La thèse questionne les conditions d’écoute des témoignages des personnes ayant vécu une expérience sectaire, ainsi que les enjeux éthiques et méthodologiques qui découlent de la manière dont la littérature propose de comprendre le dire de ces personnes. Une revue de littérature permet de montrer que les principaux cadres théoriques utilisés pour expliquer le sectaire (aliénation, manipulation mentale, addiction) déterminent la manière dont est entendu le dire des personnes. De cette façon, le sens du sectaire n’oriente pas seulement la compréhension que nous avons des personnes. Il trace aussi les conditions de l’écoute. Le postulat de base de la thèse est que l’introduction de la « dit-mention » du croire comme carrefour interprétatif permet de développer une écoute qui concerne à la fois le sujet parlant et la dimension de l’être. À partir d’une théorisation du croire comme mouvement du vivant distinct de la religion, de la spiritualité, de la croyance et de la mystique, la thèse déplace la problématique de l’expérience sectaire de sa structure polémique pour donner pleine valeur au dire des personnes. Ainsi, en situant l’écoute sous le versant symbolique, soit dans un rapport qui prend en compte le rapport du sujet à l’Autre, le sens produit par un acte d’écoute du croire ne prend plus appui sur un sens extérieur pour expliquer et rendre compte d’une expérience sectaire. Il est produit par la liaison des signifiants entre eux, ce qui ouvre un espace de recherche pour que du sujet puisse advenir. L’hypothèse d’un sujet à croire sur parole se présente alors comme fondement d’un acte d’écoute différentiel, dans la mesure où il permet l’élaboration d’un savoir efficace, soit un savoir qui déplace, qui surprend, et qui relance le sujet. / The thesis questions the conditions of listening concerning the testimonies of people who lived a sectarian experience, as well as the ethical and methodological issues arising from the way literature proposes to understand the telling of these people. A literature review shows that the main theoretical frameworks used to explain the sectarian (alienation, mental manipulation, addiction) determine the way the telling of these people is listened. Thereby, the meaning of the sectarian directs not only our understanding of people, but it also outlines the conditions of the listening. The premise of the dissertation is that the introduction of the « dit-mention » (the mension of the telling) of the believe as an interpretative intersection leads to develop a listening concerning both the speaking subject and the dimension of the being. From a theorization of believe as a movement of the living distinct from religion, spirituality, belief and mysticism, the dissertation moves the problematic of a sectarian experience from its polemic structure to give full value to the telling of people. Thus, by setting the listening on its symbolic side, that is in a way that takes into account the subject's relation to the Other, the meaning produced by an act of listening to a believe does not rely anymore on an external meaning to explain and report a sectarian experience. It is produced by the binding of the signifiers together, which opens a research space where something of the subject can happen. The hypothesis of a subject « à croire sur parole » (which words must be believed) then offers a basis for a differential act of listening, since it allows the working out of an effective knowledge, a knowledge that moves, surprises, revives the subject.

No description available.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / In this work, we propose critical-discursive activities in mother tongue through teaching units that analyze the effects of meaning behind headlines and news in popular newspapers. We take as a source for the case study the newspaper Superpopular, from Aracaju, aired weekly from January 27, 2011 to March 27, 2014, mainly in Sergipe-Brazil. Our motivation for an educational proposal work through popular newspapers was due to the constant use of slang, jokes, proverbs and everyday phraseology, which features shocking, humorous and sensational questions in their headlines. We believe that the analysis of this corpus, from the theoretical perspective of Text Linguistics (TL) allows the accession of speeches subtly perpetuated, and collates the effects of meaning presented in these headlines and news through intertextuality, as in proverbs, songs and popular sayings consolidated in the reader's memory. These activities also allow attention to the militant and playful effect that such morphosyntatic-semantic-lexical constructions bring in order to awaken a critical-discursive reading of this genre in basic level students. Through a qualitative approach, we present, at the end of this work and in a mobile media format, pedagogical activities, especially targeting 6th to 9th junior high school graders. / Neste trabalho, apresentamos uma proposta de atividades crítico-discursivas em língua materna por meio de unidades didáticas que tomam como análise os efeitos de sentido subjacentes a manchetes e notícias de jornais popularescos. Tomamos como fonte para o estudo de caso o jornal Superpopular, de Aracaju, semanário veiculado entre 27 de janeiro de 2011 e 27 de março de 2014, principalmente no estado de Sergipe. Nossa motivação para uma incursão pedagógica junto a jornais popularescos se deu pelo uso constante de gírias, piadas, provérbios e fraseologias cotidianas no gênero textual manchete jornalística, que apresenta acentos apreciativos ao mesmo tempo chocantes, bem humorados e sensacionalistas. Julgamos que a análise deste corpus, sob a perspectiva teórica da Linguística Textual (LT) neste trabalho, permite a adesão dos discursos sutilmente perpetuados por ele e coteja os deslocamentos de sentidos presentes nessas manchetes e notícias a partir da intertextualidade, como nos enunciados já consolidados na memória do leitor, tais como provérbios, músicas e ditados populares. Isso permite, inclusive, atividades acerca do efeito militante e lúdico que tais construções morfossintático-semântico-lexicais trazem, a fim de despertar nos alunos da Educação Básica uma leitura crítico-discursiva deste gênero textual. Assim, numa abordagem qualitativa, apresentamos, ao fim deste trabalho e em formato de mídia móvel, atividades passíveis de aplicação pedagógica, principalmente junto a turmas do 6º ao 9º anos do Ensino Fundamental.