La recherche que nous menons est un essai de reconstitution des ambiances lumineuses dans les grandes demeures des dignitaires du pouvoir beylical du XVIIIe et du début du XIXe siècle (1704-1815), situées dans la médina de Tunis. Notre objectif est de comprendre les rôles respectifs de l' " architecte " et des usagers dans cette " mise en lumière " de l'espace domestique traditionnel tunisois. Deux points essentiels ont articulé notre réflexion. Le premier point concerne le profil des habitants et du chef de la corporation des maîtres-maçons, chargé de la conception et de l'exécution des travaux, le deuxième point porte sur la caractérisation des ambiances lumineuses des espaces de la demeure. Notre méthode d'approche est de type interactionnelle. Elle nous permet de combiner le volet lié à l'histoire-sociale avec le volet expérimental. Cette méthode s'applique à la modélisation géométrique, à la simulation numérique ainsi qu'aux prises de mesures d'éclairement, effectuées dans une des demeures de notre corpus, à savoir dãr Ben Abdallah (quartier Bãb el-Jazîra). Les types de percement et d'éléments de protection solaire qui leur ont été ajoutés, ainsi que leur orientation et leur emplacement dans la demeure, ont été de même analysés. Par ailleurs, à l'aide du logiciel d'éclairement SOLENE (CERMA, UMR, CNRS 1563), nous avons dressé des cartographies d'éclairement, pour décrire trois scènes de vie que nous avons considéré comme étant représentatives de la vie familiale de l'époque. Il s'agit : 1. D'une restitution d'un moment de détente du propriétaire, le ministre Slimãne Kéhia dans son observatoire privé (kushk), 2. D'une rencontre entre son épouse, la princesse Aziza avec ses invitées, dans la salle en " T " de la maison des hôtes, 3. D'une journée de travail, particulièrement laborieuse, vécue par les jeunes servantes noires, à l'occasion de l'approvisionnement annuel de la famille en couscous. Chacune de ces trois scènes se déroulaient à des moments particuliers de l'année et dans un espace spécifique de la demeure. Les résultats obtenus nous ont permis de saisir la relation existante entre les goûts et les désirs des usagers d'une part, les pratiques constructives et le savoir-faire de l' " architecte " d'autre part, avec la qualité lumineuse des espaces habitables. Pourquoi donc ne pas parler d'une " culture de la lumière ", qui se dessine à travers les faits et gestes des habitants et dans leur façon de gérer, d'ajuster et de contrôler les dispositifs d'éclairement par rapport à leur mode de vie, à leurs goûts et aspirations ?

Dans un contexte de développement urbain en pleine vitesse de la province du Guangdong (au sud de la Chine), notamment de sa capitale Guangzhou, la transformation paysagère rapide et radicale nous incite à nous interroger sur les relations entre la société et l’environnement, les habitants et les lieux de vie, l’art et la ville. Face aux enjeux politiques et économiques liés aux mutations urbaines, quelle est la place et l’action de l’art sur l’aménagement de la ville? Sous quelles formes et de quelles manières l’art s’y intègre-t-il? Avec les interventions artistiques dans l’espace public, l’artiste est-il capable de rétablir, in situ, la communication réciproque entre les habitants et les lieux ? Quelles sont les approches et les modalités envisageables pour répondre à ces questions?Vu qu’il y a de nombreux bâtiments occidentaux construits à Guangzhou depuis une trentaine d’années, qui font face aux sculptures traditionnelles chinoises qui ne correspondent pas au style occidental, comment peut-on trouver les voies intermédiaires réconciliant deux polarités – la forme moderne occidentalisée et l’esprit traditionnel cantonais – dans la création de la sculpture urbaine ? Il devient nécessaire de reconstruire une version moderne de l’ancien système en proposant une forme urbaine locale contemporaine utilisant les savoirs-faires traditionnels des artisans qui dépasseraient la dissonance entre contexte architectural occidentalisé et sculpture régionale cantonaise. / In a context of urban development at full speed in Guangdong (South of China), especially its capital Guangzhou, the rapid and radical transformation of landscapes raises a number of questions about the relationship between societies and their environment, the local peoples and the living places, art and the city. Faced with political and economic issues related to urban change, what is the role and work of art on the city layout? In what forms and in what ways the art it does integrity? With artistic interventions in public space, the artist is capable of restoring it in situ, mutual communication between people and places? What approaches and possible ways to address these issues?Since there are many western buildings built in Guangzhou last thirty years, face to face traditional Chinese sculptures that do not fit the Western style, how can we find the subchannels reconciling two polarities - the modern westernized form and the traditional Cantonese spirit - in the creation of urban sculpture? It therefore becomes necessary to rebuild a modern version of the old system by providing a local contemporary urban form using the traditional skills of artisans who exceed the dissonance between westernized architectural context and Cantonese regional sculpture.

