Esta pesquisa procede a uma investigação linguístico-enunciativa sobre o uso do discurso de outrem como marca enunciativa de parcialidade em notas, notícias e reportagens sobre a implantação do sistema de cotas nas universidades públicas brasileiras. O corpus de partida é composto de 212 textos de cunho informativo, veiculados no jornal Folha de S.Paulo Online, no período compreendido entre janeiro de 2001 e setembro de 2005. A análise é balizada na perspectiva teórica enunciativa bakhtiniana, principalmente, no que respeita ao dialogismo e à interação verbal. A hipótese geral é a de que o discurso de outrem tem funcionamento específico na enunciação jornalística, podendo deixar marcas aparentes de parcialidade do locutor. O objetivo principal é mostrar como essa parcialidade é marcada nos textos por meio do uso do discurso citado, diluído em discurso direto e indireto. O percurso metodológico considera uma taxionomia dos textos por abordagem, enfatizando a prevalência dos posicionamentos sobre as cotas nas universidades públicas brasileiras, agrupando-os em três blocos: primeiro, ponto de vista contrário; segundo, ponto de vista favorável e, por fim, pontos de vista favoráveis e contrários às cotas, concomitantemente, no mesmo texto. A análise é feita em dois momentos: o primeiro, em que cada bloco é analisado quanto aos aspectos gerais; o segundo, em que é analisado um texto específico, cujo papel é o de ser representação do bloco ao qual pertence. Para a análise, são levados em conta critérios avaliativos como o uso do discurso citado nos títulos e na estrutura proposicional dos textos, o uso dos verbos dicendi e o uso de aspas. A escolha desse tipo de textos se deu devido ao fato de o discurso citado ser dele um elemento estruturante a partir do que a presença de posições distintas sobre as cotas são manifestadas linguístico-enunciativamente. Os resultados comprovam que o uso do discurso citado/de outrem marca a parcialidade do locutor na arquitetura global do texto informativo. Na elaboração da notícia, o locutor lança mão desse recurso linguístico-discursivo com o propósito de imprimir veracidade ao que é informado e, ao mesmo tempo, de se distanciar do dito alheio. No entanto, essa manipulação dos pontos de vista de outrem não garante a imparcialidade pretendida. Uma das formas de demarcar a parcialidade é justamente o uso das vozes citantes e citadas contingentes no discurso jornalístico. / This research is an linguistic-enunciative investigation on the use of discourse of other as enunciative mark of partiality in notes, news and reports about the implantation of system of quotas in Brazilian Public Universities. The pointing corpus is comprised of 212 informative texts, exhibed by Folha de S. Paulo Online, in the period between January of 2001 and September of 2005. The analysis is based on the bakhtinian enunciative theory perspective, mainly, in respect of the dialogism and the verbal interaction. The general hypothesis is that the discourse of other has a specific operation in the journalistic enunciation, and can let aparent marks of partiality from the locutor. The main objective is to show how this partiality is marked in the texts through the use of reported discourse, diluted in the direct and indirect speech. The methodological path considers a taxonomy of texts by approach, emphasizing the prevalence of positions about the quotas in Brazilian Public Universities, grouping them in three blocks: the first one, opposite point of views, the second one, favourable point of views and, finally, favourable and opposite point of views to quotas both at the same text. The analysis is made in two moments: the first one, in which each block is analysed in relation to general aspects; the second one, in which each specific text is analysed whose role is to be the block‘s representation that it becomes. For the analysis, evaluative criteria are taken into consideration like the use of reported discourse in the titles, in the propositional structure of the texts, the use of dicendi verbs and the use of quotation marks. The choice of this type texts occured due to the fact that the reported discourse be him a structuring element from than the presence of different positions about quotas are expressed linguistic-enunciatively. Results show that the use of reported discourse/other marks the partiality of the locutor in the global architectural of the informative text. In the elaboration of the news, the locutor uses this linguistic-discoursive resource whose aim is to print veracity to the information and, at the same time, to distance the discourse of other. However, this manipulation of other point of views does not guarantee the intended impartiality. One of the ways of demarcating the partiality is just the use of reporting and reported voices contingent in the journalistic discourse.

