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Master Thesis

Dans quelle mesure les démarches d’implication et de distanciation, essentielles à la lecture littéraire, permettent-elles aux sujets lecteurs, en classe de quatrième, de questionner leurs représentations du personnage féminin ?

Abstract : What is at stake with this work could be stated as follow: in which way the approaches of involvement and detachment that are essential to the literary reading enable the 8th grade readers to question their representations of women. Thus, this research aims at finding solutions to get pupils to reconsider these representations. It is about calling on every part of the reader to build a questioning and a reflection about representations linked to the feminine character. The approach of involvement calls up the emotions and leads to identify to the character while the approach of detachment awakens the rational part of the reader, so as to get rid of all subjectivity. The founding theory of this work is that the merge of the two approaches will help the students to rethink the stereotyped representations of the feminine character. Two women characters have been selected to achieve this research: Mathilde Loisel from Maupassant’s La Parure (Contes normands et parisiens) and Roxane from Edmond Rostand’s Cyrano de Bergerac. This research also tends to ask about the potential updating of the pupils’ thought. For the students, it is about questioning its topicality by linking the time a text was written in and the present time, its issue and the new question to be raised in order to echo our own society. This research will then get them to think about forced marriage during the 17th Century and the present days in France.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-01402818
Contributor : Bibliothèque Inspé Académie Nantes <>
Submitted on : Friday, November 25, 2016 - 11:13:00 AM
Last modification on : Thursday, May 14, 2020 - 7:06:02 AM
Long-term archiving on: : Tuesday, March 21, 2017 - 2:35:00 AM

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  • HAL Id : dumas-01402818, version 1

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Louise Richard. Dans quelle mesure les démarches d’implication et de distanciation, essentielles à la lecture littéraire, permettent-elles aux sujets lecteurs, en classe de quatrième, de questionner leurs représentations du personnage féminin ?. Education. 2016. ⟨dumas-01402818⟩

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