Cette thèse a pour but de traiter l’idéologie du règne d’Antonin le Pieux et sa transmission dans la province d’Égypte grâce aux monnaies frappées à Rome et à Alexandrie. À cette fin, deux volumes sont proposés. Le premier est un commentaire historique, s’appuyant sur les monnaies frappées dans les deux cités, afin de dégager les principaux thèmes représentés. Le deuxième volume se consacre à la numismatique, avec un catalogue des monnaies frappées à Rome issues de la Collection du Cabinet des Médailles de Paris, et d’une introduction proposant des datations des émissions et des explications pour plusieurs types représentés. La comparaison entre les monnaies émises dans les différents ateliers a permis de constater que les principaux thèmes diffusent les idées de paix, de prospérité, d’abondance, de l’éternité de Rome et du système impérial, grâce à la famille de l’empereur, qui permet d’assurer la succession. Ces thèmes sont présents, tout au long du règne, à Rome, et adaptés à Alexandrie grâce à un répertoire iconographique local. Bien qu’utilisant les cultes locaux pour diffuser des messages, l’atelier provincial est donc soumis au contrôle du pouvoir central, qui diffuse l’idéologie du règne d’Antonin. / This thesis aims to treat the ideology of the reign of Antoninus Pius and its transmission in the province of Egypt thanks to the coins minted in Rome and Alexandria. To this end, two volumes are proposed. The first is a historical commentary based on the coins struck in the two cities in order to identify the main themes that are represented. The second volume focuses more on numismatics with a catalog of coins minted in Rome from the Collection of the Cabinet des Médailles in Paris, and an introduction proposing datings of the issues and explanations for several types represented. The comparison of the currencies issued from the various workshops revealed that the main themes spread the ideas of peace, prosperity, abundance, the eternity of Rome and the imperial system, thanks to the Emperor's family, which ensures the succession. The themes are present, throughout the reign, in Rome, and adapted to Alexandria thanks to a local iconographic repertoire. Although using local cults to spread messages, the provincial workshop is therefore subject to the control of the central power, which diffuses the ideology of the reign of Antoninus.

A presente pesquisa teve como ponto de partida a experiência com docentes que recebem crianças consideradas da educação especial em duas escolas públicas de uma cidade do interior do Rio Grande do Sul. O estudo investigou o modo como as Rodas de Conversa podem contribuir para a formação continuada de educadores que recebem alunos de inclusão. O objetivo principal foi ofertar condições para que as professoras narrassem suas experiências cotidianas com esses alunos e que, por meio dessas narrativas, pudessem apostar mais na construção de um saber singular acerca de seu fazer docente. As interrogações norteadoras da pesquisa foram: é possível que se produzam movimentos nas narrativas e, quiçá, nas posições discursivas das educadoras através das Rodas de Conversa? As Rodas seriam potentes como dispositivo de formação dirigida a educadores que recebem alunos de inclusão? A metodologia utilizada para a condução e a análise do material foi inspirada na escuta psicanalítica – a atenção flutuante, do lado da pesquisadora; a associação livre, na fala dos docentes; e a temporalidade do a posteriori, na análise dos materiais –, conjugada aos efeitos ético-metodológicos advindos do tema da experiência em Walter Benjamin. As Rodas, pela escuta da dimensão da experiência dos docentes, funcionaram como espaços de acolhimento aos alunos considerados da educação especial, onde muitas vozes, palavras e vivências puderam ser enunciadas, criando assim condições para que se desse o trânsito da “Mão Única” para as “Passagens”. É nesse sentido que apostamos na construção do saber da experiência como via de travessia para uma micropolítica de inclusão nas escolas. / The present research had as a starting point the experience with teachers who assist children with special needs in two public schools in a countryside city of Rio Grande do Sul. The study investigated the way the Conversation Rounds can contribute to the continuous education of teachers who have students from inclusion. The main purpose was to offer conditions for the teachers to talk about their daily experiences with these students and, through these narratives, they could invest more in the development of singular knowledge involving their teaching practice. The questions which guided this research were: Is it possible to produce movement in the narratives and, perhaps, in the discursive attitude of the teachers? Would the Rounds be powerful to a formative proposal directed to the teachers who work with special needs education? The methodology used to conduct and analyze the material at the Rounds was inspired in the psychoanalytic listening – by the researcher’s suspended attention, the free association at the teacher’s talking and the deferred temporality at the material analysis - combined with the ethics-methodological effects from Walter Benjamin’s theme of experience. Using elements like listening, experience, knowledge and truth, several voices, words and experiences could be interlaced and thus, being a way to make working and welcoming special needs students more creative. We can say that the Conversation Rounds, when they go from a “One-way” to “Passages”, they point to the development of knowledge based on experience and, thus having the possibility of becoming an inclusion micro-policy at schools.