Esta pesquisa procede a uma investigação linguístico-enunciativa sobre o uso do discurso de outrem como marca enunciativa de parcialidade em notas, notícias e reportagens sobre a implantação do sistema de cotas nas universidades públicas brasileiras. O corpus de partida é composto de 212 textos de cunho informativo, veiculados no jornal Folha de S.Paulo Online, no período compreendido entre janeiro de 2001 e setembro de 2005. A análise é balizada na perspectiva teórica enunciativa bakhtiniana, principalmente, no que respeita ao dialogismo e à interação verbal. A hipótese geral é a de que o discurso de outrem tem funcionamento específico na enunciação jornalística, podendo deixar marcas aparentes de parcialidade do locutor. O objetivo principal é mostrar como essa parcialidade é marcada nos textos por meio do uso do discurso citado, diluído em discurso direto e indireto. O percurso metodológico considera uma taxionomia dos textos por abordagem, enfatizando a prevalência dos posicionamentos sobre as cotas nas universidades públicas brasileiras, agrupando-os em três blocos: primeiro, ponto de vista contrário; segundo, ponto de vista favorável e, por fim, pontos de vista favoráveis e contrários às cotas, concomitantemente, no mesmo texto. A análise é feita em dois momentos: o primeiro, em que cada bloco é analisado quanto aos aspectos gerais; o segundo, em que é analisado um texto específico, cujo papel é o de ser representação do bloco ao qual pertence. Para a análise, são levados em conta critérios avaliativos como o uso do discurso citado nos títulos e na estrutura proposicional dos textos, o uso dos verbos dicendi e o uso de aspas. A escolha desse tipo de textos se deu devido ao fato de o discurso citado ser dele um elemento estruturante a partir do que a presença de posições distintas sobre as cotas são manifestadas linguístico-enunciativamente. Os resultados comprovam que o uso do discurso citado/de outrem marca a parcialidade do locutor na arquitetura global do texto informativo. Na elaboração da notícia, o locutor lança mão desse recurso linguístico-discursivo com o propósito de imprimir veracidade ao que é informado e, ao mesmo tempo, de se distanciar do dito alheio. No entanto, essa manipulação dos pontos de vista de outrem não garante a imparcialidade pretendida. Uma das formas de demarcar a parcialidade é justamente o uso das vozes citantes e citadas contingentes no discurso jornalístico. / This research is an linguistic-enunciative investigation on the use of discourse of other as enunciative mark of partiality in notes, news and reports about the implantation of system of quotas in Brazilian Public Universities. The pointing corpus is comprised of 212 informative texts, exhibed by Folha de S. Paulo Online, in the period between January of 2001 and September of 2005. The analysis is based on the bakhtinian enunciative theory perspective, mainly, in respect of the dialogism and the verbal interaction. The general hypothesis is that the discourse of other has a specific operation in the journalistic enunciation, and can let aparent marks of partiality from the locutor. The main objective is to show how this partiality is marked in the texts through the use of reported discourse, diluted in the direct and indirect speech. The methodological path considers a taxonomy of texts by approach, emphasizing the prevalence of positions about the quotas in Brazilian Public Universities, grouping them in three blocks: the first one, opposite point of views, the second one, favourable point of views and, finally, favourable and opposite point of views to quotas both at the same text. The analysis is made in two moments: the first one, in which each block is analysed in relation to general aspects; the second one, in which each specific text is analysed whose role is to be the block‘s representation that it becomes. For the analysis, evaluative criteria are taken into consideration like the use of reported discourse in the titles, in the propositional structure of the texts, the use of dicendi verbs and the use of quotation marks. The choice of this type texts occured due to the fact that the reported discourse be him a structuring element from than the presence of different positions about quotas are expressed linguistic-enunciatively. Results show that the use of reported discourse/other marks the partiality of the locutor in the global architectural of the informative text. In the elaboration of the news, the locutor uses this linguistic-discoursive resource whose aim is to print veracity to the information and, at the same time, to distance the discourse of other. However, this manipulation of other point of views does not guarantee the intended impartiality. One of the ways of demarcating the partiality is just the use of reporting and reported voices contingent in the journalistic discourse.

