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Université Du Québec À Montréal L UNIVERSITÉ DU QUÉBEC À MONTRÉAL L'ÉCOUTE DE LA TÉLÉVISION QUÉBÉCOISE PAR CONTOURNEMENT: TACTIQUES ET BRICOLAGES DE CEUX ET CELLES QUI ONT « COUPÉ LE CÂBLE » MÉMOIRE PRÉSENTÉ COMME EXIGENCE PARTIELLE DE LA MAÎTRISE EN COMMUNICATION PAR ROSE-ANNE V ALLERAND SEPTEMBRE 2019 UNIVERSITÉ DU QUÉBEC À MONTRÉAL Service des bibliothèques Avertissement La diffusion de ce mémoire se fait dans le respect des droits de son auteur, qui a signé le formulaire Autorisation de reproduire et de diffuser un travail de recherche de cycles supérieurs (SDU-522 - Rév.01-2006). Cette autorisation stipule que «conformément à l'article 11 du Règlement no 8 des études de cycles supérieurs, [l'auteur] concède à l'Université du Québec à Montréal une licence non exclusive d'utilisation et de publication de la totalité ou d'une partie importante de [son] travail de recherche pour des fins pédagogiques et non commerciales. Plus précisément, [l'auteur] autorise l'Université du Québec à Montréal à reproduire, diffuser, prêter, distribuer ou vendre des copies de [son] travail de recherche à des fins non commerciales sur quelque support que ce soit, y compris l'Internet. Cette licence et cette autorisation n'entraînent pas une renonciation de [la] part [de l'auteur] à [ses] droits moraux ni à [ses] droits de propriété intellectuelle. Sauf entente contraire, [l'auteur] conserve la liberté de diffuser et de commercialiser ou non ce travail dont [il] possède un exemplaire.» REMERCIEMENTS À Florence Millerand et Christine Thoër, merci de votre soutien et de vos encouragements, sans vous, ce mémoire n'aurait pu être. Merci d'avoir toujours pris le temps de me rassurer dans les moments plus difficiles. Merci de vous être dévouées dans la correction pour que mon mémoire soit au-delà de mes attentes, vos commentaires étaient toujours constructifs et vous avez su me diriger vers d'excellentes ressources pour m'améliorer. J'aimerais également profiter de cette occasion pour remercier Mélanie Millette et Anouk Bélanger d'avoir pris le temps de lire et de commenter mon projet de mémoire, de rn' avoir présenté des pistes d'amélioration, mais surtout de rn' avoir encouragée à continuer. Vos commentaires ont permis de faire évoluer mon mémoire à un tout autre niveau. À ma mère, Christiane, et ma petite sœur, Sara-Camille, qui ont passé plusieurs heures à corriger mon mémoire, à le lire et le relire. Je ne pourrais jamais vous remercier assez de toute 1' aide que vous rn' avez apportée, d'avoir pris le temps de me faire vos commentaires par rapport à mon mémoire. Merci, maman, de t'être toujours rendue disponible aux moments où j'en avais le plus besoin. Tu as su m'encourager et me dire les bons mots! Sara-Camille, tu sais toujours comment me changer les idées. Même si ça te faisait rechigner, merci de rn' avoir laissé les restes de nourriture suite aux soupers chez papa et maman parce que tu savais que ça me rendait grandement service. À Marc qui rn' a toujours encouragée et même aidée dans plusieurs projets pendant mes études. À mon iii frère, Marc-Olivier, qui même à distance savait me faire sourire aux moments où j'en avais le plus besoin, qui sait toujours comment mettre de la joie et du bonheur dans une journée et qui m'a accueilli chez lui pour étudier à Québec pour que l'on puisse passer du temps de qualité ensemble. À mon père et à Anik, vous avez su m'encourager et me garder motivée en soulevant mes objectifs et en me rappelant ce qui venait après. Merci de m'avoir laissé profiter du chalet pour mes séances d'études intensives, cela m'a fait le plus grand bien. Merci de rn' avoir encouragée dans mes aspirations et dans ma volonté de concrétiser mes rêves! Je ne peux passer par-dessus l'aide apportée par Dario. Tu m'as aidée à plusieurs reprises en répondant à mes questions, en me permettant d'accéder à des ressources riches qui sont généralement réservées aux employés de Radio-Canada. Merci de ton aide et de tes encouragements! J'en profite aussi pour remercier Andrea Sharkey et la Société Radio-Canada de rn' avoir donné accès à de précieuses données de l'Observatoire des technologies médias. Un immense merci à mes ami.e.s qui m'ont supportée pendant toutes ces années, qui ont accepté de me laisser étudier même les vendredis soirs et qui ont même étudié avec moi à plusieurs reprises. Merci, Audrey, d'être venue me changer les idées avec du fromage et du vin et de rn' avoir supportée et écoutée dans les moments difficiles. Merci, Claude, de m'avoir comprise quand je n'étais pas disponible et de m'avoir apporté du support quand tu n'avais pas nécessairement le temps toi non plus ou quand tu étais aussi stressée que moi. Merci Audréane, Élodie, Hugo, Lilian, Mathilde, Pier­ Luc, Rachelle d'avoir participé à mes nombreuses séances d '·études