Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

Driss Chraïbi est un écrivain dont l’œuvre a donné naissance à des réactions diverses dès son début littéraire en 1954 : romans, mémoires, romans policiers, sa création ne s’est pas limitée à un seul genre, ni à une seule source d’inspiration. Si à une première vue elle peut donner l’impression d’une œuvre éparse et sans lien véritable, une lecture plus approfondie donne à voir au contraire une œuvre dont la complexité réside précisément dans son unité. Le fil conducteur de notre recherche a été l’existence d’une écriture pseudo-autobiographique dans quatre des romans de Driss Chraïbi : Le Passé simple, Succession ouverte, La Civilisation, ma Mère !... et L’Inspecteur Ali. Pour confirmer cette hypothèse nous nous sommes appuyée sur une étude comparative entre ces œuvres romanesques et les deux volumes de mémoires de l’auteur : Vu, lu, entendu et Le Monde à côté.Nous nous sommes efforcée donc dans cette étude de rendre compte de certains aspects de sa littérature fictionnelle qui ont été considérés comme fortement autobiographiques, à travers une étude des personnages, de certains événements, de l’atmosphère romanesque et de l’écriture chraïbienne. En respectant l’ordre chronologique des parutions des livres, nous avons voulu suivre l’évolution des sujets, des personnages et du style de Driss Chraïbi d’une œuvre à l’autre. Pour une meilleure base théorique et méthodologique, nous avons puisé dans les différentes théories de l’autobiographie et des genres apparentés, pour passer ensuite à une étude des personnages masculins et féminins. Cette recherche sur les instances narratives nous a permis d’avoir une meilleure image de la manière dont Chraïbi a utilisé certains éléments de sa propre vie pour fonder sa fiction et la façon dont il les a exposés dans ses mémoires.Un autre aspect qui nous a semblé intéressant est de montrer l’évolution du style de Driss Chraïbi entre les récits de fiction ou pseudo-autobiographiques et les deux livres de mémoires : les descriptions, les paysages, la manière d’aborder des sujets délicats comme la religion, mais aussi l’évolution de l’écriture chraïbienne à travers les différents livres. Ce sont ces éléments de détail qui gardent le mieux la trace de l’auteur, même si Chraïbi est connu pour sa volonté de brouiller les pistes et les frontières entre les genres. / Driss Chraïbi is a writer whose work has brought about various reactions ever since his literary debut in 1954: novels, memoirs, detective novels, his creation did not limit itself to one genre or one source of inspiration. At first glimpse, his works may seem scattered, without a real connection, but a more in-depth look shows the opposite. His work is complex precisely because it is so unitary. The guiding principle of our research has been the existence of pseudo-autobiographical elements in four of Driss Chraïbi's novels: Le Passé simple, Succession ouverte, La Civilisation, ma Mère !... and L’Inspecteur Ali. In order to confirm this hypothesis, we used a comparative study between these novels and the two books of memoirs by this author: Vu, lu, entendu and Le Monde à côté.Therefore, in this study, by analyzing characters, events, literary atmosphere and Chraïbi's style, we tried to give an account of certain aspects of his fictional works that have been considered strongly autobiographical. Following the chronological order by release date of the books, our purpose has been to follow the evolution of Driss Chraïbi's themes, characters and style from one work to another.For a stronger theoretical and methodological basis, we tapped into the wealth of theories concerning the autobiography and the related genres, and later switched to an analysis of male and female characters. This research of narrative instances allowed us to understand better Chraïbi's use of elements of his own life in order to build the foundation of his fiction, as well as the way in which he put them forward in his books.We also thought it was very interesting to show the evolution of Driss Chraïbi's style between his fictional or pseudo-autobiographical works and his two books of memoirs: the descriptions, the landscapes, his manner of approaching sensitive subjects like religion, as well as the evolution of Chraïbi's writing throughout his various books. These details are what keeps the traces of the author, despite the fact that Chraïbi is well-known for his propensity to blur the pathways and lines between genres.

Student Number: 0307561M Master of Arts School of Literature and Language Studies Faculty of Humanities / In this study I will interrogate some of the issues and contradictions raised by Alexander McCall Smith’s Botswana novels. These texts feature a black African woman protagonist in a developing society, and have achieved huge popular and commercial success, but they are written by a white European man. I will examine briefly whether the books can be considered as ‘African Literature,’ and how the author has negotiated the interface between history and literature to convince readers and critics in ‘the West’ that he is portraying ‘the real Africa.’ I will investigate the strategies used by the author to create this ‘authentic’, ‘traditional’ effect, how he writes convincingly as, about and on behalf of women, and the use he makes of the detective fiction mode. Ultimately I will consider whether these novels represent a restorative ‘writing back’ or whether they constitute a continuing appropriation of African history, culture and identity, a further re-invention of Africa by and for ‘the West’.