Esta pesquisa procede a uma investigação linguístico-enunciativa sobre o uso do discurso de outrem como marca enunciativa de parcialidade em notas, notícias e reportagens sobre a implantação do sistema de cotas nas universidades públicas brasileiras. O corpus de partida é composto de 212 textos de cunho informativo, veiculados no jornal Folha de S.Paulo Online, no período compreendido entre janeiro de 2001 e setembro de 2005. A análise é balizada na perspectiva teórica enunciativa bakhtiniana, principalmente, no que respeita ao dialogismo e à interação verbal. A hipótese geral é a de que o discurso de outrem tem funcionamento específico na enunciação jornalística, podendo deixar marcas aparentes de parcialidade do locutor. O objetivo principal é mostrar como essa parcialidade é marcada nos textos por meio do uso do discurso citado, diluído em discurso direto e indireto. O percurso metodológico considera uma taxionomia dos textos por abordagem, enfatizando a prevalência dos posicionamentos sobre as cotas nas universidades públicas brasileiras, agrupando-os em três blocos: primeiro, ponto de vista contrário; segundo, ponto de vista favorável e, por fim, pontos de vista favoráveis e contrários às cotas, concomitantemente, no mesmo texto. A análise é feita em dois momentos: o primeiro, em que cada bloco é analisado quanto aos aspectos gerais; o segundo, em que é analisado um texto específico, cujo papel é o de ser representação do bloco ao qual pertence. Para a análise, são levados em conta critérios avaliativos como o uso do discurso citado nos títulos e na estrutura proposicional dos textos, o uso dos verbos dicendi e o uso de aspas. A escolha desse tipo de textos se deu devido ao fato de o discurso citado ser dele um elemento estruturante a partir do que a presença de posições distintas sobre as cotas são manifestadas linguístico-enunciativamente. Os resultados comprovam que o uso do discurso citado/de outrem marca a parcialidade do locutor na arquitetura global do texto informativo. Na elaboração da notícia, o locutor lança mão desse recurso linguístico-discursivo com o propósito de imprimir veracidade ao que é informado e, ao mesmo tempo, de se distanciar do dito alheio. No entanto, essa manipulação dos pontos de vista de outrem não garante a imparcialidade pretendida. Uma das formas de demarcar a parcialidade é justamente o uso das vozes citantes e citadas contingentes no discurso jornalístico. / This research is an linguistic-enunciative investigation on the use of discourse of other as enunciative mark of partiality in notes, news and reports about the implantation of system of quotas in Brazilian Public Universities. The pointing corpus is comprised of 212 informative texts, exhibed by Folha de S. Paulo Online, in the period between January of 2001 and September of 2005. The analysis is based on the bakhtinian enunciative theory perspective, mainly, in respect of the dialogism and the verbal interaction. The general hypothesis is that the discourse of other has a specific operation in the journalistic enunciation, and can let aparent marks of partiality from the locutor. The main objective is to show how this partiality is marked in the texts through the use of reported discourse, diluted in the direct and indirect speech. The methodological path considers a taxonomy of texts by approach, emphasizing the prevalence of positions about the quotas in Brazilian Public Universities, grouping them in three blocks: the first one, opposite point of views, the second one, favourable point of views and, finally, favourable and opposite point of views to quotas both at the same text. The analysis is made in two moments: the first one, in which each block is analysed in relation to general aspects; the second one, in which each specific text is analysed whose role is to be the block‘s representation that it becomes. For the analysis, evaluative criteria are taken into consideration like the use of reported discourse in the titles, in the propositional structure of the texts, the use of dicendi verbs and the use of quotation marks. The choice of this type texts occured due to the fact that the reported discourse be him a structuring element from than the presence of different positions about quotas are expressed linguistic-enunciatively. Results show that the use of reported discourse/other marks the partiality of the locutor in the global architectural of the informative text. In the elaboration of the news, the locutor uses this linguistic-discoursive resource whose aim is to print veracity to the information and, at the same time, to distance the discourse of other. However, this manipulation of other point of views does not guarantee the intended impartiality. One of the ways of demarcating the partiality is just the use of reporting and reported voices contingent in the journalistic discourse.

