Thèse de doctorat d'État--Lettres et sciences humaines, 1982.

Proefschrift--c Faculteit der Sociale Wetenschappen--Rijksuniversiteit te Letteren, 2000. / Résumé en néerlandais et en anglais. Contient en suppl. des textes de théâtre. Bibliogr. p. 281-296. Index.

Proefschrift--Letteren--Universiteit Leiden, 2003. / Mention parallèle de titre ou de responsabilité : Roda jaman berputar. Notes bibliogr.

Extrait de: Thèse--Lettres--Paris III, 1983. / Thèse soutenue sous le titre : "Étude comparée des littératures nationales et-ou officielles de la Malaisie et de Singapour depuis 1941"

Thèse--Lettres--Paris III, 1983. / Bibliogr. f. 305-400. Thèse soutenue sous le titre : "Étude comparée des littératures nationales et-ou officielles de la Malaisie et de Singapour depuis 1941"

Entre 1936 et 1969, le groupe très hétérogène des Créoles de l’île Maurice va être projeté dans la longue décolonisation de son petit territoire insulaire. Dans la lutte pour l’acquisition de meilleurs droits sociaux et politiques, d’une égalité avec les colons, les Créoles deviennent une force politique incontournable. Mais, bien vite, affaiblis par leurs divisions et leurs fragilités socio-économiques, ils se font dépasser par la majorité indienne de cette île de plantations de l’Océan Indien. Il s’en suit la création d’un front chrétien qui va combattre une indépendance indienne redoutée par les minorités. Dans cette lutte, les Créoles vont enfin prendre conscience de l’identité de leur propre groupe. Mais lors de la défaite électorale de 1967 et les malheurs issus des émeutes de 1968 qui en découlent, ils comprennent, que, dans cette société plurale, le communalisme les a durement frappés. Entre l’exil et la mise en marge de la société mauricienne, cette nouvelle communauté, qui venait juste d’émerger des tourbillons de la décolonisation, s’enfonce dans une crise profonde, un « malaise créole » qui la poursuit dramatiquement jusqu’à aujourd’hui. / Between 1936 and 1969, the very heterogeneous group of Creoles of Mauritius will be projected in the long decolonization of its small island territory. In the struggle for better social and political rights and equality with the settlers, the Creoles became an indispensable political force. But soon, weakened by their divisions and socio-economic fragility, they were overtaken by the Indian majority of this island of plantations of the Indian Ocean. The result is the creation of a Christian front that will fight an Indian independence feared by the minorities. In this struggle, the Creoles will finally become aware of the identity of their own group. But during the electoral defeat of 1967 and the misfortunes of the ensuing 1968 riots, they realized that in this pluralistic society communalism had struck them hard. Between the exile and the marginalization of Mauritian society, this new community, which had just emerged from the vortices of decolonization, is sinking into a deep crisis, a "Creole malaise" which dramatically pursues it today.

We dream of an age that is equal to our passions is a series of soliloquies and ideas that look at the false narratives I tell myself in order to get out bed in the morning, at the depression that came after failed revolutions, at the unrealistic hopes of my politics, and of my desire to become a whole human being.

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.

Déterminer la condition existentielle de l’intellectuel mis en scène dans le roman africain francophone subsaharien, tel est l’objectif assigné à cette étude. Pour ce faire, nous procédons à un développement articulé autour de trois axes. Chacun de ceux-ci met en exergue la question du malaise qui sous-tend la représentation du personnage dans le corpus. La première partie est relative à l’étiquette sémantique du protagoniste intellectuel. Cette étiquette dépeint un personnage qui se démarque de la majorité des comparses à cause de la spécificité de son statut d’intellectuel. Elle témoigne du regard critique globalement dépréciatif porté sur ce statut et rend compte de l’ambiguïté inhérente à celui-ci. Dans la deuxième partie, nous examinons les relations qu’entretient le protagoniste avec les autres actants des récits. Cette analyse illustre et confirme l’antagonisme entre la majorité des comparses et lui. Dans la troisième partie, nous recensons et analysons les thèmes qui corroborent le malaise du protagoniste intellectuel, dévoilé tout au long des deux parties précédentes. Ces thèmes révèlent un personnage tourné vers un ailleurs plus hospitalier, un statut autre que le sien, synonyme de bien-être, et une vie nouvelle traduisant également son aspiration à ce bonheur / To determine the existential condition of the intellectual put in scene in the sub-Saharan french-speaking novel, such is the aim of this study.With this intention, we carrie out a development articuled around three axes. Each one of those put forward the question of the malaise wich underlies the representation of the character in the corpus. The first part is relative to the semantic label of the intellectual protagonist. This label depicts a character who distance himself from the majority of characters because of the specificity of his intellectual status. It shows a critical opinion overall depreciating about this status and is the expression of the ambiguity inherent in this one. In the second part, we examine the protagonist and the other characters’s relationships. This analysis illustrates and confirms the antagonisme between the majority of the actors and him. In the third part, we analyze the topics which corroborate the malaise of the intellectual protagonist, revealed throughout the two preceding parts. These topics reveal a character turned towards elsewhere more hospital, an other status, synonymous with wellbeing, and a new life also translating its aspiration with this happiness

Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2014-08-28T13:35:08Z No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) dissertacao Yara Magalhães dos Santos.pdf: 1877817 bytes, checksum: 4c4f6b175ff90553cc6349a9272f0ad8 (MD5) / Made available in DSpace on 2014-08-28T13:35:08Z (GMT). No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) dissertacao Yara Magalhães dos Santos.pdf: 1877817 bytes, checksum: 4c4f6b175ff90553cc6349a9272f0ad8 (MD5) Previous issue date: 2013-06-24 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / This study proposes a research about teacher malaise, including it as part of a larger social and cultural phenomenon present in all contemporary western society, but that wins peculiar characteristics in the practice of teaching. Specifically, the study has as its object of investigation the malaise of high school teachers of Uberlândia-MG, seeking to answer to the research problem, and thus understand the reasons of the malaise of this group of teachers. Therefore, it was held, in addition to bibliographical research about the topic, empirical research with a qualitative approach, which relied on data from oral sources. From the interviews, we seek to give voice to the anguish that reaches teachers in professional practice, trying to understand what is found behind the typical symptoms of malaise teaching, such as apathy, discouragement, frustration, physical and psychological diseases, and other issues discussed on the script. We also seek to shed light the context of career choice, the practice of teaching and historically constructed representations of teaching. In this study, we worked with two theoretical approaches to understand the reasons of the malaise: the psychoanalysis, of Freud, and the philosophy, of Nietzsche. Besides the classic texts of the authors, we based ourselves on texts by contemporary authors, descendants of these theoretical perspectives. The referential of Freud gives us a historical and structural analysis of the malaise in humanity; while Nietzsche enables us a culturalist view of some phenomena that are shown associated with that anguish that affects many teachers. We verified that some reasons of the malaise in high school are associated to failures of the educational process as operator of interdiction of students; the degenerescence and depreciation of some values in the educational field, more specifically the values of social recognition, teacher authority, and social ascension values attributed for education, and the "place mater" of knowledge attributed to the school. These failures characterize a nihilistic experience in the Nietzschean vision of sense of orphanhood, arising from the debacle of values that guided the magisterium, besides a complex movement of self-harm and inverted valuations , interpreted as action of bad conscience. All these factors are shown up as result of impasses constituted in community living and in the regulations that seek to regulate it, being these norms conceived as a state of civilization, morality, or simply as social ethics. The research results indicate the state of passivity and hopelessness of some teachers front of these issues. Having analyzed the reasons for the malaise, the research concludes that a overrun of this state of passivity requires the decoupling of the discourse that puts the teacher as a hostage and victim of these dilemmas. The study shows, for these teachers, the need for the exercise of their desire to potency, human power affirmative. It also postulates the importance of reinventing a new ethic school that reconciles the cultural and social changes of contemporaneity to the requirements for maintenance of community life with fewer conflicts / O presente estudo propõe uma investigação sobre o mal-estar docente, compreendendo-o como parte de um fenômeno social e cultural maior presente em toda sociedade ocidental contemporânea, mas que ganha características peculiares no exercício do magistério. De forma específica, o estudo tem como objeto de investigação o mal-estar dos professores do ensino médio de Uberlândia- MG, buscando responder ao problema de pesquisa, e, assim, compreender as razões do mal-estar desse grupo de professores. Para tanto, foi realizada, além de pesquisas bibliográficas sobre o tema, pesquisa empírica com abordagem qualitativa, a qual se apoiou em dados de fontes orais. A partir das entrevistas, procuramos dar voz à angústia que atinge os professores em exercício profissional, buscando entender o que se encontra por traz de sintomas típicos do mal-estar docente, como apatia, desânimo, frustração, adoecimento físico e psíquico, além de outras questões abordadas no roteiro. Buscamos também trazer à cena o contexto da escolha profissional, do exercício do magistério e as representações da docência construídas historicamente. Neste estudo, trabalhamos com duas correntes teóricas para a compreensão das razões do mal-estar: a psicanálise, de Freud, e a filosofia, de Nietzsche. Além dos textos clássicos dos autores, apoiamo-nos em textos de autores contemporâneos, descendentes dessas correntes teóricas. O referencial de Freud nos fornece uma análise histórica e estrutural sobre o mal-estar na humanidade; enquanto o de Nietzsche nos possibilita uma visão culturalista de alguns fenômenos que se mostraram associados a essa angústia que atinge muitos docentes. Verificamos que algumas razões do mal-estar no ensino médio estão associadas às falhas do processo educacional enquanto operador de interdição dos alunos; a degenerescência e depreciação de alguns valores no campo educacional, mais especificamente dos valores de reconhecimento social, autoridade docente; e os valores de ascensão social atribuídos à educação, e de “lugar mater” do conhecimento atribuído à escola. Essas falhas caracterizam uma experiência niilista, na visão nietzschiana de sentimento de orfandade, oriundo da derrocada de valores que orientavam o magistério; além de um complexo movimento de autoagressão e valorizações invertidas, interpretados como ação da má consciência. Todos esses fatores mostram-se como sendo resultado de impasses constituídos na convivência comunitária e nas normatizações que procuram regulá-la, sejam essas normas concebidas como estado de civilização, de moral, ou simplesmente como ética social. Os resultados da pesquisa apontam o estado de passividade e desesperança de alguns professores diante dessas questões. Tendo analisado as razões do malestar, a pesquisa conclui que uma superação desse estado de passividade exige a desvinculação do discurso que coloca o docente como refém e vítima desses dilemas. O estudo aponta, para esses professores, a necessidade do exercício de sua vontade de potência, força humana afirmativa. Postula, ainda, a importância de se reinventar uma nova ética escolar, que concilie as mudanças culturais e sociais da contemporaneidade às exigências para manutenção da vida comunitária com menos conflitos.