Since 2011 The Swedish Curriculum for the compulsory school from 2011 (revised2018) states that different types of text that should be taught in EFL classrooms inSweden are “Literature and other fiction” (Skolverket 37). In my essay, I examine theuse of novels in the English as a Foreign Language (EFL) classroom in a few Swedishsecondary schools. What types of novels are used and what kinds of assignments aregiven to the pupils during a reading project? Are there any differences in how teachersuse novels in their classroom depending on previous experience? To find out why andhow one may use literature in the EFL classroom I made a literature review, and inorder to answer my questions about how novels are used in a few Swedish EFLclassrooms, I made a survey, consisting of a questionnaire, for EFL teachers. In my literature review I find that researchers and teacher manualspropose the use of either authentic novels or Graded Readers in the EFL classroom.The respondents of my survey agree with this as the majority of them use Young Adultnovels and Graded Readers. Most common among the respondents of the study is tolet the students talk about the novel they read together in groups, a type of assignmentthat is supported by research and teacher manuals. In my study I cannot find any solidsupport that previous experience affect the use of novels in class. / I den svenska kursplanen för engelska står det att ”skönlitteratur och annan fiktion”(Skolverket 2018, 36) ska användas i undervisningen på högstadiet. I den häruppsatsen undersöker jag hur romaner används i engelskaundervisningen på någrasvenska högstadieskolor. Vilken typ av romaner används och vilken sorts uppgifter fåreleverna arbeta med under ett läsprojekt? Finns det några skillnader i hur mananvänder romaner i undervisningen baserat på tidigare erfarenheter? För att ta redapå varför och hur man ska använda skönlitteratur i undervisningen gör jag enlitteraturgenomgång. För att besvara mina övriga frågor genomför jag en studie medhjälp av en enkät för engelskalärare.I min litteraturgenomgång visar det sig att forskare och handböcker framhålleratt autentiska romaner och s.k. Graded Readers är vad som bör användas. Min studievisar att respondenterna använde just autentiska ungdomsromaner och GradedReaders i sin undervisning. Dessutom lät majoriteten av lärarna i studien sina eleverjobba med litteraturen genom att samtala i grupper, vilket framhävdes som ettfördelaktigt arbetssätt även i litteraturgenomgången. I studien fann jag inget stöd föratt tidigare erfarenhet påverkar hur man använder romaner i sin undervisning.

