En el Cuzco de la última veintena del siglo XVI ejercían su labor de escribanos públicos de cabildo Pedro Quispe y Pedro de la Carrera. El primero de ellos, de origen indígena, dejó un libro de protocolo en que trataba los asuntos particulares de los indígenas que habitaban la parroquia de Nuestra Señora de la Purificación del Cuzco. Pedro de la Carrera realizará la misma labor en el cabildo del Cuzco llevando, sobre todo, los asuntos privados de los habitantes españoles, criollos y mestizos cuzqueños. Los documentos que un día configuraron sus respectivos libros de protocolo sirven de corpus para el presente trabajo. Partiendo de dicha documentación se realiza una aproximación al panorama de variación lingüística en la ciudad de Cuzco en la última veintena del siglo XVI. Variación lingüística que hallamos en el español empleado por indígenas con diferente formación y contrastamos con el castellano de españoles, criollos y, tal vez, algún mestizo de la misma época y ciudad. El corpus documental empleado es original y autógrafo, y está constituido por documentos pertenecientes a una misma tradición discursiva, factores estos que, debidamente aprovechados, contribuyen a la fidelidad de la muestra. / In the last twenty Cuzco sixteenth century they exercised their work of public notaries of Pedro Quispe council and Pedro de la Carrera. The first, of Indian origin, left a protocol book that was private affairs of Indians who inhabited the parish of Our Lady of Purificación of Cuzco. Pedro de la Carrera held the same job at the town hall of Cuzco carrying especially the private affairs of the Spanish inhabitants, Creoles and mestizos Cuzco. These two books serve corpus protocol for this study. Based on this documentation it is done to approximate picture of linguistic variation in the city of Cuzco in the last twenty sixteenth century. Linguistic variation we find in the Spanish used by indigenous people with different backgrounds and contrast with Castilian Spanish, Creole and perhaps a mestizo from the same era and city. The documentary corpus employee is original and autograph, and consists of documents belonging to the same discursive tradition, these factors which, if properly harnessed, contribute to the fidelity of the sample.

Este trabalho corresponde a uma pesquisa histórica em torno do ensino de produção de textos na escola brasileira. O objeto central de análise é um livro escolar publicado no Rio de Janeiro em 1883, o Manual de Estilo, de V. Sá de Menezes. Escrito para, segundo esclarece seu autor no prefácio, \"habilitar\" os alunos na \"prática da redação\", o livro se trata de uma versão em síntese do conteúdo presente nos manuais de retórica em circulação nas escolas do período. Em busca de entendimento sobre a tradição do ensino retórico com que o livro dialoga, parte-se de observações sobre os tipos de atividades de escrita propostas no Ratio Studiorum, método de ensino seguido pela ordem dos jesuítas e que representa algo do que seria o ensino de escrita entre os séculos XVI e XVIII; posteriormente fazem-se considerações sobre a orientação pombalina para o ensino de retórica e de Língua Portuguesa. No capítulo 2, centrando-se então sobre o século XIX, busca-se um panorama da situação em que estariam se organizando o ensino primário e secundário brasileiro, a fim de entender-se o Manual de estylo em sua realidade de existência. A partir daí o trabalho concentra-se na leitura analítica do livro, o que corresponde aos capítulos 3 e 4 da tese, nos quais se discute a presença de uma concepção de linguagem como expressão do pensamento, as repercussões geradas por ela quanto ao tipo de ensino proposto por esse e outros livros didáticos do período e, no âmbito dos gêneros e tipologia textual, a presença da tipologia ?descrição, narração, carta?. Esta tipologia conduz as atividades de escrita do Manual de estylo e de uma série de livros de composição e manuais de português entre os anos finais do século XIX e iniciais do século XX, aspecto sobre o qual traçamos uma série de observações. A constatação do predomínio dessa tipologia para o ensino de produção textual nos leva à hipótese de que a tipologia \"descrição, narração, dissertação\" no universo escolar teria presença somente a partir do século XX, ponto de vista a partir do qual se conclui a análise. A fundamentação teórica da