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Entrer dans l’album L’intrus de C. Boujon en Grande Section de maternelle : une situation potentielle de problématisation

Abstract : The purpose of this article is to demonstrate how a pre-school teacher (5-6 year old children) enables young pupils to conduct a literary reading of a text understood through the implementation of a “situation-problem” (see. Fabre 1999), consisting in problematizing the opening words of the illustrated book L’intrus (The intruder) by C. Boujon. This implementation is based on a didactic tool Parcours Problema Littérature, the result of collaborative research work associating researchers, teachers and inspectors. We shall explain how the works on problematization in natural sciences (Orange), the works of Meyer (2001) on the “problematologic approach to reading” of literary texts and the reading of fables (Fabre 1989, 1999) contributed to our modelling. This modelling shall be explained in detail, in particular to contextualize the learning aims and implementation process of the pre-school teacher. The corpus on which our analysis is based is made up of the transcription of all teacher-pupil exchanges recorded during one of the first sessions dedicated to Boujon’s book; in the last part we shall take into account the activity of the pupils and the teacher. The postures of these pre-school reader-learners shall be analysed from three angles: designation (or denotation), signification (or demonstration) and manifestation (see. Deleuze 1969).
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https://hal.archives-ouvertes.fr/hal-01222628
Contributor : François Texier <>
Submitted on : Friday, October 30, 2015 - 11:47:36 AM
Last modification on : Tuesday, March 16, 2021 - 1:18:02 PM

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Annette Schmehl-Postaï, François Simon, Catherine Huchet. Entrer dans l’album L’intrus de C. Boujon en Grande Section de maternelle : une situation potentielle de problématisation. Repères : Recherches en didactique du français langue maternelle, ENS Lyon, 2014, pp.131-156. ⟨hal-01222628⟩

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