Face aos obstáculos presentes em salas de aula de ciências e à busca por ações que vão ao encontro das necessidades educacionais atuais, a inserção de práticas argumentativas ganha espaço na literatura científica. Dentre as estratégias promotoras da argumentação, a abordagem de questões sociocientíficas (QSC) é de particular interesse, uma vez que, consoante suas características, pode não somente contribuir para a formação de cidadãos que entendam a natureza da ciência, suas aplicações e implicações sociais, econômicas e políticas do conhecimento científico, como também auxiliar no desenvolvimento moral dos mesmos. Contudo, para que práticas sugeridas pela literatura possam ser empregadas de maneira eficaz em sala de aula da educação básica, faz-se necessário a formação de professores que, para além de possuir as habilidades fundamentais, como da argumentação, compreendam e valorizem essas diferentes práticas como formas viáveis de promoção da aprendizagem significativa em ciências. Nesse contexto, temos como objetivo promover, exercitar e analisar a argumentação e a sensibilidade moral exibida por licenciandos em química diante de QSC, a partir do estabelecimento de práticas de leitura de histórias em quadrinhos (HQ). Dessa forma, para a promoção da argumentação e exercício da sensibilidade moral dos futuros professores foram extraídos três casos da HQ \"Trinity - a história em quadrinhos de primeira bomba atômica\", a qual foi previamente submetida a análise para identificação da sua pertinência para pesquisa, bem como do seu potencial pedagógico. Os casos para argumentação foram elaborados com base no material Moral reasoning in scientific research e permite o contato com o raciocínio informal dos licenciandos, mais especificamente com a sua sensibilidade moral. No que diz respeito aos dados coletados, estes foram inicialmente estudados à luz do Padrão de Argumento de Toulmin (TAP) e, posteriormente, analisados com base no Modelo dos Quatro Componentes, que permitiu a investigação da sensibilidade moral dos educandos. Foram identificados neste estudo, em consonância com a literatura, argumentos de pouco complexidade estrutural, que apesar de aprimorados no decorrer das atividades foram pouco influenciados pela leitura da HQ. Em contraponto, a sensibilidade moral exibida pelos licenciandos, embora limitada, foi diretamente afetada pela leitura do texto quadrinizado, o que pode ser atribuído a diferentes recursos da linguagem dos quadrinhos que promovem uma maior sensibilização no leitor. Outrossim, os resultados discutidos neste trabalho reforçam a necessidade de práticas não somente voltadas para o desenvolvimento das habilidades argumentativas de professores em formação, como também para o desenvolvimento moral. Cabe também salientar a validade do Modelo dos Quatro Componentes e do material Moral reasoning in scientific research para estudos envolvendo o raciocínio moral, o que se torna ainda mais relevante face o número incipiente de trabalhos existentes sobre a temática na literatura nacional / Faced with obstacles encountered in lessons and the search for actions that meet current educational needs, some attention has been paid to argumentative practices in the literature. Among the strategies encouraging argumentation, the approach to socio-scientific issues (SSI) is of particular interest, as, according to its characteristics, it does not only contribute to peoples´ education who understand the nature of science, its applications and social implications, economic and political aspects of scientific knowledge, but also helps their moral development. However, so that the practices suggested by the literature can be effectively used in basic education lessons, teachers need to be trained in fundamental skills such as the ability to argue, understand and value these different practices as viable ways of promoting meaningful learning in science. In this context, we aim to encourage, practice and analyze argumentation and the moral sensitivity shown by Chemistry Education undergraduates considering SSI, based on establishing practices of reading graphic novels. Thus, to promote future teachers´ argumentation skills and practice moral sensitivity, three cases from the graphic novel \"Trinity - a Graphic History of the First Atomic Bomb\", were extracted, which were previously analyzed to identify their importance for research, as well as the pedagogical potential. The cases for argumentation were developed based on the material Moral Reasoning in Scientific Research and enables contact with the undergraduates´ informal reasoning, more specifically with their moral sensitivity. Collected data were initially studied considering the Toulmin\'s Argument Pattern (TAP) and later analyzed based on the Four Component Model, which enabled us to investigate the students´ moral sensitivity. In this study, in agreement with the literature, we identified arguments of low structural complexity that, although improved while doing the activities, were little influenced by the reading the graphic novel. In contrast, the moral sensitivity shown by the undergraduates, although limited, was directly affected by reading the graphic text, which can be attributed to different language resources of graphic novels that encourage greater sensitivity in the reader. Moreover, the results discussed in this paper reinforce the need for practices not only aimed at developing trainee teachers´ argumentative skills, but also for moral development. The validity of the Four Component Model and the Moral Reasoning in Scientific Research material for studies involving moral reasoning should be emphasized, which is even more relevant given the incipient number of studies on the subject in the literature in Brazil.

A jornada do herói é uma trajetória autoformativa presente em narrativas ancestrais que, ultrapassando barreiras espaços-temporais, ainda ecoam nas produções contemporâneas, sem perder suas potencialidades simbólicas. Seguindo pelas trilhas do Imaginário Simbólico, acompanharemos protagonistas das obras em quadrinhos É um pássaro, de Steven T. Seagle e Teddy Kristiansen, Daytripper, de Gabriel Bá e Fábio Moon, e Habibi, de Craig Thompson, que trilham seus caminhos através do labiríntico processo de conhecimento do mundo e de si. Partindo dos caminhos metodológicos da Mitopoética e da mitologia comparada, seguiremos em busca dos fios que compõem o tornar-se quem se é, em uma investigação poética que mescla itinerários autoformativos ficcionais presentes nas Histórias em Quadrinhos, destacando a valorização da experiência, o papel das narrativas na constituição de si e as tessituras com a Pedagogia da Escolha, bem como as relações entre a composição artística dos quadrinhos, sua relação com a jornada heroica e os processos educativos. / \"The hero\'s jornney is a sellf-formative path present in ancestral narratives which, going beyond space-time barriers, still echo in contemporary productions without losing its symbolic potential. Following the paths of the structure of imaginary Symbol, we\'ll keep up the protagonists of the comics It\'s a bird, from Steven T. Seagle and Teddy Kristiansen, Daytripper, created by Gabriel Bá e Fábio Moon, e Habibi, from Craig Thompson, who tread their way through the labyrinthine of world knowledge process and of itself. From the methodological ways of mythopoetic and comparative mythology, we will searching for the threads that indicates \"how one becomes what one is\", in a poetic investigation that merges processes of self-formatives itineraries in comic books, highlighting the value of the experience, the role of narrative in the constitution itself and the tessitura with the Pedagogy of choice , as well as relations between the artistic composition of the comic, the relationship with the heroic journey and educational processes.