pesquisa tem sua base nos estudos franceses sobre cultura escolar e história das disciplinas escolares desenvolvidos nas últimas décadas por autores como Jean Hébrard, Anne-Marie Chartier e André Chervel. Para o estudo da escola e livro didático brasileiros foram referências centrais trabalhos de Circe Bittencourt, Luciano Mendes de Faria Filho, Antonio Augusto Gomes Batista e Diana Gonçalves Vidal. Sobre o ensino de retórica a leitura se ancora em estudos de Roberto Acízelo de Souza, João Adolfo Hansen, José Maria Paiva e Walter Ong. Sobre gênero e tipologia textual referências centrais vêm de Mikhail Bakhtin, Schneuwly e Dolz, Jean-Michel Adam, Guiomar Ciapuscio e Helena Nagamine Brandão. / This study is a result of a historical research about the teaching of composition in the Brazilian school. The work focuses a school textbook published in Rio de Janeiro in 1883, Manual de estilo, by V. Sá de Menezes. Written to help students in the process of writing, this book is a synthesis of the content presented in Rhetoric textbooks that were used in schools at the end of the 19.th century. Then, in the intention to understand part of the Rhetoric tradition that Manual de Estilo dialogues with, we begin this thesis discussing Ratio Studiorum, the Jesuit school\'s pedagogic method. The goal was to identify different writing types of exercises proposed by the humanistic model of education followed by this religious segment. The choice for the Jesuits came from their importance at the Brazilian educational process during the period from XVI to XVIII century. From the second half of the XVIII century, we selected the orientation of writing education found in Verdadeiro método de estudar, by Luis Antonio Verney, and in Instrucções para os Professores de Grammatica latina Grega, Hebraica, e de Rethorica... announced by the Portuguese government in 1759. In the chapter 2, when we reach the XIX century, we present information about how the elementary e secondary schools were being organized, in order to connect the Manual de estylo to its reality of existence. The analysis of the content of Manual de estylo is developed between the chapter 3 and 4, when we discuss the presence of a conception of language as thinking expression and the repercussions of this understanding to the types of teaching proposed in this book and other textbooks from the end of XIX century and beginning of XX century. The typology \"narration, description and letter\" that we found as the core of the writing process proposed by Manual de estylo and contemporary books suggests us the hypothetical conclusion that the typology \"narration, description, dissertation\" might be an invention created in the XX century, what we discuss in the final chapter. This research is based on the French studies about the scholar culture and the history of the academic disciplines developed in past years by Jean Hébrard, Anne-Marie Chartier, André Chervel and others. For the study of the Brazilian school and Brazilian textbooks we have referred to Circe Bittencourt, Luciano Mendes de Faria Filho, Antonio Augusto Gomes Batista, Diana Gonçalves Vidal and others. About the teaching of Rhetoric we have based our observations on the study of Roberto Azícelo de Souza, João Adolfo Hansen, José Maria Paiva and Walter Ong.

Este trabalho corresponde a uma pesquisa histórica em torno do ensino de produção de textos na escola brasileira. O objeto central de análise é um livro escolar publicado no Rio de Janeiro em 1883, o Manual de Estilo, de V. Sá de Menezes. Escrito para, segundo esclarece seu autor no prefácio, \"habilitar\" os alunos na \"prática da redação\", o livro se trata de uma versão em síntese do conteúdo presente nos manuais de retórica em circulação nas escolas do período. Em busca de entendimento sobre a tradição do ensino retórico com que o livro dialoga, parte-se de observações sobre os tipos de atividades de escrita propostas no Ratio Studiorum, método de ensino seguido pela ordem dos jesuítas e que representa algo do que seria o ensino de escrita entre os séculos XVI e XVIII; posteriormente fazem-se considerações sobre a orientação pombalina para o ensino de retórica e de Língua Portuguesa. No capítulo 2, centrando-se então sobre o século XIX, busca-se um panorama da situação em que estariam se organizando o ensino primário e secundário