Calenda - Les études françaises aujourd'hui : dire, écrire, agir en français 4

<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN" "http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd"> <html xmlns="http://www.w3.org/1999/xhtml" xml:lang="fr" lang="fr"> <head> <meta http-equiv="Content-type" content="text/html; charset=utf-8" /> <meta http-equiv="Content-language" content="" /> <link rel="shortcut icon" type="image/x-icon" href="favicon.ico" /> <title>Calenda - Les études françaises aujourd'hui : dire, écrire, agir en français 4 – DEAF 4</title> <link rel="stylesheet" type="text/css" href="https://static-origin.openedition.org/openbarre_/styles/main.css?date=2018-11-06" /> <link rel="stylesheet" type="text/css" href="css/screen.css" media="screen, print" /> <link rel="stylesheet" type="text/css" href="css/print.css" media="print" /> <script type="text/javascript" src="js/jquery.js"></script> <script type="text/javascript" src="js/jquery-ui-1.8.17.custom.min.js"></script> <script type="text/javascript" src="js/jquery.form.js"></script> <script 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href="search.html?primary=fdate&fyear=2021&fmonth=09&fday=01">01</a></div> <div class="month"><a href="search.html?primary=fdate&fyear=2021&fmonth=09">sep</a></div> <div class="year"><a href="search.html?primary=fdate&fyear=2021">2021</a></div> </td> </tr> </tbody> </table> </div> </div> <div id="listcategories"> <h2>Catégories</h2> <ul> <li><a href="search?primary=fsubject&fsubject=268">Linguistique</a></li> <li><a href="search?primary=fsubject&fsubject=269">Littératures</a></li> </ul> </div> </div> <div id="document" class="column"> <div id="main"> <div class="titles"> <h1 class="origt"><a href="900024">Les études françaises aujourd'hui : dire, écrire, agir en français 4 – DEAF 4</a></h1> <h2 class="origt">French studies today: speaking, writing, and acting in French 4 (DEAF 4)</h2> </div> <div class="mapuce2">*  *  *</div> <p id="pubdate"> Publié le jeudi 22 juillet 2021 </p> <div id="texte"> <div id="resume"> <p class="intitule">Résumé</p> <div id="resume-900024-fr" class="tabContent" lang="fr" xml:lang="fr"> <p style="text-align: left;">Le département d'études romanes de la faculté des lettres et des arts de Kragujevac et l'Institut français de Serbie organisent, en visioconférence, le quatorzième colloque international et pluridisciplinaire « Les études françaises aujourd'hui : Dire, écrire, agir en français 4 – DEAF 4 » les 15 et 16 octobre 2021. Ce colloque pluridisciplinaire en littérature, linguistique et didactique du français s'adresse aux enseignants-chercheurs, chercheurs et doctorants. La langue du colloque est le français. </p> </div> </div> <div id="annonce"> <p class="intitule">Annonce</p> <div id="annonce-900024-fr" class="tabContent" lang="fr" xml:lang="fr"> <h1>Argumentaire</h1> <h3>Volet littéraire : Le mal et/dans la littérature</h3> <p style="text-align: left;">Le volet littéraire de ce colloque propose une réflexion parallèle sur le rapport entre le mal et la littérature, de même que sur le mal dans la fiction littéraire française ou francophone. Cette double optique élargit le champ déjà vaste d'investigations envisageables, que l'on rend exhaustif en ajoutant la problématique du Mal. Qu'est-ce que le mal/Mal, peut-on vraiment le comprendre ? Cette question se pose aux hommes bien avant les premiers théistes chrétiens, car l'existence d'un principe actif du mal a toujours été perçue comme incompatible avec l'existence de Dieu, censé être l’Amour, le Savoir et la Bonté absolus. Dans les <em>Essais de théodicée</em>, Leibniz pose le problème du mal dans les termes suivants : « Si Dieu existe, d'où vient le mal ? S'il n'existe pas, d'où vient le bien ? ». Accordant sa pensée aux thèses créationnistes, le philosophe décèle le <em>mal méta</em><em>physique</em> ou l’imperfection de la créature divine imputable à Dieu et ceux qui en découlent : le <em>mal </em><em>physique</em> ou la douleur et le <em>mal </em><em>moral</em> ou le péché, qui suppose la liberté de l'homme et, donc, sa responsabilité. Dans sa sagesse et sa générosité, toujours selon Leibniz, Dieu aurait créé un monde parfait qui fonctionne conformément à une mécanique divine impeccable. Ainsi, en s'offusquant de l'imperfection d'un seul de ses aspects, dont la nécessité dans l'harmonie générale lui échappe, l'homme témoignerait de son ignorance. Foucault montre que chaque société produit sa vérité, qui assujettit l'homme au profit du pouvoir dominant. Les écrivains n'y échappent pas : face à la question du mal, leur position change en fonction des contextes religieux, politiques et sociaux. Ainsi, dans sa théodicée épique, <em>Le Paradis perdu</em>, Milton offre bien avant Leibniz une explication théologique de la tolérance de Dieu envers le mal, alors que Voltaire, cette voix des plus aiguës des Lumières, s'oppose fermement à l’optimisme leibnizien dans <em>Candide</em>, dénonçant toutes les misères de la condition humaine.</p> <p style="text-align: left;">Cependant, force est d’admettre que cette omniprésence du mal et la fascination qu'il exerce sur l'homme, représentent justement le pain béni de la littérature, dont Bataille interroge le sens dans <em>La littérature et le mal</em>, un recueil d'essais sur Brontë, Baudelaire, Michelet, Blake, Sade, Proust, Kafka et Genet. Loin d'être innocente, la littérature serait l'expression d'une forme aiguë du Mal (et du mal, vu le titre de l'ouvrage) et devrait plaider coupable ; une telle conception de l'écriture exigerait de ce fait une « hypermorale ». Le XIX<sup>e</sup> siècle a imposé la figure du Poète maudit (Baudelaire, Verlaine, Lautréamont ou Rimbaud), mais aussi, plus généralement, le profil du « véritable » écrivain, un génie créateur malheureux et pauvre. Dans la vie comme dans l'écriture, celui-ci reste du côté sombre de la réalité, là où le bonheur demeure exposé à tous les maux, à commencer par des préjudices moraux intolérables, des souffrances et des calamités diverses, jusqu’aux actes coupables qui souvent ruinent des vies, semant la discorde, la peur et la désolation.</p> <p style="text-align: left;">Au XX<sup>e</sup> siècle et jusqu'à nos jours, les bouleversements de la société occidentale font évoluer ses paradigmes esthétiques en changent la vision du mal/Mal. Les deux conflits mondiaux du dernier siècle ne cessent de hanter l'imaginaire collectif, particulièrement l’idéologie nazie, prétendument inspirée de Nietzsche ; or, rien dans la pensée du philosophe ne laisse place au mépris de la vie dont témoignent les horreurs du Troisième Reich : l'exaltation des forces vitales et de l’Éros d'un côté, celle des faiblesses mortifères ou de Thanatos de l'autre. L'absurdité et le cauchemar de la Grande Guerre inspirent des &oelig;uvres fortes, telles que le <em>Voyage au bout de la nuit</em> de Céline, ou <em>Les Âmes grises</em> de Claudel. Parus aussi à un demi-siècle d'écart, des romans tels que <em>La Mort est mon métier</em> de Merle ou <em>Les Bienveillantes</em> de Littell, tentent encore d'expliquer l'inexplicable aptitude au crime des fonctionnaires zélés, la « banalité du mal », comme le veut Arendt.   </p> <p style="text-align: left;">Après la mort de Dieu proclamée par Nietzsche, la société est aux prises avec d'autres sources d'angoisse : la discrimination sociale et raciale, le génocide, l'Armageddon nucléaire, la violence urbaine, les meurtres en série, les changements climatiques ou, plus récemment, le terrorisme et l'arme biologique. Comme la société contemporaine semble être dans un état de crise endémique, des défis à relever sont énormes et extrêmement complexes, nécessitant une redéfinition des valeurs. La littérature est un espace dans lequel les dimensions éthiques et morales peuvent être facilement perçues et réfléchies, mais ce potentiel reste inexploité. Bien au contraire, dans « La fascination du mal : une nouvelle mode littéraire », Charlotte Lacoste dénonce avec raison une tendance du roman contemporain à réhabiliter des criminels, en poussant le lecteur à l'identification avec le bourreau (<em>Les Bienveillantes</em> de Littell, <em>La Perfection du tir</em> d'Énard, <em>Zimmer</em> de Benyahya) ; cette tendance s'inscrit dans une dynamique relativiste, qui anime aussi d'autres domaines importants de la société, risquant de se généraliser.</p> <p style="text-align: left;">Nous n'avons évoqué ici que quelques problématiques majeures inhérentes à la question du mal et susceptibles de féconder une réflexion plus poussée.</p> <h3>Volet linguistique : L’un et le multiple dans la langue-culture française</h3> <p style="text-align: left;">Le volet linguistique propose l’étude de nombreux phénomènes dans la langue française tels que les variantes, les variétés, la multiplicité, la diversité, les différences, la modification, le changement, l’ambiguïté, la polysémie, la polyphonie, la polyvalence, l’invariance, la symétrie, la comparabilité, l’universel, l’unique, le multimodal, l’exception, la norme, la standardisation, le multilinguisme, la diglossie, les langues minoritaires, les langues régionales, l’alternance codique, le multiculturalisme, et tous les phénomènes liés au sujet central de la section linguistique.</p> <p style="text-align: left;">Les chercheurs sont invités à observer, décrire, questionner ces phénomènes sous la lumière des disciplines et des domaines de recherche en linguistique tels que la sémantique, la syntaxe, la morphologie, la phonétique, la phonologie, la pragmatique, la lexicologie, la lexicographie, la sémiotique, l’étymologie, la dialectologie, la sociolinguistique, la psycholinguistique, la neurolinguistique, la translatologie, la linguistique appliquée, la linguistique comparée, la linguistique informatique, la linguistique cognitive, la linguistique anthropologique, et ce à travers les études en diachronie ou en synchronie, les études théoriques ou appliquées, ou bien les études aussi bien contextuelles, qu’indépendantes ou interdisciplinaires.</p> <h3>Volet didactique du FLE : La didactique de la langue française de l'enseignement en présentiel à l'enseignement à distance et à la formation hybride</h3> <p style="text-align: left;">Le volet didactique propose la recherche autour du thème de l’enseignement de la langue française de nos jours quand nous sommes tous confrontés aux différents défis imposés par la crise sanitaire. Le passage de l’enseignement en présence à l’enseignement en ligne et à l’enseignement hybride rend plus apparentes différentes questions que les praticiens se posent quotidiennement.</p> <p style="text-align: left;">Les chercheurs en didactique du français langue étrangère sont invités à réfléchir aux questions de savoir quelles sont les difficultés et les avantages des nouveaux modes de travail, des cours à distance, de la formation hybride, des cours bimodaux, de l’enseignement synchrone et asynchrone ; de savoir quels sont les enjeux de l’enseignement-apprentissage à distance ; de savoir si ces difficultés proviennent de ce que nous ne connaissons que très imparfaitement la réalité des pratiques de ce type de formation ; de savoir si les professeurs peuvent tirer un profit professionnel des échanges avec leurs pairs ; de savoir comment évaluer les acquis et le progrès des élèves ; de savoir comment répondre au mieux aux exigences du coût et de la qualité des cours à distance ; de savoir quelles sont les conditions nécessaires qui permettent de favoriser la qualité de la formation à distance .