O presente trabalho apresenta a análise dos Contratos de Compra e Venda de Energia Elétrica (CCVEE), principal instrumento que materializa a comercialização de energia elétrica no Ambiente de Contratação Livre (ACL), a partir das lições da Nova Economia Institucional (NEI), notadamente a abordagem da Economia dos Custos de Transação e dos Contratos Incompletos. Desde a abertura da Indústria de Energia Elétrica Brasileira (IEEB) à livre comercialização na década de 1990, as transações e os agentes que atuam neste mercado vêm crescendo significativamente, consolidando suas transações de compra e venda de energia elétrica prioritariamente por meio de CCVEE. Ocorre que tais instrumentos sofrem os reflexos da evolução da regulação da IEEB e também estão sujeitos à ocorrência de eventos não previstos à época de sua formatação. No processo de renegociação, adaptação ou discussão de tais CCVEE, os agentes incorrem em diversos custos de transação. Assim, a partir desta abordagem, este trabalho visa avaliar a qualidade dos CCVEE, considerando seus atributos, contradições e perspectivas de evolução. / This paper presents the analysis of Contracts for Purchase and Sale of Electricity (Contratos de Compra e Venda de Energia Elétrica CCVEE), the main instrument that embodies the sale of electricity in the Free Contracting Ambiance (FCA). Such analysis was based on lessons extracted from the New Institutional Economics (NIS), mainly the approach focused on the Economy of Transaction Costs and Incomplete Contracts. Since the opening of the Brazilian Electric Power Industry (Indústria de Energia Elétrica Brasileira IEEB) to free trade in the 1990s, transactions and agents operating in this market have grown significantly, consolidating their business of purchasing and sale of electricity primarily through CCVEE. However, these instruments suffer the consequences of the evolution of IEEB regulation and are also subject to the occurrence of unanticipated events at the time of their formatting. In the process of renegotiation, adaptation or discussion of such CCVEE, agents deal with various transaction costs. Thus, from this approach, this study aims to evaluate the quality of the CCVEE, considering their attributes, contradictions and perspectives of evolution.

Cette thèse retrace les étapes de la création d’un dispositif projectif permettant d’explorer le soi-archaïque d’un sujet adulte. Son élaboration est le fruit de plusieurs recherches antérieures auprès de diverses populations : sujets adultes ne présentant pas de pathologie reconnue, jeunes adultes psychotiques et/ou états-limites, sujets adultes paraplégiques. Le dispositif créé pour ces recherches a évolué pour devenir un outil d’exploration et de médiation utilisé depuis plusieurs années dans le cadre de mes prises en charges thérapeutiques, auprès de patients souffrants majoritairement de troubles narcissiques identitaires.Des photographies de l’espace, pour la plupart prises par le CNRS ou la NASA avec différents télescopes sont utilisées comme support projectif. Avec ces photographies, l’impact esthétique est indéniable. « Que représente pour vous l’univers ? » : L'utilisation de photographies de divers objets célestes comme support projectif pour répondre à une question latente sur la subjectivité mobilise la pensée en images et vient questionner le sentiment de soi actuel et archaïque. Ces photographies offrent une figuration de vécus originaires, métaphores cosmiques déjà remarquées dans la littérature psychanalytique (Anzieu et les signifiants formels, Aulagnier et le trou noir de la psyché…), elles favorisent une mise en scène imagée des interactions précoces.Le dispositif de l’EPSA est un « attracteur » sollicitant la projection d’un "incréé", d’une expérience en souffrance de symbolisation. La malléabilité de l’EPSA permet au sujet de la mettre en forme, raconter l’histoire de ce qu’il ne connait pas de lui et qui le hante. Le sujet projette dans l’EPSA une ambiance psychique, trace d’un soi-émergent dans un fonctionnement parfois en souffrance, où apparaissent des « processus » de transformation.L’EPSA permet d’explorer les capacités réflexives du sujet : Capacités du sujet à élaborer ou non un conflit esthétique, la gestion et l’expression de ce conflit. Capacités à « raisonner » affectivement, à être en contact avec ses émotions, à les éprouver. Se sentir, se voir, « dire » ses émotions. (Trois « degrés » de symbolisation).La maturité du soi archaïque et son expression (maturité affective du sentiment de soi) peut se définir ainsi : la tolérance et l’acceptation des affects, émotions, sentiments… provoqués par les conflits à se penser sujet. La capacité à ne pas être « débordé » affectivement sans trop d’évitement et d’inhibition. L’élaboration psychique et verbale de ces conflits (le partage et la communication avec autrui).L’EPSA permet ainsi d’observer chez l’adulte des troubles liés aux premiers stades de développement : le traitement de l’affect, les interactions précoces, les troubles dus à des déficiences dans l’accordage… L’EPSA est un outil d’exploration de certains processus importants dans la construction de la subjectivité, et permet d’affiner notre regard clinique concernant les troubles identitaires narcissiques, état-limites, pathologies de la dépendance…La passation de l’EPSA, en proposant au sujet de rapporter ses impressions, favorise un travail de mise en forme et de mise en mots. C’est un espace créatif, de trouvé/créé. Un dispositif symbolisant et de partage et rencontre. Il est un objeu, un support thérapeutique. Finalement, l’EPSA est un miroir de soi, et aussi un outil de « transformation », de symbolisation. / This thesis traces the steps of creating a projective device for exploring the self-archaic of an adult subject. Its development is the result of several former studies from various groups: adult subjects with no pathology recognized, young psychotic adults and/or borderlines, and adult paraplegic subjects. The device created for this research has evolved into an exploration and mediation tool used for many years as part of my therapeutic group of patients, mostly suffering from identity narcissistic disorders.Photographs of space, mostly taken by the CNRS or NASA with different telescopes, are used a carrier. With these photographs, the visual impact is undeniable. "What does the Universe mean to you?": The use of photographs of various celestial objects as projective medium to respond to a latent question about subjectivity, mobilizes thinking in images and comes to question the sense of self, archaic and current. The photographs offer a representation of native experiences, cosmic metaphors already presented in the psychoanalytic literature (Anzieu and formal signifiers, Aulagnier and the black hole of the psyche... These favor an imaged scene of early interactions.The EPSA device is an "attractor" seeking the projection of an "uncreated" image, an experience in default of symbolization. The EPSA malleability allows the patient to put into shape the uncreated, to tell the story of what he does not know of himself and that haunts him. The subject projects into the EPSA a psychic atmosphere, a trace of an emerging self with an operation that is sometimes problematic, in which appears "processes" of transformation.EPSA explores the reflexive capacities of the subject: the subject ability to be able to develop or not an aesthetic conflict, management and expression of conflict. It is also explores the ability to "reason" emotionally, to be in touch with his emotions, to experience them, to feel oneself, to see oneself, and "to express" his emotions (Three "degrees" of symbolization).The maturity of the archaic self and its expression (emotional maturity of the sense of self) can be defined as the tolerance and acceptance of affects, emotions, and feelings... caused by conflicts to think about oneself. In this way, the subject avoids being "overwhelmed" emotionally and inhibition. The mental and verbal elaboration of conflicts provides for sharing and communication with others.EPSA allows us to observe in adults the relationship in the early stages of development disorders: treatment of affect, early interactions, and disorders due to deficiencies in the tuning... EPSA is an exploration of an important tool in the construction of subjectivity processes, and refines our clinical look on narcissistic identity disorders, borderline condition, and disease of addiction...The EPSA device, which proposes the patient to imagine his impressions, enables the patient to put words to his thoughts. It is a creative space in which we found and create. A symbolizing device which encourages sharing and meeting. It is an "objeu", a therapeutic carrier. Finally, EPSA is a mirror of oneself, and also a tool of "transformation" of symbolization.