brasileiro, a fim de entender-se o Manual de estylo em sua realidade de existência. A partir daí o trabalho concentra-se na leitura analítica do livro, o que corresponde aos capítulos 3 e 4 da tese, nos quais se discute a presença de uma concepção de linguagem como expressão do pensamento, as repercussões geradas por ela quanto ao tipo de ensino proposto por esse e outros livros didáticos do período e, no âmbito dos gêneros e tipologia textual, a presença da tipologia ?descrição, narração, carta?. Esta tipologia conduz as atividades de escrita do Manual de estylo e de uma série de livros de composição e manuais de português entre os anos finais do século XIX e iniciais do século XX, aspecto sobre o qual traçamos uma série de observações. A constatação do predomínio dessa tipologia para o ensino de produção textual nos leva à hipótese de que a tipologia \"descrição, narração, dissertação\" no universo escolar teria presença somente a partir do século XX, ponto de vista a partir do qual se conclui a análise. A fundamentação teórica da pesquisa tem sua base nos estudos franceses sobre cultura escolar e história das disciplinas escolares desenvolvidos nas últimas décadas por autores como Jean Hébrard, Anne-Marie Chartier e André Chervel. Para o estudo da escola e livro didático brasileiros foram referências centrais trabalhos de Circe Bittencourt, Luciano Mendes de Faria Filho, Antonio Augusto Gomes Batista e Diana Gonçalves Vidal. Sobre o ensino de retórica a leitura se ancora em estudos de Roberto Acízelo de Souza, João Adolfo Hansen, José Maria Paiva e Walter Ong. Sobre gênero e tipologia textual referências centrais vêm de Mikhail Bakhtin, Schneuwly e Dolz, Jean-Michel Adam, Guiomar Ciapuscio e Helena Nagamine Brandão. / This study is a result of a historical research about the teaching of composition in the Brazilian school. The work focuses a school textbook published in Rio de Janeiro in 1883, Manual de estilo, by V. Sá de Menezes. Written to help students in the process of writing, this book is a synthesis of the content presented in Rhetoric textbooks that were used in schools at the end of the 19.th century. Then, in the intention to understand part of the Rhetoric tradition that Manual de Estilo dialogues with, we begin this thesis discussing Ratio Studiorum, the Jesuit school\'s pedagogic method. The goal was to identify different writing types of exercises proposed by the humanistic model of education followed by this religious segment. The choice for the Jesuits came from their importance at the Brazilian educational process during the period from XVI to XVIII century. From the second half of the XVIII century, we selected the orientation of writing education found in Verdadeiro método de estudar, by Luis Antonio Verney, and in Instrucções para os Professores de Grammatica latina Grega, Hebraica, e de Rethorica... announced by the Portuguese government in 1759. In the chapter 2, when we reach the XIX century, we present information about how the elementary e secondary schools were being organized, in order to connect the Manual de estylo to its reality of existence. The analysis of the content of Manual de estylo is developed between the chapter 3 and 4, when we discuss the presence of a conception of language as thinking expression and the repercussions of this understanding to the types of teaching proposed in this book and other textbooks from the end of XIX century and beginning of XX century. The typology \"narration, description and letter\" that we found as the core of the writing process proposed by Manual de estylo and contemporary books suggests us the hypothetical conclusion that the typology \"narration, description, dissertation\" might be an invention created in the XX century, what we discuss in the final chapter. This research is based on the French studies about the scholar culture and the history of the academic disciplines developed in past years by Jean Hébrard, Anne-Marie Chartier, André Chervel and others. For the study of the Brazilian school and Brazilian textbooks we have referred to Circe Bittencourt, Luciano Mendes de Faria Filho, Antonio Augusto Gomes Batista, Diana Gonçalves Vidal and others. About the teaching of Rhetoric we have based our observations on the study of Roberto Azícelo de Souza, João Adolfo Hansen, José Maria Paiva and Walter Ong.