A presente pesquisa teve como ponto de partida a experiência com docentes que recebem crianças consideradas da educação especial em duas escolas públicas de uma cidade do interior do Rio Grande do Sul. O estudo investigou o modo como as Rodas de Conversa podem contribuir para a formação continuada de educadores que recebem alunos de inclusão. O objetivo principal foi ofertar condições para que as professoras narrassem suas experiências cotidianas com esses alunos e que, por meio dessas narrativas, pudessem apostar mais na construção de um saber singular acerca de seu fazer docente. As interrogações norteadoras da pesquisa foram: é possível que se produzam movimentos nas narrativas e, quiçá, nas posições discursivas das educadoras através das Rodas de Conversa? As Rodas seriam potentes como dispositivo de formação dirigida a educadores que recebem alunos de inclusão? A metodologia utilizada para a condução e a análise do material foi inspirada na escuta psicanalítica – a atenção flutuante, do lado da pesquisadora; a associação livre, na fala dos docentes; e a temporalidade do a posteriori, na análise dos materiais –, conjugada aos efeitos ético-metodológicos advindos do tema da experiência em Walter Benjamin. As Rodas, pela escuta da dimensão da experiência dos docentes, funcionaram como espaços de acolhimento aos alunos considerados da educação especial, onde muitas vozes, palavras e vivências puderam ser enunciadas, criando assim condições para que se desse o trânsito da “Mão Única” para as “Passagens”. É nesse sentido que apostamos na construção do saber da experiência como via de travessia para uma micropolítica de inclusão nas escolas. / The present research had as a starting point the experience with teachers who assist children with special needs in two public schools in a countryside city of Rio Grande do Sul. The study investigated the way the Conversation Rounds can contribute to the continuous education of teachers who have students from inclusion. The main purpose was to offer conditions for the teachers to talk about their daily experiences with these students and, through these narratives, they could invest more in the development of singular knowledge involving their teaching practice. The questions which guided this research were: Is it possible to produce movement in the narratives and, perhaps, in the discursive attitude of the teachers? Would the Rounds be powerful to a formative proposal directed to the teachers who work with special needs education? The methodology used to conduct and analyze the material at the Rounds was inspired in the psychoanalytic listening – by the researcher’s suspended attention, the free association at the teacher’s talking and the deferred temporality at the material analysis - combined with the ethics-methodological effects from Walter Benjamin’s theme of experience. Using elements like listening, experience, knowledge and truth, several voices, words and experiences could be interlaced and thus, being a way to make working and welcoming special needs students more creative. We can say that the Conversation Rounds, when they go from a “One-way” to “Passages”, they point to the development of knowledge based on experience and, thus having the possibility of becoming an inclusion micro-policy at schools.

Cette thèse étudie le passage de la poésie au théâtre, à partir de trois parcours créateurs majeurs appartenant aux littératures française et québécoise des trois premiers quarts du XXe siècle – soit ceux d’Antonin Artaud, de Paul Claudel et de Claude Gauvreau. Ces auteurs – d’abord reconnus pour leur écriture poétique – ont su, soit en pratiquant, soit en inspirant une écriture théâtrale radicalement novatrice, jouer un rôle déterminant dans la mutation des formes tant dramatiques que dramaturgiques, et cela, par le biais de trois stratégies. Après une introduction rappelant l’évolution des liens (dés)unissant la poésie et le théâtre à travers les siècles, le premier chapitre s’attache à mettre au jour les approches mises en œuvre par les trois écrivains pour rejeter l’illusion réaliste. Celles-là ressortissent à leur prise de position antinaturaliste, à leur volonté de fonder un art total et à leur souhait de revenir aux sources d’une mimesis archaïque. Le second chapitre explore, quant à lui, les procédés de poétisation du dramatique : les mécanismes et les caractéristiques de la langue lyrique des poètes en général, et la génération d’idiomes inédits en particulier. Les techniques de théâtralisation et de dramatisation du poétique, de leur côté, sont examinées dans le dernier chapitre. Plusieurs événements et rencontres ont donné l’occasion aux poètes-dramaturges de saisir quelles sont les modalités inhérentes à la scène. Cette prise de conscience a directement influé sur leur écriture dramaturgique, notamment en les faisant user de deux stratégies propices au surgissement de la théâtralité : l’oralisation lyrique de la partition dramatique et la plastification des corps. La conclusion, pour sa part, propose une synthèse des résultats de recherche, et montre que ces trois auteurs sont réunis par la même quête cosmique d’un théâtre vital et existentiel.