Em pleno século XXI cabe a nós educadores, pensadores da Educação, refletirmos sobre novas formas de investimento para a melhoria da qualidade do Ensino. Inúmeras contribuições de naturezas distintas poderiam ser relatadas a fim de contribuir para tal, mas o que proponho nessa investigação é o investimento no que é a essência do humano: o vínculo. Há tempos se sabe sobre a importância das relações interpessoais na constituição do sujeito, mas será que no dia-a-dia das instituições educacionais existe, de fato, um investimento efetivo nesse olhar para dentro de si e para o outro? A escola enquanto espaço público, de primazia coletiva, lida cotidianamente com os vínculos no grupo; o mesmo ocorre em tantos outros ambientes educativos, que propõem projetos sociais, artísticos e esportivos para milhares de crianças e jovens de nosso país. Quantos educadores tiveram a oportunidade de estabelecer um diálogo mais próximo com a psicologia e com a psicanálise durante sua formação? Que conhecimentos puderam construir a respeito dos funcionamentos grupais e das possibilidades de manejar os conflitos e resistências que emergem no grupo? Com referência nas idéias de três autores de base psicanalítica - S. Freud, D. W. Winnicott e R. Kaës - relato e analiso duas experiências vivenciadas em pequenos grupos pertencentes a duas instituições escolares de grande porte. Em A Cortina de Miçangas Musical, compartilho a experiência que vivi como professora, na Escola Vera Cruz. Em A Reabertura da Biblioteca, socializo a experiência vivida junto a um grupo de adolescentes, pais e funcionários da Escola Estadual Salvador Moya, como coordenadora do Projeto Abrace Seu Bairro. Que elementos no manejo grupal podem facilitar ou obstaculizar o nascimento de criações coletivas resultantes do encontro das intersubjetividades de seus integrantes? A reflexão - teórica, prática e sensível - é instrumento essencial para que os sons e os ruídos do grupo, possam ser transformados em música; para que o timbre de cada instrumento (indivíduo) possa aparecer sem encobrir o timbre do outro; para que os músicos dessa orquestra (grupo) possam tocar juntos, ora com melodias mais harmônicas, ora com novos padrões tonais. Reflexão esta: sobre os movimentos do educador, dos alunos e do grupo; sobre a maneira com que os vínculos são estabelecidos no coletivo; sobre os papéis e sobre as tarefas de cada um imerso nessa grupalidade; sobre a presença de uma relação horizontal ou hierarquizada entre seus integrantes; sobre o amadurecimento das relações; sobre a função continente que o grupo pode assumir; sobre a existência ou não do sentimento de pertencimento, enfim, sobre a possibilidade do educador construir um olhar clínico e uma escuta sensível-reflexiva, sobre o grupo, de forma que ele, o grupo, possa ser reconhecido como sujeito da criação. / In the 21st century it is up to us, educators who carry out research, to think about new forms of investments to improve the educational system. In that sense, many contributions of different areas can be reported. However, my proposal in this research is to focus on what is, in my opinion, the essence of humanity: relationships. We have known for a long time of the importance of inter-personal relationships in the formation of the subject. Our question, however, is whether in the daily life of educational institutions there is an effective investment in looking inwards and outwards. The school as a public space, where the concept of group prevails, deals day by day with group links. The same thing occurs in many other educational establishments that have social, artistic and sports activities to thousands of children and teenagers in our country. How many educators have had the opportunity to establish a closer dialogue with psychology and psychoanalysis in their education? What kind of knowledge they were able to form about group functioning and about the possibilities of managing the conflicts and barriers that emerge in a group? Regarding the ideas of three authors of the psychoanalysis school - S. Freud, D. W. Winnicott and R. Kaës - I report and analyze two experiences lived by small groups of two big schools. In The Curtain of Musical Beads I share the experience I have had with my students as a teacher in the Vera Cruz School in kindergarten (first year of the EFI). In the Reopening of the Library I share the experience lived with a group of teenagers, parents and employees of the Salvador Moya State School in my post as coordinator of the project Embrace your Neighborhood. What managing elements can make easier or harder the emergence of collective creativity that results of the interaction of several subjectivities? Thought - whether theoretical, practical and based on sensibility - is a fundamental tool for the sounds and noises of a group to become music; for the tone of each musical instrument (individual) can emerge without concealing the others; for the musicians of this orchestra (group) to be enabled to play together with either more harmonic or with new tonal melodies? What are the movements the educator should follow regarding the students and the group? How the collective links are established? What are the roles and the tasks of each one in the group? Is there a horizontal or hierarchy based relationship among them? What is the connective function that the group may exert? Is there a feeling of belonging to the group? What is the possibility of the educator forming a clinical regard and a sensible-reflexive hearing about the group so that the group itself can be recognized as the subject of the creativity?