On s’accorde aujourd’hui sur la nécessité de la dimension textuelle dans l’enseignement de la langue écrite. L’objectif de notre recherche est de mettre à l’essai une démarche pédagogique visant à enseigner la compréhension/expression écrite en prenant appui sur la typologie textuelle et en adoptant une approche stratégique. Compte tenu que les Coréens apprennent le français comme deuxième langue étrangère après l’apprentissage de l’anglais, nous menons notre recherche dans un contexte d’apprentissage multilingue (le coréen, le français et l’anglais). Nous effectuons notre recherche à Montréal. Nous sélectionnons vingt- et-un apprenants coréens âgés de 14 à 15 ans en passant des entrevues sur les caractéristiques de leurs expériences scolaires et leurs apprentissages des langues. Ils possèdent tous un bagage éducatif solide en anglais mais leurs niveaux de français sont variés (i.e. sept sujets débutants, sept intermédiaires et sept avancés). Notre recherche se base sur trois expérimentations. Dans la première, nous nous intéressons notamment au rôle de la typologie textuelle auprès des débutants, dont les caractéristiques sont représentatives des apprenants coréens qui sont grammaticalement et lexicalement faibles en français. Nous mobilisons les connaissances textuelles par le biais des textes en anglais puis nous mesurons si les participants peuvent les utiliser dans les textes en français. Nous vérifions cette utilisation en comparant les résultats de la perception du fonctionnement de l’écrit en français avant et après la mobilisation des connaissances textuelles. Les donnés empiriques révèlent que les apprenants coréens qui n’ont pas encore maîtrisé les compétences de base réussissent à percevoir le fonctionnement de l’écrit en français grâce à leurs connaissances textuelles préalablement mobilisées en anglais.Dans notre deuxième expérimentation, nous examinons l’effet de l’enseignement de la typologie textuelle sur la lecture stratégique dans l’apprentissage multilingue. Nous offrons le cours de lecture stratégique avec un texte en français et examinons l’effet de cette pratique. En comparant les résultats de la compréhension avant et après le cours, nous vérifions que le cours de lecture stratégique est efficace non seulement sur la perception du fonctionnement de l’écrit, mais également sur l’apprentissage de la grammaire et du vocabulaire. Nous vérifions également l’influence translinguistique du français vers l’anglais. Dans la troisième expérimentation, nous examinons l’effet de l’enseignement de la typologie textuelle sur le processus de production écrite en français. Nous recueillons les productions des participants avant et après le cours de l’écriture. Nous les analysons avec les mêmes grilles de codage concernant la forme typologique et le sens culturel. Nous observons que les scripteurs qui ont l’occasion de mobiliser explicitement leurs connaissances textuelles peuvent obtenir des performances plus élevées concernant la forme typologique ainsi que le sens culturel après le processus de production. Nous en concluons que la didactique effectuée à partir de la typologie textuelle a toute sa pertinence dans l’apprentissage multilingue et que l’approche stratégique peut stimuler la mise en place de la typologie textuelle pour appréhender la langue écrite au niveau textuel tant en lecture qu’en écriture. / The concept of text-level organization is required in French literacy education for Korean learners. The major objective of this study was to explore a strategic approach which emphasizes the concept of textual typology on text-level language learning, as well as its cognitive and cultural dimensions of transfer, particularly in relation to French literacy education in multilingual learning (Korean, French and English). The textual typology which is deeply embedded in the empirical traditions of French literacy education has been a useful educational tool not only for teaching rhetorical conventions but also for practicing lexical and grammatical usage. Data were obtained from 21 Korean aged 14 to 15 years who study in English-French multilingual learning environments in Montreal. For comparative purposes, the results of the reading activity of three groups of seven students with elementary, intermediate and advanced competence in French as a second foreign language were analyzed. Our empirical research focuses on three issues. The first issue deals with whether the textual typology facilitates access to the text-level meaning as a useful pedagogical tool especially for low French level learners who have a limited vocabulary and grammar. We mobilized students’ background knowledge using English texts and we verified if they use it when they read French texts. The Post hoc contrasts showed that the textual typology is a profitable tool especially for beginners. The second issue is concerned with the practice of the strategic reading approach using a textual typology. The post-hoc about reading comprehension provided empirical support for the positive effects of reading strategies, not only for learning rhetorical conventions but also for understanding lexical and grammatical usage. And the results indicate crosslinguistic influence effects as well. The third issue focuses on the writing process with emphasis on the rhetorical norm in French writing. An analysis of students’ written texts showed that the rhetorical pattern of textual typology guided effectively to well formed writings in rhetorical and cultural dimension. In conclusion, the results demonstrated that the participants could effectively use the textual typology as well-developed networks of relevant prior knowledge in multilingual learning. And the strategic approach could stimulate the practice of the textual typology in textual comprehension and composition during reading and writing process.