En matière de réinsertion scolaire des jeunes et des adultes, le Brésil met en place l’Éducation des Jeunes et des Adultes (EJA), et la France le Diplôme d’Accès aux Études Universitaires – DAEU. Chacune de ces formations constitue un dispositif pédagogique complet inséré dans le système national d’Éducation avec des programmes officiels, des cours spécifiques, un corps enseignant et des examens avec une visée diplômante. Leurs diplômés ont le droit de postuler aux concours de la fonction publique, ainsi comme au Brésil de postuler pour la sélection des universités publiques et privées, et en France de s’inscrire dans les établissements ouverts aux titulaires d'un baccalauréat. Cependant, au Brésil la formation est orientée vers le marché du travail, afin de favoriser la réinsertion et la mobilité professionnelles, ainsi que la formation de l’individu, tandis qu’en France, l’objectif principal est la poursuite d’études.Dans notre thèse, nous nous intéressons à l’enseignement de la lecture et nous cherchons, dans une perspective contrastive, à évaluer les effets de chacun de ces deux systèmes sur l’apprentissage de la compréhension écrite, et nous discutons des effets du modèle scolaire au sein duquel les lecteurs ont réalisé leurs premiers apprentissages, en particulier, et lecturaux.Notre protocole de recherche, mis en place lors des séances d’étude, propose aux lecteurs de répondre à des questionnaires de lecture portant sur des textes informatifs et journalistiques extraits de publications en ligne. Pour répondre à notre problématique nous formulons les questions suivantes :(1) Comment ces lecteurs lisent-ils ?(2) Quels sont les éléments du texte qu’ils mobilisent ?(3) Comment ces éléments sont-ils repris dans leurs réponses ?(4) Quelles sont les stratégies mises en œuvre lors de la lecture ?Ce protocole et ses fondements théoriques s’inspirent des travaux sur la lecture et la compréhension écrite menés au sein du laboratoire LIDILEM de l’université Grenoble-Alpes dans l’esprit de ceux initiés par Michel DABENE (DABÈNE, FRIER & VISOZ, 1992) et des travaux de l’équipe de recherche brésilienne dirigée par Lúcia CHEREM et Rosa NERY sur la matrice de questions et la progression de la lecture. Le croisement de ces différents indicateurs (partie du texte mobilisée, stratégie d’appropriation du texte, identification du parcours argumentatif, des jugements de valeur et de la polyphonie énonciative, formulation de la réponse) nous permet de reconstruire la cohérence du parcours de lecture - du repérage des informations à la compréhension de la complexité textuelle grâce à l’analyse de l’argumentation - et d’identifier des types de lecture correspondant à des degrés de développement du processus de lecture et de compréhension.De plus, nous nous demandons si la préoccupation du travail de lecture dans une pensée sociale (FREIRE, 1967) a des influences sur la qualité de lecture et de la compréhension écrite et sur la formation des lecteurs. Nous élaborons nos réponses en nous référant à des chercheurs qui, comme Paulo Freire et Pierre Bourdieu, ont pensé la question sociale. Nous pensons, avec eux, que quand la lecture a une signification pour le lecteur, le travail d’apprentissage est plus motivé et est plus cohérent.L’attention particulière à l’article de presse en ligne que nous prenons comme document de base pour notre recherche est motivée par cette perspective de faire dialoguer les pratiques sociales de l’écrit et l’enseignement – apprentissage de la lecture et de la compréhension écrite. / In terms of school reintegration of young