Em pleno século XXI cabe a nós educadores, pensadores da Educação, refletirmos sobre novas formas de investimento para a melhoria da qualidade do Ensino. Inúmeras contribuições de naturezas distintas poderiam ser relatadas a fim de contribuir para tal, mas o que proponho nessa investigação é o investimento no que é a essência do humano: o vínculo. Há tempos se sabe sobre a importância das relações interpessoais na constituição do sujeito, mas será que no dia-a-dia das instituições educacionais existe, de fato, um investimento efetivo nesse olhar para dentro de si e para o outro? A escola enquanto espaço público, de primazia coletiva, lida cotidianamente com os vínculos no grupo; o mesmo ocorre em tantos outros ambientes educativos, que propõem projetos sociais, artísticos e esportivos para milhares de crianças e jovens de nosso país. Quantos educadores tiveram a oportunidade de estabelecer um diálogo mais próximo com a psicologia e com a psicanálise durante sua formação? Que conhecimentos puderam construir a respeito dos funcionamentos grupais e das possibilidades de manejar os conflitos e resistências que emergem no grupo? Com referência nas idéias de três autores de base psicanalítica - S. Freud, D. W. Winnicott e R. Kaës - relato e analiso duas experiências vivenciadas em pequenos grupos pertencentes a duas instituições escolares de grande porte. Em A Cortina de Miçangas Musical, compartilho a experiência que vivi como professora, na Escola Vera Cruz. Em A Reabertura da Biblioteca, socializo a experiência vivida junto a um grupo de adolescentes, pais e funcionários da Escola Estadual Salvador Moya, como coordenadora do Projeto Abrace Seu Bairro. Que elementos no manejo grupal podem facilitar ou obstaculizar o nascimento de criações coletivas resultantes do encontro das intersubjetividades de seus integrantes? A reflexão - teórica, prática e sensível - é instrumento essencial para que os sons e os ruídos do grupo, possam ser transformados em música; para que o timbre de cada instrumento (indivíduo) possa aparecer sem encobrir o timbre do outro; para que os músicos dessa orquestra (grupo) possam tocar juntos, ora com melodias mais harmônicas, ora com novos padrões tonais. Reflexão esta: sobre os movimentos do educador, dos alunos e do grupo; sobre a maneira com que os vínculos são estabelecidos no coletivo; sobre os papéis e sobre as tarefas de cada um imerso nessa grupalidade; sobre a presença de uma relação horizontal ou hierarquizada entre seus integrantes; sobre o amadurecimento das relações; sobre a função continente que o grupo pode assumir; sobre a existência ou não do sentimento de pertencimento, enfim, sobre a possibilidade do educador construir um olhar clínico e uma escuta sensível-reflexiva, sobre o grupo, de forma que ele, o grupo, possa ser reconhecido como sujeito da criação. / In the 21st century it is up to us, educators who carry out research, to think about new forms of investments to improve the educational system. In that sense, many contributions of different areas can be reported. However, my proposal in this research is to focus on what is, in my opinion, the essence of humanity: relationships. We have known for a long time of the importance of inter-personal relationships in the formation of the subject. Our question, however, is whether in the daily life of educational institutions there is an effective investment in looking inwards and outwards. The school as a public space, where the concept of group prevails, deals day by day with group links. The same thing occurs in many other educational establishments that have social, artistic and sports activities to thousands of children and teenagers in our country. How many educators have had the opportunity to establish a closer dialogue with psychology and psychoanalysis in their education? What kind of knowledge they were able to form about group functioning and about the possibilities of managing the conflicts and barriers that emerge in a group? Regarding the ideas of three authors of the psychoanalysis school - S. Freud, D. W. Winnicott and R. Kaës - I report and analyze two experiences lived by small groups of two big schools. In The Curtain of Musical Beads I share the experience I have had with my students as a teacher in the Vera Cruz School in kindergarten (first year of the EFI). In the Reopening of the Library I share the experience lived with a group of teenagers, parents and employees of the Salvador Moya State School in my post as coordinator of the project Embrace your Neighborhood. What managing elements can make easier or harder the emergence of collective creativity that results of the interaction of several subjectivities? Thought - whether theoretical, practical and based on sensibility - is a fundamental tool for the sounds and noises of a group to become music; for the tone of each musical instrument (individual) can emerge without concealing the others; for the musicians of this orchestra (group) to be enabled to play together with either more harmonic or with new tonal melodies? What are the movements the educator should follow regarding the students and the group? How the collective links are established? What are the roles and the tasks of each one in the group? Is there a horizontal or hierarchy based relationship among them? What is the connective function that the group may exert? Is there a feeling of belonging to the group? What is the possibility of the educator forming a clinical regard and a sensible-reflexive hearing about the group so that the group itself can be recognized as the subject of the creativity?