On s’accorde aujourd’hui sur la nécessité de la dimension textuelle dans l’enseignement de la langue écrite. L’objectif de notre recherche est de mettre à l’essai une démarche pédagogique visant à enseigner la compréhension/expression écrite en prenant appui sur la typologie textuelle et en adoptant une approche stratégique. Compte tenu que les Coréens apprennent le français comme deuxième langue étrangère après l’apprentissage de l’anglais, nous menons notre recherche dans un contexte d’apprentissage multilingue (le coréen, le français et l’anglais). Nous effectuons notre recherche à Montréal. Nous sélectionnons vingt- et-un apprenants coréens âgés de 14 à 15 ans en passant des entrevues sur les caractéristiques de leurs expériences scolaires et leurs apprentissages des langues. Ils possèdent tous un bagage éducatif solide en anglais mais leurs niveaux de français sont variés (i.e. sept sujets débutants, sept intermédiaires et sept avancés). Notre recherche se base sur trois expérimentations. Dans la première, nous nous intéressons notamment au rôle de la typologie textuelle auprès des débutants, dont les caractéristiques sont représentatives des apprenants coréens qui sont grammaticalement et lexicalement faibles en français. Nous mobilisons les connaissances textuelles par le biais des textes en anglais puis nous mesurons si les participants peuvent les utiliser dans les textes en français. Nous vérifions cette utilisation en comparant les résultats de la perception du fonctionnement de l’écrit en français avant et après la mobilisation des connaissances textuelles. Les donnés empiriques révèlent que les apprenants coréens qui n’ont pas encore maîtrisé les compétences de base réussissent à percevoir le fonctionnement de l’écrit en français grâce à leurs connaissances textuelles préalablement mobilisées en anglais.Dans notre deuxième expérimentation, nous examinons l’effet de l’enseignement de la typologie textuelle sur la lecture stratégique dans l’apprentissage multilingue. Nous offrons le cours de lecture stratégique avec un texte en français et examinons l’effet de cette pratique. En comparant les résultats de la compréhension avant et après le cours, nous vérifions que le cours de lecture stratégique est efficace non seulement sur la perception du fonctionnement de l’écrit, mais également sur l’apprentissage de la grammaire et du vocabulaire. Nous vérifions également l’influence translinguistique du français vers l’anglais. Dans la troisième expérimentation, nous examinons l’effet de l’enseignement de la typologie textuelle sur le processus de production écrite en français. Nous recueillons les productions des participants avant et après le cours de l’écriture. Nous les analysons avec les mêmes grilles de codage concernant la forme typologique et le sens culturel. Nous observons que les scripteurs qui ont l’occasion de mobiliser explicitement leurs connaissances textuelles peuvent obtenir des performances plus élevées concernant la forme typologique ainsi que le sens culturel après le processus de production. Nous en concluons que la didactique effectuée à partir de la typologie textuelle a toute sa pertinence dans l’apprentissage multilingue et que l’approche stratégique peut stimuler la mise en place de la typologie textuelle pour appréhender la langue écrite au niveau textuel tant en lecture qu’en écriture. / The concept of text-level organization is required in French literacy education for Korean learners. The major objective of this study was to explore a strategic approach which emphasizes the concept of textual typology on text-level language learning, as well as its cognitive and cultural dimensions of transfer, particularly in relation to French literacy education in multilingual learning (Korean, French and English). The textual typology which is deeply embedded in the empirical traditions of French literacy education has been a useful educational tool not only for teaching rhetorical conventions but also for practicing lexical and grammatical usage. Data were obtained from 21 Korean aged 14 to 15 years who study in English-French multilingual learning environments in Montreal. For comparative purposes, the results of the reading activity of three groups of seven students with elementary, intermediate and advanced competence in French as a second foreign language were analyzed. Our empirical research focuses on three issues. The first issue deals with whether the textual typology facilitates access to the text-level meaning as a useful pedagogical tool especially for low French level learners who have a limited vocabulary and grammar. We mobilized students’ background knowledge using English texts and we verified if they use it when they read French texts. The Post hoc contrasts showed that the textual typology is a profitable tool especially for beginners. The second issue is concerned with the practice of the strategic reading approach using a textual typology. The post-hoc about reading comprehension provided empirical support for the positive effects of reading strategies, not only for learning rhetorical conventions but also for understanding lexical and grammatical usage. And the results indicate crosslinguistic influence effects as well. The third issue focuses on the writing process with emphasis on the rhetorical norm in French writing. An analysis of students’ written texts showed that the rhetorical pattern of textual typology guided effectively to well formed writings in rhetorical and cultural dimension. In conclusion, the results demonstrated that the participants could effectively use the textual typology as well-developed networks of relevant prior knowledge in multilingual learning. And the strategic approach could stimulate the practice of the textual typology in textual comprehension and composition during reading and writing process.