The aim of this study is to examine how the basic values ​​dilemma is narratively embodied in the youth novels # Seriöstdeträckernu (Long, 2017) and Hungerspelen (Collins, 2008). The research questions of the study are: • How is the narratology presented, based on how, plot, time, narrator, characters are presented? And which themes and motifs concern the novels?  • What similarities and differences can be detected between the selected novels in question of narration, themes and motifs? This study have been conducted with a literature analysis, where aspects such as the novels' plot, temporality, narrative, themes, motifs and characters have been analyzed. The analysis shows that by constructing the novels' plot based on the classic dramaturgical curve, the readers´ interest in the fable is increased. The themes and motifs of the novels concern subjects such as human rights and equality, which correlates to the core values within the Swedish school.  Intimacy and identification between the reader and the main characters is created by the use of internal focalization and a self-narrative perspective. This invites the reader to reflect on the dilemmas the characters encounter and how they might possibly think of acting in similar situations.

Esta pesquisa tem como enfoque as personagens femininas de Graciliano Ramos em suas obras Caetés, São Bernardo, Angústia, Vidas Secas e Infância. Partindo dos conceitos de Antonio Candido sobre estrutura e função, busca-se analisar como a construção literária se relaciona com os dados sociais e históricos da época em que os livros foram escritos e/ou publicados, a década de 1930. A partir das análises feitas, desenvolve-se a ideia da importância dessas personagens que, mesmo deixadas em segundo plano, são essenciais para a construção dos textos literários. / The following research focuses on the female characters of Graciliano Ramos in his works Caetés, São Bernardo, Angústia, Vidas Secas and Infância. Thinking about the concepts of Antonio Candido on structure and function, we analyze how the literary construction relates to the social and historical life in the moment that the books were written, the decade of 1930. From the analyzes made, we realized the importance of these female characters, even when left in the background.

This thesis examines four translations and retranslations of novels by British female writers. They are Elizabeth Gaskell’s Cranford, Jane Austen’s Pride and Prejudice, George Eliot’s Silas Marner, and Charlotte Brontë’s Jane Eyre. The translations and retranslations, eight target texts in total, are mapped onto the sociopolitical and sociocultural milieu of China from the late 1920s to 1930s. During the span of time when the eight translations were published, China was undergoing a special period of political turbulence intertwined with literary vibrancy. With the literary field of China segmented into various literary societies or political organizations subscribing to their respective doctrines and principles, Chinese intellectuals including translators from various backgrounds produced literature and translation within the agenda of their respective literary or political societies. The heart of this thesis’s theoretical framework is the role of agents of translation involved the practice of translation production. The interaction amongst the human and nonhuman agents: translators, patrons, intellectuals, literary institutions, publishers and more, are examined in order to identify the translation motivations of the translators. The seven translators covered in the present study are categorized into three distinctive groups: the leftists, the humanists and the commercial translators. A collective analysis of the translators’ behaviour should shed light on the general understanding of the intended social functions of these translated novels written by British female writers published during Republican China.

A jornada do herói é uma trajetória autoformativa presente em narrativas ancestrais que, ultrapassando barreiras espaços-temporais, ainda ecoam nas produções contemporâneas, sem perder suas potencialidades simbólicas. Seguindo pelas trilhas do Imaginário Simbólico, acompanharemos protagonistas das obras em quadrinhos É um pássaro, de Steven T. Seagle e Teddy Kristiansen, Daytripper, de Gabriel Bá e Fábio Moon, e Habibi, de Craig Thompson, que trilham seus caminhos através do labiríntico processo de conhecimento do mundo e de si. Partindo dos caminhos metodológicos da Mitopoética e da mitologia comparada, seguiremos em busca dos fios que compõem o tornar-se quem se é, em uma investigação poética que mescla itinerários autoformativos ficcionais presentes nas Histórias em Quadrinhos, destacando a valorização da experiência, o papel das narrativas na constituição de si e as tessituras com a Pedagogia da Escolha, bem como as relações entre a composição artística dos quadrinhos, sua relação com a jornada heroica e os processos educativos. / \"The hero\'s jornney is a sellf-formative path present in ancestral narratives which, going beyond space-time barriers, still echo in contemporary productions without losing its symbolic potential. Following the paths of the structure of imaginary Symbol, we\'ll keep up the protagonists of the comics It\'s a bird, from Steven T. Seagle and Teddy Kristiansen, Daytripper, created by Gabriel Bá e Fábio Moon, e Habibi, from Craig Thompson, who tread their way through the labyrinthine of world knowledge process and of itself. From the methodological ways of mythopoetic and comparative mythology, we will searching for the threads that indicates \"how one becomes what one is\", in a poetic investigation that merges processes of self-formatives itineraries in comic books, highlighting the value of the experience, the role of narrative in the constitution itself and the tessitura with the Pedagogy of choice , as well as relations between the artistic composition of the comic, the relationship with the heroic journey and educational processes.