This dissertation adopts a fresh interdisciplinary perspective on reading the postwar urban poems of New York School poet Frank O’Hara. Through French Situationist philosophy, and particularly the writings of Guy Debord, the study explores the spatial and textual relations of O’Hara’s urban and cultural representations in postwar poetry. With the help of psychogeography and its “anti-techniques” of détournement and dérive, the research focuses on O’Hara’s uses of appropriation in constructing his urban assemblages. The dissertation considers postwar poems from The Collected Poems of Frank O’Hara and offers Situationist readings and understandings of O’Hara’s modernist (urban and cultural) space. The choice of specific poems highlights O’Hara’s unequivocal inspiration by French poetry and focuses on their urbane, experimental and erotic aspects. The first two chapters propose ways in decoding psychogeographical approaches in poetic (de)composition for reading O’Hara’s poems, while the third delves into O’Hara’s uses of camp in dialogue with Situationist politics that highlight not only the capitalist and the cultural, but also the erotic and the queer. / Cette thèse expose une nouvelle perspective interdisciplinaire quant à la lecture des poèmes d’après-guerre de le poète de New York School Frank O’Hara. Au travers de la philosophie de Situationiste Internationale, plus précisément des écrits de Guy Debord, cette étude explore les connections entre la poésie de Frank O’Hara et des propres représentation urbains et culturelles. Grace au notions de psychogeographie et ses « anti-technique » de détournement et dérive, cette recherche se concentre sur l’art d’appropriation qu’utilise O’Hara dans ses assemblages poétiques. L’emphase mise sur les poèmes d’après-guerre tirés de The Collected Poems of Frank O’Hara illustre la vision de l’environnement moderniste de O’Hara. Les aspects urbains, expérimentaux, et érotiques inspirés de la poésie française sout mis en valeur par les poèmes choisir d’O’Hara. Les deux premier chapitres proposent une approche psychogeographique pour décomposer les images des poèmes de O’Hara tandis que le troisième chapitre examine l’utilization du « camp » en rapport avec la politique Situationiste qui souligne non seulement la capitalisme et la culture, mais aussi l’érotique et l’homosexualité.

Cette thèse propose d’observer les ambiances sonores (i.e. sons, cris, paroles, bruits, moments de silence, etc.) et les musiques qui interviennent dans les cultes de la Mère des dieux, de Dionysos et de Déméter dans l’Athènes archaïque et classique, et d’en cerner les fonctions et significations. La composante sonore des cultes grecs, peu prise en considération dans les reconstructions historiques de la religion grecque ancienne, du moins jusqu’à récemment, joue un rôle pourtant fondamental tant dans la pratique rituelle que dans le récit. Ces deux formes d’expression de la religion – pratique rituelle et récit – sont d’ailleurs indissociables dans les témoignages anciens, de la même façon que les éléments imaginaires truffent les représentations inspirées de l’expérience rituelle. En examinant différents types de sources, parmi lesquelles les œuvres littéraires et les images sur vase demeurent les plus nombreuses et les plus instructives, et en abordant les différents aspects cultuels (pratique et récit / éléments imaginaires et réels) comme un ensemble cohérent, la phonosphère propre à chaque divinité se révèle de façon parfois frappante. Une telle démarche globalisante permet de mieux saisir l’expérience religieuse des Grecs, tout en favorisant une meilleure appréhension de certains phénomènes encore aujourd’hui sujets à controverses, par exemple le « ménadisme » et l’extatisme rituel. Car il ressort des témoignages que la musique, les sons et le silence, par leur pouvoir de communication notamment, remplissent des fonctions précises dans la pratique et le récit. Alors que certains sons et musiques visent à plaire à la divinité et, ainsi, à gagner sa faveur, par exemple, d’autres, investis de l’empreinte sonore de la divinité, exercent une emprise sur les mortels, emprise expérimentée dans le cadre de la pratique rituelle comme un moment de contact avec le divin. De cette emprise exercée par le moyen de la musique et des sons, peut résulter, dans certains cas, une guérison, une régulation des instabilités internes. Par ailleurs, la terminologie sonore dans la littérature se montre pratiquement toujours porteuse de sens, et permet de reconnaître l’univers évoqué et la ou les figure(s) divine(s) concernée(s). Répertorier les termes sonores