</p> <p style="text-align: left;">Plusieurs pistes de recherche possibles se tracent autour des sujets concernant  l’édition, la diffusion, l’administration des cours et l’utilisation d’outils de communication, l’importance de l’autonomie des apprenants, le statut des enseignants entre surcharge et isolement, l’innovation et le besoin d’être flexible et d’enrichir ou d’introduire de nouvelles pratiques dans le cours du français, les stratégies qui fonctionnent le mieux pour l’enseignement dans un environnement riche en technologie, la motivation des étudiants/élèves, les effets indésirables de l’enseignement à distance et de l’enseignement hybride, et enfin, l’importance de la communication et de l’entraide parmi tous les participants du procès de l’enseignement-apprentissage.</p> <h1>Calendrier</h1> <ul> <li> <h3>Envoi des propositions : 1er septembre 2021.</h3> </li> <li>Notifications d’acceptation ou de refus : 8 septembre 2021.</li> <li>Programme préliminaire : mi-septembre 2021.</li> <li>Programme définitif : fin septembre 2021.</li> <li>Colloque : 15–16 octobre 2021.</li> </ul> <h1>Mode de soumission</h1> <p style="text-align: left;">L’inscription est obligatoire, les propositions de communications doivent être déposées (de préférence) au moyen du formulaire électronique en ligne prévu à cet effet (200 mots maximum pour le titre et le résumé) et accessible via ce lien : <a href="https://docs.google.com/forms/d/e/1FAIpQLScE9SCB9kSWP5VAs5v2yc0iH3gkRDn2Pm9-GP6FRgvzSnEH2Q/viewform?usp=sf_link">FORMULAIRE D’INSCRIPTION – DEAF 4</a>, ou alors par courrier électronique : <a href="mailto:deaffrkg@gmail.com">deaffrkg@gmail.com</a>.</p> <h1>Modalité d’intervention</h1> <p style="text-align: left;">Le temps alloué à chaque communication est de <strong>20 minutes</strong>.</p> <h1>Publication des actes</h1> <p style="text-align: left;">La publication des Actes du colloque est prévue pour 2022, sur support papier et électronique ; toutes les communications proposées seront soumises à une évaluation en double aveugle.</p> <h1>Frais d’inscription</h1> <p style="text-align: left;">Les frais d’inscription s’élèvent à <strong>25 €</strong> par participant et comprennent : le Livre des résumés et le Programme du colloque (sur support électronique), les Actes du colloque (sur support papier et électronique) et l’Attestation de participation (sur support papier et/ou électronique).</p> <h1>Comité scientifique</h1> <ul> <li>Alain VUILLEMIN (Université Paris-Est Créteil, France)</li> <li>Aleksandar STEVIĆ (Université de Lingnan, Hong Kong, Chine)</li> <li>Biljana TE&Scaron;ANOVIĆ (Université de Kragujevac, Serbie)</li> <li>Bo&scaron;tjan M. TURK (Université de Ljubljana, Slovenie)</li> <li>Chantal PARPETTE (Université Lumière – Lyon 2, France)</li> <li>Dejan STO&Scaron;IĆ (Université Toulouse – Jean Jaurès, France)</li> <li>Frédéric TORTERAT (Université Paul-Valéry – Montpellier 3, France)</li> <li>Frédéric WANG (INALCO, Paris, France)</li> <li>Ivan JOVANOVIĆ (Université de Ni&scaron;, Serbie)</li> <li>Jacques BRES (Université Paul-Valéry – Montpellier 3, France)</li> <li>Jacques MOESCHLER (Université de Genève, Suisse)</li> <li>Jelena BRAJOVIĆ (Université de Belgrade, Serbie)</li> <li>Jovica MIKIĆ (Université de Banja Luka, Bosnie-Herzégovine)</li> <li>Katarina MELIĆ (Université de Kragujevac, Serbie)</li> <li>Lidia COTEA (Université de Bucarest, Roumanie)</li> <li>Louis de SAUSSURE (Université de