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Démythisation dialectique et reconstruction sémantique de la dyade maître-disciple dans L’Enfant-pluie de Francis Bebey

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Eyenga Onana P. S.
Quêtes littéraires
|
2019
|
issue 9
146-157
EN
In Francis Bebey's L'Enfant-pluie, the learner Mwana is burning with the desire to grow up. Weaned almost from his parents, he is forced to live in the village with his grandmother Iyo. He bases his daily sapiential quest on a repetitive questioning that he formulates towards his master. But beyond the child's fascination and in the face of the immensity of the training modules, what types of links do they singularize their relationship with Iyo? A didactic support for the teacher or simply a guidance for the learner? By backing our analysis with the phenotext-genotext diptych that underlies Edmond Cros' sociocritical approach, we organize our work into two main parts. First, we examine the thematic components that articulate Mwana's learning by showing each time how the artist-writer stylizes this theme to finally question the vision of the world he posits through his writing.  
FR
Dans L’Enfant-pluie de Francis Bebey, l’apprenant Mwana brûle d’envie de devenir grand. Sevré pour ainsi dire de ses parents, il est obligé de vivre au village aux côtés de sa grand-mère Iyo. Il fonde sa quête sapientiale journalière sur un questionnement répétitif qu’il formule à l’endroit de son maître. Mais par-delà la fascination de l’enfant et face à l’immensité des modules de formation, quels types de liens singularisent-ils son rapport à Iyo ? Un accompagnement didactique pour le maître ou simplement une guidance pour l’apprenant ? En adossant notre analyse au diptyque phénotexte-génotexte qui sous-tend l’approche sociocritique d’Edmond Cros, nous organisons notre travail en deux grandes parties. D’abord, nous scrutons les composantes thématiques qui articulent l’apprentissage de Mwana en montrant à chaque fois comment l’artiste-écrivain stylise cette thématique pour enfin interroger la vision du monde qu’il postule à travers son écriture.
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