Der Beitrag untersucht den Stellenwert des Schreibens und Zeichnens im Werk Antonin Artauds und fragt dabei besonders nach seinem Verhältnis zum „Scheitern“ des Theaters der Grausamkeit. Er fragt, ob und inwiefern seine Texte und Zeichnungen das Theater der Grausamkeit, wie vielleicht auch sein Scheitern archivieren. Von besonderer Relevanz ist dabei, dass Artaud nach intensiven Bemühungen um eine Erneuerung des Theaters zum Zeichnen zurückgefunden hat, das er im Laufe der Zwanzigerjahre eigentlich aufgegeben hatte. Besonders die Zeichnungen der letzten Lebensjahre kombinieren Text, Bild, sowie eine Bearbeitung des Papiers. Die im Theater der Grausamkeit versuchte Rehabilitierung des Körpers wie auch seiner Verbindung zum Wort findet nun auf der Ebene des Papiers statt.

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This diploma thesis deals with Moravian Duets op. 32 written by Antonín Dvořák. Including comparsion of manuscript and contemporary edition of notation and comprehensive chapter which analyse recordings of this piece. Recordings are from different types of choirs. They are represented by children's choirs, women choirs and by female component of mixed choirs. Next chapters focus on analysis of each duet from perspective of interpretation, draw attention to difficult parts and gives recommendations for the interpretation. The analysis is mainly focused on the difficulty of interpretation in terms of vocal technique. The final chapter describes vocal exercises and recommendations for easier practicing and more convincing interpretation of this piece.

Cette recherche concerne donc la figure d' Antonin le Pieux et les dispositions prises directement en conséquence à son auctoritas, afin d'identifier le Leitmotiv de l'empire de l'empereur. Mon enquête s'agit de mettre en évidence les choix politiques impériaux, pour ensuite identifier les principes et les lignes directrices à travers l'analyse des mandata principum, des rescrits, des lettres de l'empereur aux gouverneurs, des témoignages et des formes de correspondance. Le parcours se compose de quatre chapitres. Le premier dessine un cadre diachronique et historique des étapes les plus importantes de la province d'Asie, en mettant en évidence surtout l'histoire politico-administrative. Le deuxième chapitre analyse les aspects institutionnels qui ont permis de mettre au point, dans une perspective qualitative et quantitative, les relations entre Antonin le Pieux et la province d'Asie, principalement selon un ordre chronologique. Le troisième chapitre est dédié à l'étude prosopographique du personnel administratif de la province d'Asie et à la rédaction des Fastes, dans le but de donner une chronologie des gouverneurs, utile à définir un cadre du système politique, des relations et des intérêts entre les membres de l'ordo sénatorial. Le quatrième chapitre est dédié à l'étude du système conventuel. Les exemples étudiés ont donc mis en valeur le fait que Antonin, grâce à son expérience en tant que proconsul en Asie, a mieux géré l'organisation du système conventuel, ce qui lui a permis de augmenter le nombre des chefs-lieux, dans l'intérêt des cités émergentes en Phrygie, surtout en ce qui concerne le système administratif et économique. / This research concerns the figure of Antonius Pius and the dispositions which are directly taken accordingly to his auctoritas, in order to identify the Leitmotiv of his empire. The aim of this research is to highlight the imperial political choices and, through the analysis of mandata principum, rescripts, letters from the emperor to governors, testimonies and forms of correspondence, to identify the principles and guidelines of his politics. The monograph consists of four chapters. The first chapter is devoted to a historical excursus, which is useful to have a preliminary historical view of the province of Asia, with particular attention to the political and administrative aspects. The second chapter focuses the institutional aspects in the relationship between Antoninus Pius and the province of Asia, from a qualitative and quantitative perspective. The third chapter is dedicated to a prosopographical study of the administrative staff of the province of Asia, useful to define a framework of the political system, relations and interests within the members of the Senate and the imperial family. The fourth chapter is devoted to the study of the conventual system : the evidences highlight how Antonin, thanks to his experience as a proconsul in Asia, managed a better organization of the conventual system, probably increasing the number of the capitals.