Neuchâtel, Suisse)</li> <li>Marijana ĐUKIĆ (Université de Podgorica, Monténégro)</li> <li>Marija PANIĆ (Université de Kragujevac, Serbie)</li> <li>Marinko KOŠČEC (Université de Zagreb, Croatie)</li> <li>Metka ZUPANČIĆ (Université d'Alabama, États-Unis d'Amérique)</li> <li>Milica VINAVER-KOVIĆ (Université de Belgrade, Serbie)</li> <li>Nermin VUČELJ (Université de Ni&scaron;, Serbie)</li> <li>Primož VITEZ (Université de Ljubljana, Slovénie)</li> <li>Radana LUKAJIĆ (Université de Banja Luka, Bosnie-Herzégovine)</li> <li>Saša MARJANOVIĆ (Université de Belgrade, Serbie)</li> <li>Snežana Gudurić (Université de Novi Sad, Serbie)</li> <li>Tamara VALČIĆ-BULIĆ (Université de Novi Sad, Serbie)</li> <li>Tijana A&Scaron;IĆ (Université de Kragujevac, Serbie)</li> <li>Valérie DUSAILLANT-FERNANDES (Université de Waterloo, Canada)</li> <li>Vesna ELEZ (Université de Belgrade, Serbie)</li> <li>Vera JOVANOVIĆ (Université de Kragujevac, Serbie)</li> <li>Veran STANOJEVIĆ (Université de Belgrade, Serbie)</li> <li>Zoran NIKOLOVSKI (Université de Bitola, Macédoine du Nord)</li> <li>Zvonko NIKODINOVSKI (Université de Skopje, Macédoine du Nord)</li> <li>Witold UCHEREK (Université de Wrocław, Pologne)</li> </ul> </div> </div> <div id="categories" class="cat"> <p class="intitule">Catégories</p> <ul> <li><a href="search?primary=fsubject&fsubject=267">Langage</a> (Catégorie principale)</li> <li><a href="search?primary=fsubject&fsubject=259">Esprit et Langage</a> > <a href="search?primary=fsubject&fsubject=267">Langage</a> > <a href="search?primary=fsubject&fsubject=268">Linguistique</a></li> <li><a href="search?primary=fsubject&fsubject=259">Esprit et Langage</a> > <a href="search?primary=fsubject&fsubject=267">Langage</a> > <a href="search?primary=fsubject&fsubject=269">Littératures</a></li> </ul> </div> <div id="eventformats"><br></div> <div id="dates"> <p class="intitule">Dates</p> <ul> <li>mercredi 01 septembre 2021</li> </ul> </div> <div id="attachments"> <p class="intitule">Fichiers attachés</p> <ul> <li><a href="900048?file=1" target="_blank">Deuxième appel à communication, DEAF 4, octobre 2021.pdf</a></li> </ul> </div> <div id="motscles"> <p class="intitule">Mots-clés</p> <ul> <li>littérature, linguistique, didactique, FLE</li> </ul> </div> <div id="contacts"> <p class="intitule">Contacts</p> <ul> <li>Biljana Tesanovic<br/><em>courriel :</em> deaffrkg [at] gmail [dot] com<br/></li> <li>Vera Jovanovic<br/><em>courriel :</em> deaffrkg [at] gmail [dot] com<br/></li> </ul> </div> <div id="source"> <p class="intitule">Source de l'information</p> <ul> <li>Biljana Tesanovic<br/><em>courriel :</em> deaffrkg [at] gmail [dot] com</li> </ul> </div> <div id="license"> <p class="intitule">Licence</p> <p><a rel="license" href="https://creativecommons.org/publicdomain/zero/1.0/"><img alt="CC0-1.0" class="cc" src="images/cc0-88x31.png" /></a> Cette annonce est mise à disposition selon les termes de la <a rel="license" href="https://creativecommons.org/publicdomain/zero/1.0/">Creative Commons CC0 1.0 Universel</a>.</p> </div> <div id="citation"> <p class="intitule">Pour citer cette annonce</p> <p>« Les études françaises aujourd'hui : dire, écrire, agir en français 4 – DEAF 4 », <span class="category">Appel à contribution</span>, <em>Calenda</em>, Publié le jeudi 22 juillet 2021, <a class="url" href="https://doi.org/10.58079/1713">https://doi.org/10.58079/1713</a></p> </div> </div> </div> </div> <div id="news" class="column last"> <div id="imprimable"> <a id="impression" onclick="javascript:window.open('900024?formatage=print', '', 'menubar=yes,toolbar=no,scrollbars=yes,width=800,height=600');return false;" href="900024?formatage=print">Imprimer</a> <a id="signaler" 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