propres à l’un ou l’autre culte facilite le repérage des associations établies entre certaines divinités, permettant ainsi des interprétations plus justes de certains passages de la littérature. D’un autre côté, la recherche sur les instruments de musique révèle des goûts et des tendances, possiblement attribuables dans certains cas à des changements significatifs survenus dans la sphère religieuse et politique de l’Athènes de la fin du Ve siècle. Par exemple, l’introduction progressive du tympanon dans l’univers dionysiaque à partir de la deuxième moitié du Ve siècle suggère une appropriation du culte de la Mère de dieux et de son instrument de prédilection par le peuple athénien. Cette observation, basée sur des témoignages de l’époque, contribue à illustrer la distinction que faisaient les Athéniens entre une religion considérée comme ancestrale, et une autre aux multiples formes et pour ainsi dire « additionnelle ». À cet égard, observer les éléments sonores dans les cultes mène non seulement à une meilleure connaissance desdits cultes, mais également à une meilleure compréhension de la société athénienne et des événements importants qui l’ont marquée. L’étude des sons, de leur place et de leurs fonctions dans la pratique et les récits contribue à l’approfondissement des connaissances concernant la religion grecque et les procédés de communication qu’elle met en place entre la sphère des mortels et celle des dieux, tout en favorisant une meilleure définition du milieu social et culturel dans lequel elle a évolué. / This thesis will consider the sound atmosphere (including cries, speech, noises and moments of silence) and music in the cults of the Great Mother, Dionysus and Demeter in Archaic and Classical Greece and their roles and meanings. Until recently, the audible component of Greek cults has rarely been considered by historical reconstructions. However, it played a fundamental role both in ritual practice and tales. These two expressions of religion – ritual practice and tales – are inextricably linked in ancient storytelling, just as representations inspired by the rituals are rife with imaginary elements. Examining different types of sources – of which the literary works and painted vases are the most numerous and enlightening – and considering the various cultural ingredients (tales and ritual practice, the imaginary and the real) as a coherent whole can provide insight into the phonosphere unique to each god in striking ways. This comprehensive approach leads to a better understanding of the religious experience of the Greeks, including certain phenomena that remain controversial today, such as maenadism and ecstatic ritual. The sources reveal that through their communicative power, music, sounds and silence filled specific functions in the ritual practices and tales. While some sounds and music were intended to please the god and hence gain favour, others bearing the god’s sonic signature held sway over mortals during rituals as a moment of personal contact with the divine. In certain cases, this aural sway could bring healing and a balancing of internal instability. Moreover, the sound vocabulary found in the literature almost invariably carries meaning that makes it possible to recognize the world and divine figures it describes. Cataloguing the sound vocabularies of individual cults/deities helps identify the relationships between certain gods. This in turn can clarify interpretations of certain passages in the literature. Similarly, research on musical instruments reveals tastes and trends, which could be attributed to the significant 5 changes in the religious and political spheres of Athens in the late 5th century BC. For example, the progressive introduction of the tympanum to the Dionysian world starting in the first half of the 5th century BC suggests that Athenians appropriated the cult of the Great Mother and the instrument most commonly associated with it. This observation, based on contemporary accounts, corroborates the distinction Athenians made between an ancestral religion and an “additional” multifaceted one. In that respect, investigating the sound atmosphere in these cults improves our understanding of not only the cults themselves, but also Athenian society as a whole and the milestone events that shaped it. Studying the sounds and their place and function in ritual practice and tales deepens our knowledge of Greek religion and the methods of communication it established between the realms of mortals and the gods. It also allows us to better characterize the social and cultural environments in which it developed