et de rn' avoir aidée et motivée à continuer. Merci à toutes les personnes qui' ont accepté de donner de leur temps personnel à une étrangère lors des entretiens pour permettre la réalisation de ce mémoire. Sans vous ce mémoire n'aurait pu être! ~------------------------------------------ TABLE DES MATIÈRES LISTE DES TABLEAUX .......................................................................................... VI LISTE DES ABRÉVIATIONS ............................................................................... VIII RÉSUMÉ .................................................................................................................... IX INTRODUCTION ........................................................................................................ 1 CHAPITRE I Problématique ..................................................................................... 4 1.1 L'écoute télévisuelle ........................................................................................... 4 1.1.1 Un taux d'écoute stable, pour l'instant ....................................................... 4 1.2 Couper le câble ou ne jamais l'adopter? ........................................................... 10 1.2.1 Regarder la télévision autrement ............................................................... 10 1.2.2 Le Canada « débranché » ........................................................................... 15 1.3 Questions de recherche ............................................................................... 17 1.3.1 Questions générales et spécifiques ............................................................ 17 1.3.2 Intuitions de recherche ............................................................................... 18 1.3 .3 Pertinence communicationnelle, scientifique et sociale ............................ 18 CHAPITRE II Cadre théorique ............ ·................................................................... 20 2.1 Comprendre les pratiques culturelles au quotidien ........................................... 20 2.1.1 Tactiques versus stratégies ......................................................................... 22 2.1.2 Bricolage .................................................................................................... 24 2.1.3 Tactiques .................................................................................................... 26 2.1.4 Pratiques culturelles ................................................................................... 28 2.2 Sociologie des attachements ............................................................................. 29 2.2.1 L'analyse de l'amateurisme sans préconception ....................................... 29 2.2.2 Quatre dimensions de l'analyse ................................................................. 32 2.2.3 Le dispositif ............................................................................................... 33 2.2.4 L'expérience spectatorielle ........................................................................ 34 2.3 Synthèse ............................................................................................................ 36 CHAPITRE III Méthodologie ................................................................................ 3 8 3.1 Une approche qualitative .................................................................................. 38 3.2 Entretiens semi-dirigés ..................................................................................... 39 3.3 Recrutement des participants ............................................................................ 41 v 3.4 Déroulement de la recherche ............................................................................ 43 3.5 Modalités d'analyse .......................................................................................... 44 3.5.1 Repérage des thèmes .................................................................................. 46 3.5.2 Documentation des thèmes dégagés .......................................................... 47 3.6 Considérations éthiques ........................................ '............................................ 47 CHAPITRE IV Résultats ........................................................................................ 49 4.1 Types d'installations disponibles sur le marché québécois .............................. 49 4.1.1 Appareils .................................................................................................... 50 4.1.2 Logiciels et applications ............................................................................ 55 4.1.3 Plateformes ................................................................................................ 58 4.2 Portrait des participants et
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