strangeness that drives us to a threshold, creating a gap, allowing a new constitution process. When Waldenfels says that the Ethos begins on the plain of the senses, wants to talk that what affects us depends on the body itself that is affected and that what affects expresses sense for us. In other words, what claims out to us as the possibility of meaning indeed passes through the plain of the senses, must be understood and lived by the own body. In Waldenfels we can find a clear responsive ethics and an ethics of the senses, allowing the construction of a phenomenological ethics. / Este trabalho levantará questões concernentes a uma ética fenomenológica. Para isto, procuraremos encontrar subsídios através da passagem do logos do mundo estético para o logos do mundo cultural, em Merleau-Ponty. Um fio condutor será determinado por este filósofo, com o intento de entender a natureza da vida no mundo. Este fio condutor é chamado de presença originária que, por sua vez, pode ser identificado tanto no logos estético como no logos cultural. Merleau-Ponty faz uma profunda análise dos estudos levantados por Husserl, especialmente o Husserl mais tardio, no qual encontramos a descoberta de uma fenomenologia da vida. Por meio da descoberta do corpo-reflexionante, Merleau-Ponty celebra a encarnação da fenomenologia da vida levantada por Husserl. Estes dois filósofos conferem uma profunda ênfase em relação a nossa atitude através da abertura do mundo, do outro e da objetividade lógica. Para melhor compreendermos esta perspectiva filosófica, teremos a contribuição de Waldenfels que estenderá o conceito de atitude e tornará, assim, uma ética fenomenológica mais evidente, na qual nossa atitude precisa dar uma resposta ética, ou melhor, não pode não responder, pois a abertura do mundo cria em nós um desafio que nos guiará a uma atitude concreta. Este desafio é gerado por clamores que dialogam com a lei (regra) e a justiça (ética). Este diálogo, em princípio, gera uma estranheza que nos leva a um limiar, criando uma fenda, permitindo um novo processo de constituição. Quando Waldenfels diz que o Ethos começa da planície dos sentidos, quer falar que o que nos afeta depende do corpo próprio que é afetado e que o que nos afeta exprime sentido para nós. Em outras palavras, o que clama a nós como possibilidade de sentido precisa realmente passar pela planície dos sentidos; deverá, portanto ser entendido e vivido pelo corpo próprio. Em Waldenfels, podemos encontrar claramente uma ética responsiva e uma ética dos sentidos, permitindo a construção de uma ética fenomenológica.