people and adults, Brazil set up the educational program named Education for Young People and Adults [Educação de Jovens e Adultos – EJA], while France set up the educational project called Pass degree for the sake of the Access to University Studies [Diplôme d’Accès aux Études Universitaires - DAEU]. Each of these constitutes a complete educational device that composes The National System of Education in relation to others official programs as well as to specific courses, teaching staff and exams based on the degree acquisition. The graduates of both programs have the right to apply for public service. Moreover, in the Brazilian context they can apply for public and private universities and in the French situation they are able to sign up in the institutions that are open to people with a university degree. However, in Brazil the pedagogical training is oriented towards the job market and aims to promote the professional reintegration and the mobility of people, while the pedagogical training in France has as main point the pursuit of the studies by these individuals.In our thesis, we are interested in the teaching of the reading and we seek, by a contrastive perspective, to evaluate the effects of each of these two educational systems on the learning of the written comprehension; we also discuss the effects of the school model in which the readers have made their first learning, particularly, their first readings.Our research method, set up during several study sessions, invites the readers to answer a reading quiz about informative and journalistic texts that were extracted from the internet. To answer our present problematization, we formulate the following questions:(1) How do these readers read?(2) What are the elements of the text that they mobilize?(3) How are these elements taken up in their answers?(4) What are the strategies implemented during the reading?This method and its theoretical foundations are inspired by the work on reading and written comprehension conducted in the LIDILEM laboratory of the University of Grenoble-Alpes in the sense of the studies initiated by Michel DABENE (DABÈNE, FRIER & VISOZ, 1992) and of the works performed by the Brazilian team of research led by Lúcia CHEREM and Rosa NERY on the matrix of questions and the progress of reading. The intersection of these different indicators (part of the mobilized text, appropriation strategy of the text, identification of the argumentative path, value judgments and enunciative polyphony, formulation of the answer) allows us to reconstruct the coherence of the reading path – from the retrieval of the information to the understanding of the textual complexity through argumentation analysis – and to identify the types of reading concerning both the degrees of development and of reading-comprehension process.Furthermore, we ask whether the concern with the reading work in social thought (FREIRE, 1967) influences on the quality of the reading and written comprehension as well as on the quality of the pedagogical training of readers. We elaborate our answers by referring to researchers who, like Paulo Freire and Pierre Bourdieu, thought about the social question. We think, with them, that when reading is meaningful to the reader, the learning work is more motivated and more coherent.The special attention to the online press article, that we take as a basic document for our research, is motivated by this perspective that establishes the dialogue between the social practices of the written and the teaching-learning of the reading and written comprehension.

