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• W321301918 abstract "EnglishThis article reflects about discoursive processes that allow to make grow the adherence to a certain ideology without passing by classic ways of argumentation where a thesis is defended with the support of a branch of arguments. This reflection is posed over an example taken from late XIX century, when common sense held as evident the superiority of Western Europe. Two kind of joint speeches will be put in relation: textbooks of lay school and the series of Voyages extraordinaires by Jules Verne. Once this relation is made, it allows to build a «plurifocal» discoursive formation. Differently from «unifocal» discoursive formations such as «racist speech» and «boss� speech», where texts get united in an upper level by a common space, «plurifocal» discoursive formations only imply that corpora gathered in this way obey to a same rule system; its hetereogeneity is then preserved. The article stress on two main resources: interdiscourse and reflexivity. This interdiscoursivity is retained in two complementary levels: into the textbooks system, by the reciprocal support of subjects and the existence of transversal semantic unvariants, but also between textbooks and novels. Concerning to reflexibility, its efficacity tends to which it makes part of the blind point of enunciative activity in which children are commited, in the scholar practice and when reading novels. This idea is illustrated by the image of «Sphere», where certain Western people are locked, threatened by a mob of «savage people». francaisCet article reflechit sur les processus discursifs qui permettent de susciter l�adhesion a un certaine ideologie sans passer par les voies classiques de l�argumentation ou l�on defend une these a l�aide d�une erie d�arguments. Cette reflexion s�appuie sur un exemple tire de la fin du XIX° siecle, ou la doxa tenait pour evidente la superiorite de l�Europe occidentale. On y met en relation deux ensembles discursifs: les manuels de l�ecole laique et la serie des Voyages extraordinaires de Jules Verne. Cette mise en relation permet de construire une formation discursive «plurifocale». A la difference des formations discursives «unifocales» telles que le «discours raciste» ou le «discours patronal», dont les textes sont unifies a un niveau superieur par un foyer unique qui les fait converger, les formations discursives «plurifocales» n�impliquent pas que les corpus ainsi associes obeissent a un meme systeme de regles; on preserve donc leur heterogeneite. Sur ces deux ensembles discursifs l�article met l�accent sur deux ressources majeures: l�interdiscours et la reflexivite. Cette interdiscursivite est apprehendee a deux niveaux complementaires: a l�interieur du systeme des manuels, par l�etayage reciproque des disciplines et l�existence d�invariants semantiques transversaux, mais aussi entre les manuels et les romans. Quant a la reflexivite, son efficacite tient a ce qu�elle constitue le point aveugle de l�activite enonciative dans laquelle sont engages les enfants, dans la pratique scolaire comme dans la lecture des romans. Cette idee est illustree par la figure de la «Sphere» dans laquelle sont enfermes quelques Occidentaux, menaces par une horde de «sauvages»." @default.
• W321301918 created "2016-06-24" @default.
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• W321301918 date "2011-01-01" @default.
• W321301918 modified "2023-09-22" @default.
• W321301918 title "Faire adherer sans argumenter. Manuels scolaires et voyages extraordinaires a la fin du XIX siecle" @default.
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