This study examines the reactions — both in real life and on social media — to two terrorist attacks in Paris: satirical magazine Charlie Hebdo in January 2015 and the Bataclan shooting in November 2015. Using Richard Sennett's Fall of Public Man and Antonin Artaud's Le théâtre et son double to explore these reactions as theater, this approach reveals the religious nature of supposedly secular reactions to religious extremism.

莎拉肯恩《4.48精神異常》以破曉時分為題，描寫一名憂鬱成疾的女性於凌晨甦醒並決定以自殺終結生命的關鍵時刻。劇中呈現精神病患者承受心理治療之苦與面對社會正常化(social normalization)的暴力過程。肯恩早期的劇作強調具體暴力之呈現，有別於此，本劇大量使用影像，並以不連續的片段，文本化(textualize)社會的暴力壓迫。根據亞陶的殘酷劇場(Theatre of Cruelty)，片段式語言搭配影像的使用，能有效幫助個體表達難以言喻之想法與被壓抑之情感。本論文旨在借用亞氏語言觀探討肯恩《4.48精神異常》中詩意語言的使用。肯恩以片段式結構(fragmentary structure)取代角色與情節，傳達精神病患者不見容於社會的破碎思緒，並在病患的語言中採用拼貼式影像(collaged images)，企圖以視覺意象呈現其殘破不堪的心理狀態。本論文分成四章，分析《4.48精神異常》中的語言，將其視為肯恩對社會正常化所展現最終極抗議。首章說明肯恩生平、本劇簡介與評論及本論文理論架構。次章分析本劇的片段式結構，研究肯恩如何使用片段式的詩意文字描繪病人的孤立無援與自相矛盾等心理不適現象。第三章檢視本劇中視覺化(visual)與文字化(textual)的影像，其主要功能為幫助病人表述自我內心痛苦與對社會的控訴。論文末章總結指出亞氏觀點能幫助讀者解讀肯恩暴力劇場中的詩意語言。 / Titled with a crucial moment when a depressed woman awakes before dawn and decides to commit suicide, Sarah Kane’s 4.48 Psychosis presents the violent process of a psychotic patient suffering from psychiatric therapy and social normalization. Unlike Kane’s early plays that emphasize the presentation of physical violence, this play is characterized by an excessive use of images and is composed of discontinuous fragments that textualize the violent oppression from society. From Artaud’s theory of Theatre of Cruelty, the use of fragmentary language with images helps to convey one’s inexplicable thoughts and suppressed emotions. Artaud’s view on language sheds new light on the interpretation of Kane’s poetic language in 4.48 Psychosis. Without an explicit indication of characters and plot, Kane uses a fragmentary structure to narrate the patient’s broken thoughts, which are not allowed to be voiced in a normal society. Deprived of the ability of voicing, the psychotic patient strives to communicate with others by incorporating collaged images in her language to visualize the devastated state of her psychological mind. Consisting of four chapters, this thesis examines the language of 4.48 Psychosis and interprets this play as Kane’s ultimate form of protest against the violence of social normalization. Chapter One is an introduction to Kane’s life, the play, the critical opinions, and the theoretical framework. Chapter Two analyzes the fragmentary structure of this play and studies how Kane uses poetic fragments to illustrate the patient’s alienation, psychological discomfort, and self-contradiction. Chapter Three examines the visual and textual images of this play. Both kinds of images assist the patient in her narration of psychological pain and her accusation against society. Chapter Four is the conclusion of the thesis that sums up the Artaudian approach of interpreting Kane’s poetic language in her theatre of violence.