De nos jours, différentes ressources littéraires de vulgarisation scientifique (VS), notamment la littérature jeunesse, sont utilisées pour aborder des contenus scientifiques en classe de primaire. Sans tenter de se substituer aux manuels scolaires, ces outils d’éducation non formels proposent différents textes narratifs et informatifs qui présentent des concepts scientifiques. En plus de développer la curiosité scientifique, la littérature jeunesse propose souvent des textes scientifiques d’une grande qualité. Néanmoins, son utilisation n’est pas exempte de difficultés. Notamment, ce type de littérature présente parfois des concepts erronés entraînant le développement de fausses conceptions. Afin d’accompagner les vulgarisateurs scientifiques dans l’élaboration de ressources de VS adaptées aux conceptions alternatives des jeunes lecteurs, et ultimement les amener à remettre en question leurs idées préconçues, nous avons identifié un dispositif didactique conçu essentiellement pour le travail en classe : le texte de réfutation. Pour tenter d’amener un changement conceptuel chez les élèves, ce texte énonce d’abord une conception alternative, puis la réfute, pour ensuite présenter l’explication scientifique du phénomène décrit. Pour donner suite à l’analyse de trois textes de réfutation, nous avons été à même d’identifier certains concepts qui sont au cœur de ce dispositif didactique, notamment la carte conceptuelle, les niveaux de formulation et la transposition didactique. Inspiré par ces concepts, nous avons élaboré un modèle didactique de VS ayant pour but d’accompagner pas à pas un vulgarisateur scientifique dans la conception de ressources adaptées au public de jeunes lecteurs. Le modèle Design Experiment nous a permis de mettre à l’essai et de bonifier cette version provisoire du modèle didactique de VS, grâce à la participation de deux vulgarisateurs scientifiques qui ont chacun élaboré deux textes de vulgarisation scientifique : l’un, des textes narratifs et l’autre, des textes informatifs, pour une cohorte de 83 élèves de cinquième année du primaire. Les sujets abordés dans ces textes sont le requin blanc, le béluga, et les muscles et l’entraînement. Pour que nous puissions étudier l’évolution des conceptions des élèves, chacun d’eux a répondu à un prétest et un posttest, et certains élèves ont également été sollicités pour participer à des entrevues de groupe avec les vulgarisateurs. Cette recherche a permis de réunir la didactique et la VS. Les vulgarisateurs ont pu mesurer la pertinence de prendre en compte les conceptions alternatives des jeunes lecteurs, tirer profit du texte de réfutation et adapter le niveau de formulation de leurs textes. / Nowadays, different literary resources of popular science, including children's literature, are used to address the scientific content in elementary classrooms. Without trying to replace textbooks, these non-formal educational tools offer different narrative and informative texts that present demonstrations of science. In addition to developing scientific curiosity, children's trade books propose scientific texts of high quality. However, these texts would not be without some level of weakness. In particular, they sometimes present erroneous concepts leading to misconceptions. To support the science writers in the popular science resource development suited to alternative conceptions of young learners, and ultimately to get them to change these conceptions, we identified a didactic text designed primarily for classroom work called refutation text. To promote conceptual change, the text first sets out an alternative design, refutes the alternative conception, and then presents scientific explanation. After the analysis of three refutation texts, we were able to identify some didactic concepts at the heart of this text pattern; the concept map, the learner’s knowledge level, and didactic transposition. Inspired by these concepts, we have developed a didactic model of popular science to accompany a science writer, step by step, in the design of appropriate resources for young readers. The Design Experiment model has allowed us to test and improve this experimental model of popular science through the participation of two science writers who each developed two popular science texts. One writer composed two narrative texts, another wrote two informative texts for a group of 83 students in fifth grade. Topics covered in these texts were white sharks, beluga whales, and muscles and training. To study the evolution of student conception, each answered pre-test and post-test questions and some students were also asked to participate in group interviews with the science writers. This research brought together didactics and popular science. Science writers were able to measure the relevance of taking into account the views of young readers’ conceptions, the use of refutation text, and the adaptation of the texts to learner’s knowledge level.

The present study is based on a translation of a text about wine and wine-making, from French to Swedish. The purpose has been to identify and find solutions for the challenges that can arise in the translation of a text containing numerous descriptions of sensory sensations, i.e. tastes, smells, appearance and touch, in the field of wine. Based on a set of data retrieved from the two texts, our study is focusing on the deviations between descriptions of wine and grape varietals as to their grammatical or linguistic categories in the two languages. We have looked at three different types of descriptions: simple descriptors, metaphors and similes. Subsequently, these have been analyzed from a translation point of view in order to identify which tools are at the hands of the translator to render an idiomatic target text.