Notre analyse se concentre sur la représentation narrative des lieux et des paysages dans les deux versions du Mastro-don Gesualdo de Giovanni Verga (1888 et 1889) en ajoutant à l'approche littéraire traditionnelle celle des études stylistiques et de la typologie textuelle. Partant du principe historico-critique selon lequel l'espace est l'élément clé dans la relation entre syntaxe, lexique d'auteur, thèmes et contenus dans le roman moderne, nous avons élaboré et analysé un corpus contenant une centaine de passages descriptifs. Nous avons confronté tout d'abord les solutions textuelles adoptées par l'auteur dans les deux éditions du roman, et nous avons ensuite essayé de caractériser, sur la base de ces données objectives, les dynamiques de textualisation et de structuration des facteurs spatiaux et paysagers dans le Mastro-don Gesualdo. En comparant les rares énonciations théoriques de Verga avec des extraits du texte narratif, nous avons pu remarquer que dans la représentation de la réalité du Mastro-don Gesualdo, l'auteur a bien présent à l'esprit l'idée de Zola de faire participer les descriptions de l’environnement d’un personnage à sa caractérisation, mais qu'il ne renonce pas pour autant à un descriptivisme littéraire et imprégné de lyrisme. La présence des stratégies syntaxiques, stylistiques et élocutoires - au niveau des allitérations et des onomatopées jusqu'à celui des anaphores, des comparaisons, des antithèses et des métonymies - confirme le lien constant entre grammaire et rhétorique en tant que caractéristique stylistique des chefs-d’œuvre véristes. / Our analysis concentrates on the narrative representation of places and landscapes in both versions of Giovanni Verga's Mastro-don Gesualdo (on 1888 and 1889) by adding to the traditional literary approach that of the stylistic studies and the textual typology. Runner of the principle historico-criticizes according to which one(which) the space is the key element in the relation between syntax, author's lexicon, themes and contained in the modern novel, we developed and analyzed a corpus containing hundred descriptive passages. We confronted first of all the textual solutions adopted by the author in both publishing(editions) of the novel, and we then tried to characterize, on the basis of these objective data, the dynamics of textualisation and of structuring of the spatial factors. / L’analisi condotta in questa tesi di dottorato si incentra sulla rappresentazione narrativa di luoghi e paesaggi nelle due stesure del Mastro-don Gesualdo di Giovanni Verga (1888 e 1889), e integra al tradizionale approccio letterario un’osservazione linguistico-stilistica e tipologico-testuale. A partire dal presupposto storico-critico che nel romanzo moderno lo spazio è il cardine della relazione tra sintassi, lessico d’autore, temi e contenuti, si è costruito e indagato un corpus di un centinaio di inserti descrittivi. Si sono raffrontate innanzitutto le soluzioni testuali adottate dall’autore nelle due edizioni del romanzo, e si è poi tentato di caratterizzare, in base a dati attendibili e oggettivi, le dinamiche di testualizzazione e di strutturazione dei fattori spaziali e paesistici nel Mastro-don Gesualdo. Confrontando le rare enunciazioni teoriche verghiane con il testo narrativo, si è potuto appurare come nella rappresentazione della realtà gesualdesca l’autore abbia ben presente il mandato zoliano di attagliare realisticamente le descrizioni alla caratterizzazione ambientale del personaggio, ma non rinunci a un descrittivismo liricheggiante e letterario. L’articolata gamma di strategie sintattico-stilistiche ed elocutive - dal livello minimo di allitterazioni e onomatopee al livello più elevato di anafore, similitudini, antitesi, metonimie - conferma il costante connubio tra grammatica e retorica come cifra stilistica dei capolavori veristi.